Middle School 2015-2016

TEACHER GUIDEBOOK
Contents
Academic Program
Student Academic Expectations
Homework
Assessment of Student Progress...
Portfolios..
Parent Communication
Reports

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Page 3
Page 4
Page 6
Page 8
Page 10

Student Life / Middle School Programming

Advisory
Activities.
Kabbalat Shabbat.
8th Grade Off-Campus Lunch / MS Lunch Special
Overnight Trips and Teacher Participation/Coverage

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Page 15
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Page 16
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Faculty Life
Teacher Hours.
Shared Responsibility for Student Supervision and Support..
Team Meetings .....
Student Movement
Arrival
Attendance
Adherence to Uniform Policy....
Dress Down Day...
Lunch Duty...
Snack Duty/PE Duty..
Dismissal Duty
Sharing Space.
Student Lockers and Materials..
Tutoring Policy..
Supportive Behavior Management and Discipline

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8/30/20153:03:15 PM

MIDDLE SCHOOL TEACHER GUIDEBOOK

ACADEMIC PROGRAM
Student Academic Expectations
Middle School students are learning to meet high academic expectations by organizing
materials, managing time, and completing assignments. While some of our students are
accomplished in these areas, for many students these skills are just emerging. This
becomes even more apparent in the middle school as we increase student expectations for
how they must complete and turn in their work. In order to help all students grow to high
levels of academic success middle level educators must develop systems that scaffold
student growth in the skill areas that contribute to high achievement.
Proactive strategies to promote academic achievement
Establish clear and consistent protocols regarding students in-class work,
homework assignments, and the materials with which they must come to class
Do not accept behavior/work that falls short
Set up a workable system that holds students responsible for these expectations
and for re-doing and re-submitting their work when it does not meet standards
Basic Middle School Academic Expectations
(In addition to other expectations that you develop with your students):
Students must come to class with appropriate materials (pen, pencil, sharpener
etc) and are responsible to re-fill their supplies when they run low
Work should be completed in accordance with the specific instructions of the
assignment
Work needs to be thorough and neatly produced. (Students are encouraged to
type their work, when appropriate.)
Written responses should reflect the full potential of the student and should be
completed in relationship to the standards of middle school writing.
Students should maintain standards of academic integrity. Plagiarism and
cheating are not acceptable. Middle School students are still learning the rules and
ethics of intellectual property and need to be taught what is appropriate.
Students will work cooperatively, support and encourage each other's efforts
when they are in a group work situation.

Homework
Goals of assigning homework
In view of the limited in-class teaching time in a dual-curriculum school, to
extend the time Middle School teachers have to teach and reinforce the work
they are doing with their students
Help students consolidate understanding, practice academic skills, and make
them their own
Reinforce student learning and life skills outside of school (e.g. taking
responsibility for their work, time management, and independence)
Develop student skills that are necessary for success in high school and beyond
Homework guidelines
Middle School students should average one hour or less of homework each night.
Homework, on average, should not run more than about 15 minutes per night
per Core area. Ongoing reading in English and Hebrew may be assigned above
and beyond that amount of time.
Homework should be
o Practice, extension, or application of skills or content learned in class.
o Preparation of new material for class, if it is reading or work that
student will be able to accomplish and understand independently.
Homework should not be repetitive drills or busy work.
Homework should be reviewed regularly and should include feedback to
students.
Homework should be posted on the board at the beginning of class and time
should be devoted for students to write homework in their planbooks. Since
many Middle School students are still developing organizational skills, it is best
practice to check students planbooks on a regular basis.
All Homework assignments should be posted to the grade level Google
calendar the day it is assigned.

Assessment of Student Progress

The goal of assessment in the Middle School is to gather information about students
academic growth. This information is then used to guide instruction and to report to
students and parents.
In our elementary division students generally have a non-testing, non-graded experience
and a variety of assessment tools are used, such as observation, portfolios, projects, class
discussion, homework, writing, and reading. In middle school we expand our repertoire to
include a wider array of assessment tools. We choose to introduce tests and grades in a
progressive manner, because we do not want them to become central to the middle school
learning experience.
Testing should be used in every grade and teachers should be careful to strike a balance in
the types of tests they use. For example, we recommend that you offer the range of test
experiences during the year, including:
timed and un-timed tests
tests that rely on memory and those involving use of resources
take-home tests and proctored-tests
th
In 8 grade, we expect that students will have an end of unit assessment in each subject
area (e.g. test, exhibition, report, presentation.) Because students are preparing for the
experiences of high school, we request that tests be given throughout the year in every
subject area.
Grading- A grading system on tests and projects is instituted progressively over time in the
following manner:
6th: We do not generally use numeric or number grades in 6th grade (that doesnt
mean never, it means most often). We prefer to use a four category scoring
system:
o Exceeds
o
Approaching expectations
expectations
o
Just beginning expectations
o Meets expectations
7th and 8th: Increased use of actual grades unfolds over the course of the
semester and should be accompanied by usable, substantive comments. Grades
should be given on some homework assignments, unit-ending tests, projects and
assessments.
Teachers are encouraged to use rubrics as a tool for giving students clear
criteria of excellence and for grading.
Standardized Tests
6th: Terra Nova (May 16-18)
7th: Terra Nova (May 10-11 and 13)
8th: Optional:
Specialized High School Admissions Test (October 25-26)
Board of Jewish Education Examination (November 22)
Independent School Entrance Examination (TBA)

Exam Week
At the end of the 7th grade school year and at mid-term of the 8th grade students have Exam
Weeks, during which they will be required to complete assessments in each academic area
(Humanities, Jewish Studies, Science, Math). Each test should include a mix of short answer
and extended response questions.
Exams should be cumulative and include key content, concepts, and skills
studied.
Class time should be used for review.
Study strategies and test taking strategies should be discussed in
class. Students need help to develop plans to make sure they are well prepared
for the tests.
Teachers prepare written review materials for the students that include
o Outline of topics covered by the exam
o Directions of where to find important information
o Suggestions of how to review for the exam
o Sample questions and tasks for test prep
Mid-Term Exam Week- Grade 8:
Wednesday, January 20Thursday, January 21Friday, January 22Early Dismissal

In school study day

Science (45mins), Math (60mins)
Jewish Studies/Beit Midrash (90mins)

Final Exam Week- Grade 7:

Tuesday, June 14Wednesday, June 15Thursday, June 16Early Dismissal

In school study day

Science (45mins), Humanities (90mins), Math (60mins)
Jewish Studies/Beit Midrash (90mins)

