CHAPTER F – CLASSROOM ORGANIZATION

Chapter F – Classroom Organization

Part 1.0 Classroom Setup

Section 1.1 Cleanliness and Order

Policy Statement:

Cleanliness and Order

Classrooms should be free of unnecessary clutter.  Bookcases and other storage cupboards should generally not be in the front of the classroom, so that students who need to access them during class will not distract other class members, and so that the front of the classroom is neat and orderly.  Only items used in American Prep’s instructional programs should be housed in the classrooms or on school property.

Teachers are responsible to keep their classrooms tidy and organized.  Students should be instructed to pick up litter at the end of each day.

Whiteboards should be cleaned at the end of the day and ready for the next day. Long term notes or items of importance should be to the side with a box around it and labeled “do not erase”.

Breakout rooms need to remain clean and organized.  Students should be encouraged to leave breakout rooms clean and ready for the next class.  This may require teachers to take one minute for a clean-up session at the end of their group or class.

Teachers are responsible to keep the hallway outside their classroom free of litter and student belongings.  Student belongings may hang on coat hooks in the hallway not on the floor. Instruments are housed inside the classroom at the back or in the music room during the school day and taken home at the end of the day for practice. At the end of each day, students may be directed to clean the hallway area and pick up the floors.

Chapter F – Classroom Organization

Part 1.0 Classroom Setup

Section 1.2 Seating

Policy Statement:

Seating

Classrooms should be set up in rows and columns, with each student facing the front of the classroom.  If modifications are necessitated by room-size constraints, students should still face the front of the classroom, but columns may be connected.  Any deviation from the above should be undertaken AFTER consultation with the School Director or his/her designee.

Students in a small group setting should be seated at the front of the classroom. For example, in breakout rooms with a small class that doesn’t fill every seat, students should fill the front seats first, filling seats in each subsequent row until all students are seated.  Students should not be allowed to sit in the back of any classroom if there are no students in front of them.  Desks should be placed so that teachers can access all parts of the classroom at any time to facilitate constant teacher monitoring.

Chapter F – Classroom Organization

Part 1.0 Classroom Setup

Section 1.3 Materials Placement

Policy Statement:

Materials Placement

Students must have easy access to materials they will need each day.  Teachers are responsible to ensure students have the materials they need, including pencils.  Two baskets should be placed in the back of each classroom, one containing sharpened pencils, and one for the students to place pencils in that need sharpening.  Students who need a pencil during a lesson should be instructed to quickly place their pencil in the “needs sharpening” basket, and get a sharpened pencil from the other basket.  Students should be instructed to insure they have a sharpened pencil before each class begins, so a student leaving their seat during instruction to get a pencil would be a rare occurrence.  A student or two should be assigned each week to ensure sharpened pencils are always available in the proper basket, but teachers are responsible to ensure there are always sharpened pencils available to students and that students don’t lose instructional time to sharpen a pencil.  Students assigned to pencil duty should sharpen pencils before and after school or during recess times, not during class time.

Jr. High/Secondary students will be given one pencil, one blue or black pen and one red pen each month.  Beyond this distribution, students are expected to provide their own replacements if needed.

Chapter F – Classroom Organization

Part 1.0 Classroom Setup

Section 1.4 Walls

Policy Statement:

Walls

Each classroom should post the appropriate school Mission Statement (Elementary,  Jr. High, High School).

The focal area of the students is the front of the classroom.  Therefore, it is important that the front of the room be clear of clutter and of items that visually distract the students.  Important content-related information is appropriate on the front walls of the classroom, in addition to the class schedule and Guidelines for Success and/or Classroom Rules and CHAMPs.  Calendars, chore charts, card charts, birthday charts and behavior reminders should not be placed on the front wall of the classroom, but are more appropriately placed on a side or back wall.  The front wall should contain a white board and a screen.  A daily schedule should be placed in the front of the room so students can easily see it.  The schedule should be updated daily.

