Eagle Kit For You We face many challenges as educators, among them, establishing a high bar for students in all realms of their experience at Lakes as well as demonstrating follow-through with those expectations. This Eagle Kit is designed to give you some of the tools you will need to keep students on the right path toward their individual success. We will achieve more if we do it together, so please make the time to learn these common policies, both philosophical and procedural, and carry them with you to your classrooms. Need inspiration? Read Colin Powell’s “13 Life Rules for Any Future Leader” Helpful Docs and Links Phone Directory Staff by Department Facilities Request Form Teacher Detention Form Behavior Toolbox Steps toward resolving behavior interactions 1. Record in IC ALWAYS/meet with DC 2. Conference with student 3. Call home 4. Collaborate with Counselor/Dean/Admin 5. Teacher Detention - Complete this form to send the student to the administrative-supervised detention on Mondays or Wednesdays. 6. Parent/Student/Teacher conference 7. Referral in IC, talk to dean, talk to DC, call home 8. Don’t be afraid to ask for help Teacher Detention Form Use this form to request support from the administrative team for your teacher detentions. An administrator will be available on Mondays and Wednesdays to supervise teacher detentions. If you would prefer to supervise your own detention(s), that’s OK, too. Tardy Policy At the start of each semester, tardy interventions to class will be handled as follows (record each step in Infinite Campus): 1. First Tardy: Classroom teacher will record and conference with the student 2. Second Tardy: Classroom teacher will record and assign one teacher detention (Complete this form to send the student to the administrator-supervised detention on Mondays and Wednesdays.) 3. Third Tardy: Classroom teacher will record, assign one teacher detention and notify the student’s parent/guardian 4. Subsequent Tardies: Student is to remain in class and a referral will be forwarded to the Dean of Students. Students more than 10 minutes late to class may be referred to the Dean of Students. Students who are persistently tardy to class may be considered insubordinate and the appropriate discipline will be assigned. Cell Phone Policy District 117 currently allows students to use electronic devices during the school day. They may be used during all passing periods, designated lunch hours, and as an instructional tool at the discretion of the teacher. Use of cellular devices at any other time is a disruption to the education environment and may result in disciplinary consequences. The administration may continue or discontinue the use of electronic devices at any time. District 117 is not responsible for lost or stolen electronic devices. 1. First Phone Interaction: Classroom teacher will record and conference with the student 2. Second Phone Interaction: Classroom teacher will record and assign one teacher detention (Complete this form to send the student to the administrator-supervised detention on Mondays and Wednesdays.) 3. Third Phone Interaction: Classroom teacher will record, assign one teacher detention and notify the student’s parent/guardian 4. Subsequent Phone Interaction: Student is to remain in class and a referral will be forwarded to the Dean of StudentsPass Policy - Use PassBook! Students should use the PassBook for passes whenever leaving the class. Teachers can use the white passes for students without a PassBook. To save time, have students fill-in details; staff member then signs the pass. Forms & Documents Medical Emergency Guidelines Medical Emergency Poster How to write a referral Guidance Counselor Assignments Multi-Tiered System of Supports (MTSS) CRISSView our inter-departmental CRISS work. Transfer Skills Accessing and Analyzing Information - Locating and accessing reliable sources - Reading and processing information - Extracting evidence to solve an information problem Examples: - Navigating the internet, databases, and other sources to locate information - Reading and interacting with a text through annotation and/or note taking and/or discussion and/or answering questions on a handout - Using various sources to help solve an information problem as part of a research project Agility and Adaptability - The ability to be flexible, change, adapt knowledge and skills from one situation to another (i.e. from one class to another) - Using tools and knowledge you already have in a new situation Examples: - Applying knowledge/skills learned in Integrated Math I to a Physics assignment - Transferring effective oral communication skills (neutral stance, gestures, etc.) practiced in Improv class in an English speech. Collaboration Across Networks - Effectively working with others to gain or expand knowledge and/or to accomplish an individual or common task Examples: - Working in small group to create a presentation or complete a lab - Video conferencing with students from different countries to discuss global issues Critical Thinking and Problem Solving - Developing effective questions to solve an information problem - Answering high order thinking questions - Identification and evaluation of evidence to guide decision making Examples: - Writing questions for I-Search interviews - Solving/answering problems on an exam - Testing your hypothesis in Chemistry class Curiosity, Imagination, and Creativity - Developing the capacity for wanting to know more, coming up with truly unique ideas, and thinking outside the box Examples: - Finding a fresh angle for a Digital Photography assignment - Conceptualizing the makeup of a whole new country in Global Studies - Crafting a poem or short story in Creative Writing Effective Oral Communication - Communicating one’s thoughts clearly and concisely out loud to individuals and large crowds while using purposeful pacing, tone, movement, volume, etc. - Generating the desired effect among an audience, whether that’s to entertain, to persuade, to inform, etc. Examples: - Participating in a Socratic Seminar in AP Government - Presenting a persuasive speech in English - Clarifying the directions of an Adventure Education team building activity to a group Effective Written Communication - Communicating one’s thoughts clearly and concisely in written form and while using proper conventions of the English language - Generating the desired effect among an audience, whether that’s to entertain, to persuade, to inform, etc. Examples: - Writing an email to a Congressperson to argue for/against a policy - Develop a literary analysis paper - Composing a poem using figurative language Initiative and Entrepreneurialism - The ability to take the first step and be a self starter while accomplishing novel tasks - Stepping up to accomplish a task, asking for help, or coming up with new ideas Examples: - Organizing a Google Hangout for a small group assignment after recognizing schedule conflicts - Introducing a fundraiser for a student activity and developing a strategy to help make it successful - Recognize a need in the community and develop a plan to meet that need Coming Soon View archived Snack and Learn presentations here.