Exhibitions Another assessment tool in the middle school is the exhibition. The aims of
exhibitions are for students to develop their ability to plan, organize, and carry out longterm projects; use judgment and make choices based on their own experiences; do
important things; and demonstrate broad mastery in response to warm and cool
questioning. In the elementary grades, students have taken early steps toward these aims
by working on projects and presenting publication-quality products. The exhibitions
students undertake in middle school enable students to extend and refine these skills and
habits.
Students complete formal oral presentations of completed research and learning in two
core areas each year (see below). The project also involves a written report and, in some
cases, an artifact. The assignment is long-term, structured, and challenging, normally
requiring synthesis and some extrapolation from what students have studied in class.
Parents and other school community members are invited. Each presentation involves the
student responding to questions posed by audience/community.
6th: Science (January dates TBD) and Jewish Studies (June 14-16)
7: Humanities (January dates TBD) and Math (May 31-June 3)
8: Humanities (January dates TBD) and Graduation (June 6-10)
5

Portfolios- Developing a Portfolio can be powerful experience for middle school students. In This
We Believe: Successful Schools for Young Adolescents, a position paper of the Association for Middle
Level Education, it states that middle school students should have opportunities to set goals, chart
their individual growth, and reflect on their progress in achieving the knowledge, skill, and
behavioral objectives of education. By selecting samples of their work and reflecting on those
selections, students draw conclusions about themselves as learners. They are then able to set goals
for themselves as they move forward in their learning. This process helps middle school students
to take ownership of their learning and achievement, to clarify criteria of excellence, and to practice
and develop the skill of reflection.
Middle School students work throughout the year with their core area teachers to select work
samples for their portfolio and to write a reflection about each piece that they selected. Each
student also works with their Advisory teacher, who helps the student to refine the portfolio by
compiling the various subjects into one global portfolio. The Advisory teachers also help the
students to analyze what the portfolio says to each student about him or her as a learner. The
Advisory teachers further help the students to set goals for themselves and prepare for the
Portfolio Conference presentation. Students meet with the Advisory teachers periodically during
Advisory Period throughout the year and on the Portfolio prep day. The portfolio process is
structured differently in each grade level in order to help students develop progressively deeper
reflection and more independent work as they grow.
Portfolios Timetable
October 20/21 Advisory Period
Advisory Teachers meet with students
Grade 6. Overview of process. Introduce Habits.
Grades 7-8. Review goals from previous Portfolio Conference. Connect
goals to Habits.
Week of
Humanities Class
October 19
Grade 6. Review Work Sample Reflection Form. Practice writing
reflection on first selection. Model and share with class.
Grade 7. Practice writing reflection on first selection. Share reflections
with a partner.
Grade 8. Group discussion- what is depth? Practice discussion checklist
with partner. Write reflection on first selection.
Week of
Core area teachers use class time for students to collect items for
November 2
portfolio.
Complete Work Sample Reflection about included items.
Grade 6- share examples with the class, offer suggestions
Grade 7- write then share with partner
Grade 8- depth discussions then write
Week of
Core area teachers use class time for students to collect items for
November 23
portfolio.
Complete Work Sample Reflection about included items.
Grade 6- share examples with the class, offer suggestions
Grade 7- write then share with partner
Grade 8- depth discussions then write
Week of
Core area teachers use class time for students to collect items for
December 14
portfolio.
Complete Work Sample Reflection about included items.

Week of
January 18

Week of
February 8
February 12
February 23
(6&7)
February 24 (8)
March 1
(6-7)
March 2
(8)

March 11

March 22
(6-7)
March 23
(8)
APRIL 11
APRIL 18
Tuesday April
19 @3:15 (SCI)
May 9
May 10 (6)
May 20 (7)

Grade 6- write the share with partner

Grade 7- write then share with partner
Grade 8- depth discussions then write
Core area teachers use class time for students to collect items for
portfolio.
Complete Work Sample Reflection about included items.
Grade 6- write the share with partner
Grade 7- write then share with partner
Grade 8- depth discussions then write
Students and teachers narrow down items to 2-4 from each discipline.
Students complete Core Area Reflection forms with core area teachers in class.
Portfolios are turned over from core area teachers to Advisory Teachersany additions to portfolios will now be passed on to the Advisory Teacher
Advisory Period
Advisory Teachers meet with students- check each student progress
Work samples and written reflections from each core area class
Completed Core Area Reflection form from each core area class
Introduce Portfolios: The Big Picture form
Advisory Period
Advisory Teachers meet with students -All students have
Students complete Portfolios: The Big Picture form
Begin planning for Portfolio Conference
Select format (talking, reading, electronic, other?)
Must include
Work samples
What the student learned about himself/herself
3 goals
Teacher Portfolio preparation day- no classes
Advisory teachers meet with each student one on one
Develop written outline for conferences
Practice portfolio conferences with individual students
Advisory Period
Advisory Teachers review conference plans with students
Portfolio Conferences (6,7,8)
3:30-6:30pm
Portfolio Conferences (8)
3:30-6:30
Grade 8 Advisory
Advisory Teachers meet with students- process feedback and evaluation
Portfolio Conferences (6-7) / In-Service Day
No classes
Grades 6/7 Advisory Period
Advisory Teachers meet with students- process feedback and evaluation

Parent Communication
Teachers communicate with parents throughout the school year. Partnership with parents
supports student success by coordinating efforts and sharing information about students
strengths, challenges, and experiences. Teachers are encouraged to communicate with
parents about ongoing areas of concern. Teachers are expected to respond to parent
initiated communication within 24 hours by checking voicemail and email every day.
In addition, teachers are expected to initiate communication with parents according to the
schedule below. PLEASE NOTE: (new this year) notes from all teacher communication
(meetings and phone calls) should be logged in the Middle School Student Communication
Log.
Teacher initiated communication schedule.
1. September 3-15 Advisor phone call before Curriculum Night. Opening communication
and gathering information from parents about students and parental concerns. Submit
Communication Log to the Principal.
2. November 18-26- Advisor contact (email or phone) about concerns. Raise important
issues with parents in advance of reports so as to avoid surprises. Coordinated at team
meeting so that every parent hears from a teacher. Submit Communication Log to the
Principal.
3. November 26- Fall Progress Reports are written in preparation for Parent-Teacher
conferences and sent to parents to review a few days before the conference. 6th and 7th
Graders receive full reports with checklists and narratives. The 8th graders receive
only checklists, allowing teachers time to write high school recommendations.
4. December 8 & 15- Parent-Teacher conferences, parents meet with each teacher for
10 minutes and the Fall Progress Report becomes the jumping off point for discussion.
5. February 2-13- Advisor phone call for mid-year check in. Update on ongoing issues
and parental perspective. Submit Communication Log to the Principal .
6. February 13- Winter Progress Reports are written and sent home to parents. 6th and
7th Graders receive only checklists of skills. 8th Graders receive full reports with
checklists and narratives.
7. March 23, 30, & April 20- Portfolio Conferences, students present their portfolios to
their parents and Portfolio Teacher.
8. May 4-21- Advisor contact (email or phone) about issues raised at Portfolio
Conferences. Coordinated at team meeting so that every parent hears from a teacher.
Submit Communication Log to the Principal.
9. June 16- Spring Progress Reports are written and sent in the mail to parents after the
school year is over. All grades receive full reports with checklists and narratives.
Schechter Daf Yomi
Each day the school office will issue an email communication to all parents regarding
announcements, events, etc. All email communication to groups of parents should be forwarded
to the office for inclusion in the Daf Yomi (dafyomi@sssm.org)