Other walls should be used primarily for content-related visual aids.  Word-strips, outlines, timelines, other information related to current topics of study, or review topics, should be posted on classroom walls.  Every available wall space in the classroom needs to be used to visually reinforce content from the class curriculum.  This can and should be done in creative ways that will be interesting to the students.  Such information also allows for quick teacher-directed review sessions.

Chapter F – Classroom Organization

Part 1.0 Classroom Setup

Section 1.4 Walls

Paragraph 1.4.1 Bulletin Boards

Policy Statement:

Bulletin Boards

Only students’ best work should appear on bulletin boards in school hallways and in classrooms.  At the very least, best handwriting, proper grammar and neat presentation should be evident in each piece of student work chosen for display on bulletin boards.  Students should be required to edit their work to the point that grammatical and handwriting errors are not evident before displaying student work.

Chapter F – Classroom Organization

Part 2.0 Inventory

Section 2.1 Furnishings

Policy Statement:

Furnishings

Each classroom will contain a teacher desk(s), student desks, filing, storage, bookcases, white/chalk boards, bulletin boards and shelves.  Classroom setup will be determined by the facilities specialist, in consultation with the school director.

Chapter F – Classroom Organization

Part 2.0 Inventory

Section 2.1 Furnishings

Policy Statement:

Furnishings

Each classroom will contain a teacher desk(s), student desks, filing, storage, bookcases, white/chalk boards, bulletin boards and shelves.  Classroom setup will be determined by the facilities specialist, in consultation with the school director.

Chapter F – Classroom Organization

Part 2.0 Inventory

Section 2.2 Classroom Inventory

 

Policy Statement:

Classroom Inventory

The Curriculum Specialist is responsible for maintaining a comprehensive school inventory.  Teachers will be given an Inventory Confirmation Checklist during Preservice.  They will confirm the items listed on the checklist are in their classrooms.  As teachers purchase items for the classroom, they will present them to the CS to be stamped with the APA stamp and entered into the Comprehensive School Inventory.  Teachers should manually enter the new items into their Inventory Confirmation Checklist.  The teacher will be given an updated classroom inventory at intervals throughout the year.  At the end of the year, the teacher will be responsible to ensure all items on the Confirmation Checklist for their classroom are accounted for.

Students will be issued textbooks by their classroom teacher.  Classroom teachers are responsible for all books they assign to students.  Teachers and Instructors will record book numbers associated with student names in their classes, and will instruct students to write their name in the front of their textbook, along with the current year.  Teachers and Instructors will instruct students that they may not switch books with classmates, and that they will be responsible to turn in the correct book number at the end of the year or unit of study.  Teachers should communicate this information to parents at the beginning of the school year as well.

Chapter F – Classroom Organization

Part 2.0 Inventory

Section 2.3 End-of-Year Checkout

Policy Statement:

End-of-Year Checkout

At the end of the school year, the Curriculum Specialist is responsible for maintaining a school-wide inventory and collecting book fees from parents for lost and/or damaged books.  All staff will need to fulfill their duties associated with the end-of-year checkout instructions.  More details will be distributed each spring from the CS, and these procedures need to be filed in the staff member’s binder.

Chapter F – Classroom Organization

Part 3.0 Student Organization

Section 3.1 Dockets

Policy Statement:

Dockets

Each student will be issued a Docket in which will be color-coded file folders for each subject as follows:

Red – English/Language/Reading

Yellow- Mathematics

Green – Science

Blue -History

Orange – Spelling

Purple – teacher’s choice

Gray – Reading University

All papers will be kept in the student’s docket.  Teachers will instruct students to place papers in the correct folder at the end of each class or subject.  Students who are in need of new dockets may purchase one from the front office.  Students in grades K-6 must use a school-issued docket.

American Prep maintains a “no loose papers” policy.  This means that student desks, lockers and backpacks should be free of loose papers at all times.  This policy will assist students in learning vital organizational skills, will assist parents in keeping abreast of student work, and will allow the teacher to save valuable class time as it will not be necessary to “hunt” for student papers.