Communication about Critical Issues

Communication about critical incidents in a classroom community should be coordinated with
the Principal and initiated by the classroom teacher. In the event that an issue crosses multiple
classrooms, the Advisor or an administrator should be in contact with the students family.
Student Work Samples
Parents are often unaware of what their children are working on in school. Seeing work
samples gives parents valuable information about their childrens progress. Students
should bring home work, both in progress and completed, to share with their parents at
regular intervals throughout the school year. A note should be posted to the Schechter
Daf Yomi informing parents when a work sample is sent home for review.
All unit level, summative assessments should be sent home for parents review and
returned to the teacher.
One work sample sent home in every core area by end of September.
Humanities Writing Samples Schedule
Early piece of writing sample after two weeks of school (with explanation of
process)
first full writing process product of year by end of October
Grade Level Assignment Calendars
Parents can also gain insight to their childs school work by viewing the Assignment Calendar.
All assignments should be posted to the Assignment Calendar
Postings should indicate if the work is to be completed in school or at home
Tests and due dates should be indicated
Attachments of assignments and materials from Google Drive are encouraged
Daf Kesher
Student writing samples are submitted for publishing in Daf Kesher on a rotating basis.
Photo slideshows of given grades are included on a rotating basis. Teachers should take
photos of classroom learning activities and save them to the school server.
\\Server1\shares\Photos\2015-2016
Maintenance of the Assignment Calendars, Daf Yomi submissions, and sending home
Student work samples are important confidence builders. It is critical that we
maintain these lines of communication with parents.

Progress Reports
Progress Reports include a section from each of the Core teachers, the advisory teacher
and specialists (Hebrew, Music, Art, Physical Education)
Each core teachers section includes:
o A paragraph template describing the academic content of the semester
o FALL Narratives Student As Learner- a description of the given students learning style
and performance
Area for Improvement copied from previous years Spring Report
Update and follow up- Short response to area for improvement Observations of the area from Fall of new school year
What the teachers have done to work with the student
Status- still an issue to work on OR significant growth
o SPRING Narratives Area of Strength
Part A- identify the area
Part B- describe what has been done to address the issue
Part C- outline plans for future support
Area for Improvement
Part A- identify the area
Part B- describe what has been done to address the issue
Part C- outline plans for future support
o Checklist of subject-related skills
Habits of Mind- mastery of academic standards and skills
Habits of Work- academic work habits.

Advisory reports include:

o A paragraph template describing the content of the semester
o Narrative review of social and emotional development and participation in
Advisory related activities
o Checklist of social and emotional skills- Habits of Heart

Specialist reports include:

o A paragraph template describing the academic content of the semester
o Checklist of subject-related skills with comments for each skill area.

10

Reporting of Grades
Student Progress Reports do not include cumulative grades or a listing of the grades from
projects, quizzes, or tests. While grades are not reported on the formal progress reports,
raw data should be available for parent review. Teachers should:
Keep records of every grade issued. (grade book, spreadsheet)
Have parents sign major assignments and tests.
Communicate regularly with parents so that they are aware of their childs
progress.
Reports Timetable
Wednesday, November 25

Friday, December 4
Friday, February 12
Tuesday, June 14

Grades 6-7, Fall Student Progress Reports- First Conferences Group DUE
Grade 8
Habits of Mind and Habits Work checklists DUE
High School Recommendations DUE
Grades 6-7, Fall Student Progress Reports- Second Conferences Group DUE
Winter Student Progress Reports, DUE
Grades 6-7, Winter Checklist / Grade 8, full report
Spring Student Progress Reports DUE

Conferences
Parent-Teacher Conferences
o December 7and 14
o 10 minute meeting between each parent and core area teacher
o Use the Fall Student Progress Reports Checklists as the jumping off point for
discussion of student progress
Portfolio Conferences
o April 11 (grades 6,7,8). April 18 (grade 8). May 9 (grades 6-7).
o 20 minute meeting between the student, parent, and Portfolio Teacher
o At the Portfolio Conferences the students take center stage as they review
their progress while planning and setting goals for future learning. At the
same time, students receive the support and guidance of their team- the
adults in their lives who care about their success.

11

STUDENT LIFE / MIDDLE SCHOOL PROGRAMMING

Advisory
The goal of the advisory program is to provide each Middle School student with an adult
advocate, someone the student can turn to for support in all academic, social, and
emotional areas. Each advisory teacher is assigned a group of 8 to 10 students.
Advisory Teacher Roles and Responsibilities
Develop positive rapport with advisee students. Check in during non-academic
times: arrivals, snack, or lunch.
Advocate for advisee students. Help individual students approach challenges in
their school lives.
Monitor overall student success- academic, organizational, social, emotional.
Point person for parent communication in regards to issues that are broader than
one subject area as well as students developmental, social, and emotional issues.
Plan and facilitate twice weekly Advisory Period.
Advisory Period
Advisory Period is a time to address social development within the group, academic issues
outside the scope of any one subject area, and the development of individual students,
where appropriate.
The goals of advisory period are to:
Create safe space for students to share concerns about school life.
Promote student success with global academic skills and habits.
Support student growth in social and interpersonal relations.
Advisory Period includes a variety of elements. Advisory teachers are responsible to
schedule and facilitate the various components. Monthly planning is recommended.
Advisory Period Component
Frequency
Check-in for students to raise positives
2 times per month
and challenges within their school lives.
Calendar Updates. Advisory Teachers guide monthly
students as they review upcoming special
events and tfilah assignments. All students
write in planbooks.
Locker Cleanout
Monthly
Materials organization- binders, folders, etc Monthly
Group Building activity
Monthly
Activities focused on issues relevant to the
As needed
development and school lives of the
students in a given grade. Topics include
organization, test preparation, anxiety
management, and social challenges.

12

Advisory Period also includes some formal curricular areas. Those are scheduled in
advance, so that Advisory Teachers can plan around them accordingly. While Advisory
Period usually takes place in smaller advisory groups, some of the formal curricular areas
are implemented with full grade level classes. They are indicated in the shaded cells of the
table below.
6
7
8
Health x 12
Health x 12
Health x12
Tfilin x 2
Rosh Hodesh Groups
Rosh Hodesh Groups
Model Seder Prep x 2
High School Placement
High School Placement
Community Service
Tfilin x 2
Graduation Exhibitions
Portfolios
Model Seder Prep x 2
Model Seder Prep x 2
Min Haaretz
Community Service
Community Service
Portfolios
Portfolios
Where Do You Give
Relationships Scenarios
Team Approach
While each Advisory teacher is responsible for his or her assigned Advisory class, teachers
are encouraged to consult with each other in regards to plans and implementation of
components of the Advisory Period. The team of Advisory teachers will meet periodically
throughout the year to share experiences and discuss theory and practice. Teachers are
encouraged to communicate with and share with the other Advisory Teacher on their grade
levels.
Rosh Hodesh Groups

7th Grade
1. heshvan- Tue, Oct. 13 (9-10)
2. kislev- Fri, Nov. 20 (9-10)
3. tevet- Tue, Dec. 15 (9-10)
4. shevat- Fri, Jan. 15 (9-10)
5. adar B - Tue, March 15 (9-10)
6. nisan- Fri, April 8 (9-10)
High School Placement
8th Grade
1. Wed, Sept. 16, 10:45-11:30
2. Wed, Sept. 30, 10:45-11:30
3. Wed, Oct. 14, 10:45-11:30
4. Wed, Oct. 28, 10:45-11:30
5. Wed, Nov. 18 10:45-11:30
6. Wed, Dec. 2, 10:45-11:30
7. Fri, Dec. 11, 10:45-11:30
8. Wed, Jan. 20, 10:45-11:30

13

8th Grade
1. heshvan- Wed, Oct. 7 (10:30-11:30)
2. tevet- Wed, Dec. 16 (10:30-11:30)
3. shevat- Wed, Jan. 13 (10:30-11:30)
4. adar B - Wed, March. 16 (10:30-11:30)
5. nisan- Wed, April 13 (10:30-11:30)
6. sivan- Wed, June 1 (10:30-11:30)
7th Grade
1. Tue, April 5, 9:00-9:45
2. Tue, April 19, 9:00-9:45
3. Tue, May 3, 9:00-9:45
4. Tue, May 17, 9:00
5. Fri, June 3, 9:00-9:45

Portfolios
6
Tuesday, October 20, 10:00
Tuesday, February 23, 10:00
Tuesday, March 1, 10:00
Tuesday, March 22, 10:00
Tuesday, May 10, 10:00

7
Tuesday, October 20, 9:00
Tuesday, February 23, 9:00
Tuesday, March 1, 9:00
Tuesday, March 22, 9:00
Friday, May 20, 9:00-9:45

8
Wednesday, Oct. 21, 10:45
Wednesday Feb. 24, 10:45
Wednesday, March 2, 10:45
Wednesday, March 23, 10:45
Tuesday, April 19, 3:15 (SCI)

Model Seder Prep

6
Wednesday, April 13, 3-3:45
Tuesday, April 19, 9-9:45

7
Tuesday, April 12, 9-9:45
Friday, April 15, 9-9:45

8
Friday, April 8, 10:45-11:30
Friday, April 15, 10:45-11:30

Tfilin Lessons
6
Tue, January 19, 10:00-10:45
Wed, January 20, 2:15-3:00
Health
6
1. Tue. Jan. 26, 9:00
2. Tue. Feb. 2, 9:00
3. Wed. Feb. 10, 2:15
4. Wed. Feb. 24, 2:15
5. Wed. March 2, 2:15
6. Tue. March 8, 9:00
7. Tue. March 15, 9:00
8. Wed. March 23, 2:15
9. Tue. March 29, 9:00
10. Tue. April 5, 9:00
11. Wed. April 6, 2:15
12. Tue. April 12, 9:00

7
Tue, November 10, 9-9:45
Fri, November 13, 9-9:45
7
1. Fri. May 6, 9:00
2. Fri. May 13, 1:30 (BM)
3. Mon. May 16, 3:45 (SCI)
4. Thu. May 19, 10:45 (SCI)
5. Fri May 20, 2:15 (HUM)
6. Fri. May 27, 9:00
7. Tue. May 31, 9:00
8. Fri. June 3, 2:15 (HUM)
9. Tue. June 7, 9:00
10. Fri. June 10, 9:00
11. Tue. June 14. 9:00

Jewish Studies Advisory Connections

6th
Min Haaretz
1.Wed. Sept. 30, 2:15
2. Tue. Oct. 13, 9:00
3. Wed. Oct. 21, 2:15
4. Wed. Nov. 4, 2:15
5. Tue. Nov. 10, 9:00
6. Wed. Nov. 18, 2:15
7. Tue Nov. 24, 9:00
8. Wed. Dec. 2, 2:15
9. Tue. Dec. 8, 9:00
10. Wed. Dec. 16, 2:15

14

8
1. Fri. Oct. 9, 10:45
2. Wed. Oct. 14, 9:45 (HUM)
3. Fri. Oct. 23, 10:45
4. Fri, Oct. 30, 10:45
5. Wed. Nov 4, 10:45
6. Fri. Nov 6, 10:45
7. Fri. Nov 13, 10 (SCI)
8. Fri. Nov 20, 10:45
9. Wed. Nov. 25, 10:45
10. Friday, Dec. 4, 10:45
11. Friday, Dec. 18, 10:45
12. Wed. Dec. 23, 10:45

7th
Where do you Give? Tzedakah AJWS
1.Fri. Sept. 25, 9:00
2. Fri. Oct. 9, 9:00
3. Fri. Oct 23, 9:00
4. Fri. Oct. 30, 9:00
5. Fri. Nov. 6, 9:00
6. Tue. Nov 17, 9:00
7. Fri. Dec. 4, 9:00
8. Fri. Dec 18, 9:00

Activities
Student Activities take place during extended lunch periods twice a week. It is, ideally, an
opportunity for students to participate in student-oriented/student-run experiences and
projects outside the formal curriculum. This is a time when students can initiate studentrun activities, which do not require teacher prep but do require their coverage. Successful
activities have included sports, knitting, and crafts.
Goals of Activities
Promotion of active learning, personal exploration, and self challenge as cultural
norms of the Middle School. Extension and complement to academic programs.
Leadership opportunities for students. Leading students and teachers. Leading in
ways that are not always available in classrooms.
Varied social group opportunities. Within and across grades.
School spirit. Students feel invested in, enjoy coming to, and love their school.
Structure of Activities
Three trimesters
o September 17 December 22 (Tues x11 - Thu x12)
o January 5 March 22 (Tues x11 Thurs x10)
o March 29 June 16 (Tues x11 Thurs x9)
Students make two choices each term- 1 tues / 1 thurs
Over the year students may choose up to 4 of any one activity
Park option in every list for those students who want down time
Activities will be supervised by teachers based on teacher interest and
availability
Kabbalat Shabbat
Each week Middle School students gather to welcome Shabbat. We sing a selection of tfilot
from the kabbalat Shabbat service, recite blessings from the Friday night Shabbat table, and
participate in a community building activity, often related to parshat hashavua. Middle
School kabbalat Shabbat affords students an opportunity to learn and practice central
Shabbat rituals and also serves to strengthen the Middle School community.
Students serve on a planning committee, Vaad Kabbalat Shabbat that plans Middle School
kabbalat Shabbat activities each week. The Middle School Student Life Coordinator
facilitates the small group meetings. Group activities are most effective when they connect
directly to the parshat hashavua and are interactive. Successful kabbalat Shabbat activities
have included art projects, group games, food art, and role playing.
On Long Fridays Kabbalat Shabbat is 30 minutes, requiring a shorter activity, and on short
Fridays it is 45 minutes.

15

8th Grade Off-Campus Lunch (Feb June)

During the latter five months of the year, 8th graders are permitted to go off campus for
lunch. (February 2 June 14 on Tuesdays) They have 1 hour. This privilege comes with
responsibilities; each eighth grader is required to follow the Off-Campus Lunch Protocol
closely or risk losing the right to off-campus lunch privileges.
Out of respect for the school communitys adherence to the laws of kashrut,
students are only allowed to eat out in kosher restaurants which are identified
on the schools Kosher Restaurant list.
Students are not required to leave the building for lunch. They may choose to
stay in school for the hour, but must notify the Middle School Lunch Coordinator
on that day.
Students must sign out before leaving the building and upon return they must
sign back in and identify the time of return.
Each student must be accompanied by at least one partner at all times.
Students are expected to be sitting in class, prepared for their next session, by
the designated time. Any lateness, whatsoever, will result in suspension of offcampus lunch privileges for a period of time, as determined by the Principal
Middle School Lunch Special
During the course of the year middle school students can order in lunch.
1. Wednesday, November 18
2. Wednesday, December 23
3. Wednesday, February 24
4. Wednesday, March 16
5. Wednesday June 1
Overnight Trips and Teacher Participation/Coverage
Each middle school class will have an overnight trip lasting several nights during the
course of the year. All Middle School teachers are expected to chaperone a trip. The
administration will work with teachers to assign chaperones keeping in consideration
teachers personal schedules. Teachers are paid $150 per night for the overnights in which
they participate
6th Grade Teva 4 days/3nights October 26-29
7th Grade Washington DC -- 3 days/2 nights May 23-25
8th Grade Israel -- 2 weeks May 2-16

16

FACULTY LIFE
Teacher Hours
Full time teacher hours are:
Monday through Wednesday, 7:50 am to 3:45pm OR 8:50am to 4:45pm
Thursday,
o 7:50 am to 5:30 pm on weeks when Faculty Meetings are scheduled
o 7:50 am to 3:45pm on other weeks
7:50 am to 3:30 pm on Fridays (September 11- October 9, March 25 - June 17)
7:50 am to 1:30 pm on Fridays (October 16- March 18)
As a matter of student safety and supervision, it is important for teachers to be on
campus during school hours.
Teachers are expected on campus throughout the day. This includes during prep
periods on days when a teachers class schedule begins later than the start of his or
her contracted hours or finishes before the end of his or her contracted hours.
If a teacher needs to leave the building for personal reasons he or she must check in
with the Middle School Coordinator before leaving.
For security reasons it is imperative that all staff sign in and out with security guard
in the lobby whenever entering or leaving the building.
In case of absence contact the school Principal and the Middle School Coordinator
via email and/or text message
Shared Responsibility for Student Supervision and Support
Life in the Middle School takes place in and out of the classrooms. While individual
teachers take responsibility in the classrooms for student supervision and support during
assigned teaching periods, the Middle School teaching team shares responsibility for
student supervision and support throughout the school day. As such, each teacher is
empowered to help and direct students at any appropriate time. Teachers can support
each other in this shared effort by
Being in the school building throughout the school day so as to be available to
students and colleagues
Helping students gather their materials and move to the next class
Engaging with students in the hallway and by the lockers to help them get to the
appropriate location
Arriving early to an assigned classroom for teaching so as to make sure there is no
lapse in supervision and support for students

17

Team Meetings
Association for Middle Level Education, This We Believe- Teaming is the starting place for
building a strong learning community with its sense of family, where students and teachers
know one another well, feel safe and supported, and are encouraged to take intellectual
risks. Collegial dialogue about students, issues of teaching and learning, and curriculum
gives each member of the team a big picture view of the student experience. Coordination
of workload, student support, and opportunities for cross-curricular integration promotes
a rich and successful student experience.
Grade level Student Review
Goals:
Share information about individual students between all teachers on a grade level
Note patterns of behavior throughout an individual students school life
Use the most effective strategies for individual students in multiple contexts
Student Review dialogue about students begins electronically, through Google discussion
groups. Teachers are expected to post observations about given students in advance of
student review meetings.
Faculty Meetings
All full-time middle school teachers are expected to partake in all Thursday afternoon
faculty and/or professional development meetings. PD meetings will take place between
4:00 5:30, and full faculty meetings and MS faculty get-togethers will be from 4:00-5:15. If
a staff member is unable to participate on a particular weeks, s/he must first clear it with
the Principal.
Student Movement
Middle School students move from class to class. This is new for our 6th grade students and
they will require our support to adjust. 7th and 8th Grade students will also be more
successful with our help. We can help students succeed in this system by
Ending classes on time. We will set the tone for keeping to the schedule.
Having a Do Now activity for students at the beginning of each class so that students
who arrive on time do not have to wait to begin learning.
Encouraging students to move out of the hallways on to their next class.
Remembering that there is no passing time in our schedule, so we will need to be
flexible.
We all benefit from helping to set a culture of timeliness and seriousness of purpose. We
can do this in positive ways if we work together!
Some students push the boundaries of where they should go, wandering in the hallway or
arriving late to class. The Middle School teaching team has shared responsibility for
supporting all of our students success in this area. If a student is in the hallway or in the
Elementary School area during class time, please take it upon yourself to engage the student
and find out what he or she is doing, even if it is during a prep period.

18

Between Classes Routines and Expectations

Students
Leaving class- Gather all of your materials. Clean up the area you were working in.
Push in the chair. Avoid lingering to talk with friends as it will likely cause lateness to
the next class.
Between classeso If needed, stop at the locker to exchange materials. You may not use cell phones
or other electronic devices while at the locker.
o Move quickly, calmly, and quietly through the hall to the next assigned class
location. There are other classes taking place, so avoid running or yelling.
o Go directly to the next assigned class location. Ask the teacher of the next class
for permission before going to the bathroom, water fountain, main office, or
School Counselor.
Arriving at class- Enter the classroom calmly and quietly. Follow classroom routines
and teacher directions. Start working right away- dont lose any learning time.
Students may not enter the Kitchen without a teacher.
Students should not be in the elementary school area without permission.
Teachers
Use the last few minutes of class time for cleanup and transition. Monitor the cleanup
so that the classroom is in appropriate condition for the next class.
For those who need it, help students gather themselves and move along.
Remind the students what their next class is and where they should be going.
End class on time so that students are not delayed arriving at the next class.

Daily Student Arrival and Check-In

School begins for students at 8:00am. Students who arrive before 7:50am must wait in the
school lobby. After 7:50am students go to the Middle School area, by the lockers or in
Middle School classrooms. During this time students have a few minutes to unpack, check
in with friends, and get ready for a day of learning before classes begin at 8:15am.
Teachers whose teaching hours begin at 7:50am greet the students each morning and
spend the time from 8:00am to 8:15am checking in. Teachers are expected to
Arrive before 7:50am. Complete any prep for the day, such as lesson planning and
checking emails before that time.
Supervise students in the Middle School area. Keep an eye on and interact with
students. Check in with individual students and build positive rapport. Help
students transition to the day. Avoid using the time for prep or other individual
work.
At 8:10am direct students to begin making their way to assigned class locations.

19

Student Arrival Routines and Expectations

Getting to School- Be on time. Students who arrive before 7:50am will hang out in the
school lobby. After 7:50am students should go to the Middle School area.
Getting readyo Unpack first. Put your belongings away in your locker and get your materials
ready for the school day.
o Stay in the Middle School area: by the lockers or in a Middle School classroom.
Go to the bathroom or water fountain and then return to the Middle School area.
Avoid hanging out by the bathrooms. Avoid the Elementary School areas.
o Check in with friends. Use the available time to talk and catch up with friends.
Using cell phones- During the transition time, 8:00-8:10am, cell phones may be used. If
it is your practice, contact parents to let them know you arrived safely. Avoid cell
phone uses that are inappropriate for school: taking photos or videos, viewing or
sharing vulgar or offensive internet content, etc. Put your phone away in your locker
before class begins at 8:10am.
Use of classroom computers and laptops is not allowed.
Starting class- Classes begin at 8:15am promptly. Be in class before that time, so that
you are ready to learn as soon as class begins. Avoid going to the bathroom, water
fountain, or locker after 8:10am, as it will likely cause lateness to class. Late arrivals are
counted up and listed on progress reports.
Policy on Student Arrival
Classes begin promptly at 8:15 am. At that point, students should be in their seat with all
necessary materials. Arrival policies will be reviewed with students on the first day of school.
Students who arrive after 8:15 am are marked late.
Late Arrival procedure
Before 9am (when attendance has not been submitted to office)
Student joins class
Teacher fills out attendance online Log with A for absence and L for late
Advisor monitors and tracks late arrivals and follows up when appropriate
After 9am (when attendance has been submitted to office)
Student checks in with Main Office before joining class
Office Administrator fills out attendance record noting Late Arrival (by changing
the A to a T for TARDY)

20

Attendance
Teachers take attendance every class period.
This is important for both safety and classroom culture reasons. In terms of safety, we are
obligated to know the whereabouts of each student at every moment of the day. In terms
of classroom culture, regular attendance can set a tone of concern for each member of the
learning community by emphasizing the importance of each students presence.
During 1st period class
Make sure to account for every individual student in order to avoid mistakes
Collect and compile dismissal information
At 9:00 am submit attendance and dismissal information to Main Office
Other periods of the day
If a student is absent from class please determine where he / she is.
A list of students officially absent from school will be distributed each day.
Check with Main Office.
If you cannot determine that a student is absent from school, and he / she has
not turned up for your class
o Send a student to check the bathroom
o Call the office. If need be, leave a message.

21

Adherence to Uniform Policy

Please help the administration in enforcing the middle school uniform policy.
By the first day of school we will have sent home a letter to parents reviewing the school
uniform policy and its enforcement. We will also review the policy with the entire middle
school on the first day of school.
Middle School Uniform Policy
Shirts
Solid blue, white, or grey button-down shirt or collared polo shirt.
Only white shirts on Fridays.
All shirts or blouses must have sleeves at least 4 inches in length without breaks in the
fabric.
Shirts or blouses must easily tuck into pants or skirts. Midriff, tank tops, or halter tops
are not permitted.
Collared polo shirts may be worn un-tucked. Button down shirts and all undershirts or
t-shirts, must be tucked in at all times.
Visible logos, writing, or prints are not permitted.
Shirts or blouses that have plunging necklines by design or by open buttons or zippers
are not permitted.
Bottoms

Boys- pants or shorts.

Girls- pants, shorts, skirts, or skorts.
Colors- dark blue, grey or khaki.
Materials- chino, corduroy, or cotton.
Styles/cut- straight or boot cut, boot cut yoga pants, or capris.
Denim, cargo pants, knit, sweat pants, athletic pants, leggings, elastic cuffs, or skinny cut
pants are not permitted.
Bottoms with side-leg pockets, drawstrings, or laces are not permitted.
Bottoms that are torn are not permitted.
Shorts, skirts, and skorts should be no shorter than 2 inches above the knee

Sweaters Solid-colored blue, black or grey sweater or sweatshirt.

Visible logos, writing, or prints are not permitted.
Hooded sweaters or sweatshirts are not permitted EXCEPT for Schechter Manhattan
hooded sweatshirts, which may be worn.
Shoes

Shoes or sneakers. Open toed shoes like: sandals, flip flops, beach or shower shoes are
not permitted.
Heels should be no higher than 2 inches.

Kippot

All boys, and those girls who choose to do so regularly, are required to wear a knit,
leather, or Buchari kippah at all times. It should be clipped to their hair at all times.
Students are asked to wear their kippot while in the school building and on the way to
any activity or trip outside the building. During physical education and/or park, they
may be removed, but put back on when the period is completed.

Physical Education

Schechter Manhattan Athletics physical education t-shirt and sneakers.

Outdoor Clothing
There is no school policy regarding outerwear. However, non-compliant
clothing or footwear may not be worn in the classroom.

22

Adherence to Uniform Policy (cont.)

Appropriate Fit and Sizing: Middle School age students are growing rapidly. Please be aware that
clothes that are too tight or too short can disrupt the learning environment or upset your
childs self- esteem. We ask that parents be involved in giving students choices as to the
appropriate clothing while at the same time providing the boundaries to make this a successful
effort.
Hair:

Hair must be neat and well groomed. Only conventional hair coloring is permitted,
and extreme hairstyles that may be distracting or disruptive to the educational
environment are prohibited. For further clarification on what is unconventional,
please consult with the Principal.

Jewelry:

Jewelry may be worn in modest amounts. Single-strand necklaces and a single wrist
bracelet less than one inch wide are permitted but must be removed for physical
education classes. Ankle bracelets are not allowed.
One pair of earrings may be worn, but only if they are small and not dangling.
Pierced jewelry in other body parts is not permitted.
Tattoos, whether temporary or permanent, are not permitted.

Makeup:

Girls may use subtle makeup, including light mascara, light clear lip gloss, light
foundation, and light blush.

The following is the protocol for addressing students who consistently do not meet middle
school uniform expectations:
Advisor sensitively and appropriately reminds students of the uniform policy.
Reinforces the message over a short period of time.
If a student is out of uniform a number of times, the advisor communicates with
parents.
o Bring growing issue to Principals attention, who may:
o Involve parents.
o Meet with the student during lunch or park time to discuss alternative ways
for the student to express his or her individuality.
o Give student a shirt to wear over clothes
o Ask student to leave during day in order to adhere to uniform policy. (e.g. Go
home and change into appropriate uniform clothing.)

23

Dress Down Day

Once a month, the Middle School has a dress down day. Students are permitted to come
to school in non-uniform clothing, following guidelines established and monitored by a
Student Committee.
Guidelines for Dress Down Day
1. No inappropriate words or pictures:
a. Vulgar language
b. Nudity or partial nudity
c. Racism
Dress Down Days
1. Friday October 2
d. Offensive writing or pictures
e. Inappropriate placing of words
2. Wednesday, November 18
or pictures
3. Wednesday, December 23
2. No crop tops or tank tops
4. Wednesday, January 27
3. No see through tops or bottoms
5. Wednesday, February 24
4. Shorts/skirts may not be higher than
6. Wednesday, March 16
2 inches above knee
7. Wednesday April 13
5. Shirts may not be more than 2 inches
below collarbone
8. Wednesday May 18
9. Friday June 17
Lunch Duty
The Middle School eats lunch together in the Ulam. Lunch time is an important break and
social opportunity for students. It is also a great opportunity for teachers to interact with
students in a non-academic setting. Teachers are encouraged to bring their lunch and to
eat with students. Teachers are assigned to Lunch Duty on a rotating schedule. (See
schedule under separate cover) Lunch routines and behavioral expectations will be
reviewed with students on the first day of school.
Teachers are expected to
Arrive ON TIME to lunch duty- students arrive at 12:15, teachers should arrive earlier
to meet the students when they arrive.
Supervise appropriate behavior, clean up, and recitation of appropriate blessings
(netilat yadayim, hamotzi, birkat hamazon)
Student Lunch Routines and Expectations
We want to create a space for social interactions and a sense of down time during this break
in the otherwise busy school day for students. Therefore, students are not required to sit still
through the entire lunch period. However, we should supervise carefully so that students stay
in control of themselves and so as to avoid food moving away from the lunch table area.
- Before you eat, remember to go over to the sinks for netilat yadayim. The
bracha is posted.
Finding a place to sit- Make sure that everyone feels safe and welcome in the Middle
School community by helping others to find a place too. Avoid pushing or grabbing
chairs.

24

During luncho Eat at a table in the Ulam.

o Ask teacher permission before leaving the room, for any reason including using
the bathroom, going to the main office, or seeing the School Counselor.
o It is ok to move around calmly and safely the room to talk to friends at other
tables. Avoid running and yelling. Enjoy the break time. Playing games, such as
cards, or reading can be fun ways to take a breather during the school day.
o Computers, Cell phones and other electronic devices may not be used during
lunch.
Clean up all garbage from the tables and the floor, wipe the tables.
- Be thankful for the food you have to eat. When the community joins in the
blessing of thanks, sing along or think quietly. Avoid moving around the room or
speaking.
Finishing up- When dismissed, push in chairs, and leave the Ulam just as it was when
you arrived.

Snack Duty
Middle School students have short snack breaks each morning and afternoon. In the
afternoon they use part of the break time to recite mincha, the afternoon prayers. Teachers
are assigned Snack Duty on a rotating schedule. (See schedule under separate cover) Snack
routines and behavioral expectations will be reviewed with students on the first day of
school.
Teachers are expected to
Supervise students in the assigned classroom. Keep an eye on and interact with
students. Avoid using the time for prep or other individual work.
Check that students do not hang out by the bathroom or go to Elementary School areas.
Remind students when it is time to move to the next class.
Student Snack Routines and Expectations
Getting snack- Get your food from your locker quietly and calmly. There are other
classes taking place, so avoid running or yelling. Go back into the assigned classroom.
Taking a break- Go to the bathroom or water fountain and then return to the classroom.
Avoid hanging out by the bathrooms. Avoid the Elementary School areas.
Getting ready for the next class- Clean up your snack area and move to the next class
when dismissed by the teacher. Be on time.

25

PE Duty
Physical Education classes take place off campus. During the fall and spring semesters they
take place in Central Park and during the winter they take place at a gym facility on 105th
street and Amsterdam Avenue. Middle School teachers escort the students to their PE
classes on a rotating basis. (See schedule under separate cover) PE routines and behavioral
expectations will be reviewed with students on the first day of school.
Teachers are expected to
Meet students in the assigned location at the beginning of the PE duty time. Supervise
students as they gather and/or change clothes.
Count students before leaving.
Tell PE teachers how many students you brought.
PE teacher will report how many students in class to bring back to school.
Student PE Routines and Expectations
Getting dressed- For outdoor PE change at school in the assigned location. For indoor
PE change at the gym. Be respectful of each others space and privacy.
Gathering to leave- Line up quietly in the assigned classroom. There are other classes
taking place, so avoid running or yelling. Listen for teacher instructions.
Returning to class- After PE classes in the morning change back into school uniform.
After PE class in the afternoon change back to school uniform or stay in PE clothes.

Dismissal Duty
As matter of safety all Middle School students must check out with an adult before leaving
the building. Teachers are assigned to Dismissal Duty on a rotating schedule. (See schedule
under separate cover)
Dismissal Procedure
Pick up dismissal checklist for assigned grade at receptionists desk in school
lobby
Stand by door at building entrance
Make sure that students are leaving as indicated on the dismissal checklist
Check off students as they leave
Leave dismissal checklist on receptionists desk
Early Dismissal- If a student is leaving school early
Teacher is informed by Main Office
At appointed time the student goes to the Main Office to get a Security Release
Form

26

Sharing Space
In order to create a positive learning environment for our students and a professional
working environment for ourselves teachers are asked to share space. Every teacher has a
home base location in one of the Middle School classrooms with a table and drawers.
Teachers are asked to consider the following guidelines in regards to our shared space:
Include clean up in daily class routine, so that students take responsibility for
their mess and so that the rooms are left neat and orderly for the next class.
Collaborate with the teachers who share your space in order to decide furniture
arrangements and materials storage.
Be flexible! Teachers are encouraged to move furniture around based on the
needs of the lesson.
Understand that your colleague may need to work at his or her home base
while you are teaching. Understand that your colleague will need to teach while
you are working at your home base.
End class on time. The space is needed for another class and the students are
needed for another class.
Student Lockers and Materials
Each student is assigned a locker to store personal items. The lockers are not large enough
to store all of a students school materials. Students are instructed to store only personal
items in their lockers. (Backpack, Coat, Lunch, Valuables- wallet, cell phone, ipod)
School Materials are to be stored in classrooms.
Each teacher should establish clear systems and structures with the students for
materials storage and management. Shelf space should be allocated and marked for
binders.
When materials need to be taken home, teachers should provide clear instructions
to students to place those materials in their homework folder/binder.
Class time should be allocated for regular materials management and organization.
Time should be taken at the end of each class to make sure that students have
collected their materials.
Tutoring Policy
In Middle School many parents seek extra support for their child to shore up skills before
high school, to prepare for standardized tests, or to prepare for a Bar/Bat Mitzvah. Since
the Middle School teachers foster positive relationships with the students and know a given
students strengths and challenges, parents may turn to a Middle School teacher to provide
private tutoring. Accepting private employment from a students family is a conflict of
interest, in that the Middle School teacher has an evaluative role in the students academic
progress which should not be clouded by any financial relationships.
The Schechter Manhattan policy on private tutoring is found in the Employee Handbook:
A teacher may only tutor a student who is not in his/her class and will not be in his/her
class in the near future. The same holds true for siblings of that student, as well.

27

Supportive Behavior Management and Discipline

Middle school students are in the midst of growing from dependence to independence.
Along the way they will undoubtedly push against behavioral boundaries and make
mistakes. Recognizing that children at this complex stage of development are not likely to
make all of the right decisions compels middle level educators to develop proactive
systems that support appropriate behavior. It also compels us to respond to middle school
students who act inappropriately or make bad decisions in developmentally supportive
ways.
Proactive systems to support student behavior
Give students clear criteria of appropriate behaviors
Set up routines for students to follow
Include predictable structures, limits, and consequences
Responses to inappropriate behaviors that support middle school student development
Approach mistakes as a teaching opportunity
Give students opportunities to reflect on their actions and then change their
behavior
Allow students to take responsibility for their actions by making amends
Respond to the whole child by taking a team approach of home and school
working together
Educate and re-educate
Middle School Wide Rules
Middle School students need clear criteria of appropriate behavior. The following rules
apply to all Middle School students in all school settings. These rules are non-negotiable
and breaking of these rules will warrant administrative response.
NON-NEGOTIABLE RULES To insure a safe, secure and effective learning and living
environment for all:
Students are held responsible for use of abusive and inappropriate/vulgar
language.
Students are held responsible for aggressive, violent, or inappropriate
affectionate physical contact. Students are held responsible for injury to
another person.
Students are held responsible for theft or destruction of school property or of
another persons belongings.
Creating Class Rules
In addition to the Middle School Non-Negotiable rules, each grade level teaching team will
meet together with the students to develop class rules. The goals of the exercise are to
share responsibility for the quality of life in the learning community with the students and
to help students internalize the value of the rules developed. The outcome of the class
meeting can vary- e.g. a list to be posted or a social contract to be signed. Often successful
class rules revolve around core concepts, such as respect or responsibility.

28

Classroom strategies for redirecting students who are having trouble meeting expectations
Teacher proximity
Independent work assignment
Reminders
Conference before or after class
Move seat location
Breather break- short walk to regain
focus
Removal from class
A student may be asked to leave class if
o After a variety of responses to the behavior within the classroom, the student
persisted with the behavior repeatedly.
o The behavior constituted a serious breach of a non-negotiable school rule.
When asked to leave class the teacher should give the student a clear explanation of the
behavior that warranted removal.
Removal from class procedure
o Teacher fills out Student Incident Checklist
o Teacher calls ELT administrators, Principal or Main Office to inform that
student is coming
o Teacher sends student with the Student Incident Checklist to:
ELT office
Principal
Main office
o Student meets with administrator (Ruthi, Sarah, Gary, Issac)
o When appropriate, student returns to class, with signed note from
administrator
o Administrator follows up with teacher, parent, and student as necessary
Any time a student is asked to leave class the teacher must follow up with the student
after class to discuss the behavior, repair the teacher-student relationship, and plan
together for the action steps necessary to avoid the behavior in the future.
Any notes about student removal from class should be logged in the Middle
School Student Communication Log.
Students who cross over behavioral boundaries will be required to repair any
damage done to the school community- physical, emotional, or of trust.
Possible actions for repair include
Conference with parent, teacher, and Principal to plan steps for repair
Formal apology- to individuals or group
Clean up or fix of physical damage
Rebuild trust through time of limited privileges
Removal from classroom or school community

29