Elementary school teachers are responsible to ensure that dockets are taken by their students to groups, and also home each night and back to school each morning.  This will enable parents to review student work, and will facilitate homework if a student becomes ill and is absent.

Teachers will also need to take time at the end of each instructional period to explicitly instruct their students to place their papers in the appropriate place in their docket.  Teachers will need to monitor student compliance by watching the students as they learn this vital skill.  It will be well worth one minute at the end of each class period to train our students in this organizational skill.  Jr. High/Secondary teachers should participate in this procedure.

Chapter F – Classroom Organization

Part 3.0 Student Organization

Section 3.1 Dockets

Policy Statement:

Dockets

Each student at American Prep will be issued a docket at the beginning of the first year they are in attendance.  Replacement dockets must be purchased from the school office and are $10.00.  Folders can be replaced for $2.00.  Students must use the school-issued docket.  Students should not place heavy objects like books in their dockets nor place stickers on the outside of their docket.

1. The docket will contain several colored file folders representing the following subjects:

1. Red – Reading
2. Yellow – Math
3. Green – Science
4. Blue – History
5. Purple – Language arts
6. Orange – Spelling
7. Gray – Reading University
8. Manilla — Music
9. White – Student Monitored Learning Tracker

1. Students will take the docket home each night and will bring it back to school each day.
2. If students lose or damage their docket, they will need to purchase a new one from American Prep for their use. Unless given approval by administration, students must use the APA-issued docket.
3. One purpose of the docket is to help American Prep implement a “no loose papers” policy.  All papers should be placed in the correct file folder inside the docket.  In this way, students always have with them what they need – in class and at home.  Parents can easily look through a student’s docket and get a clear picture of what work is being produced and what areas are being studied, thus allowing them to extend and expand the learning at home.

Chapter F – Classroom Organization

Part 3.0 Student Organization

Section 3.2 Learning Plans

 

Policy Statement:

Learning Plans

1. A learning plan will be issued to each elementary student at the beginning of each week.  In the younger grades, teachers write the week’s lessons, subjects covered, and assignments on the learning plan for the students.  In the older grades, students will fill in the subject areas on the learning plan in each class each day.
2. Parents will review their student’s learning plan each night.  When assignments are completed, parents will initial the learning plan.  If a student is unable to finish an assignment, the parent is to circle and initial the assignment indicating they are aware of the assignment that must be completed.
3. Elementary teachers or instructors will check the Learning Plan each morning for signatures, and at the end of each day to ensure the student has filled in the subject area boxes correctly and completely.
4. Group teachers will take the time at the end of each class period and explicitly instruct their students to get out their Learning Plan and will guide them in filling in the Learning Plan box correctly and completely.

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.1 Student Files

Policy Statement: 

Student Files

Elementary:  Teachers must follow the Policies and Procedures for Student Files.  Please review this document for more information.  Teachers must keep a student file for each student.  Included in the file:

• “Student Notes” (behavior reports)
• Discipline forms (parent intervention, suspension, etc.)
• Report Cards
• Bi-monthly Progress Reports
• Missing Work Summaries
• Group Change Forms
• A Writing Sample from the first, middle and end of the year

Jr. High:  A student file will be maintained for each Jr. High student by the Jr. High Secretary.  Included in the student file:

• Copies of Student Progress Reports as mailed home
• Copies of Report Cards
• Discipline Records
• Student schedule

Red Health Files:  The School Director will give to each teacher a red health file for any of their students who have special health considerations.  These red files must be reviewed by the teacher and kept in an easily accessible place for quick reference in the case of a health problem with the student.

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.1 Student Files

Policy Statement: 

Student Files

Elementary:  Teachers must follow the Policies and Procedures for Student Files.   Teachers must keep a student file for each student.  Included in the file:

• Learning Plans
• Discipline forms (parent intervention, suspension, etc.)    
• Report Cards
• Group Change Forms
• A Writing Sample from the first, middle and end of the year  

Jr. High/Secondary: 

•  A student file will be maintained for each Jr. High/Secondary student by the Jr. High/Secondary Secretary.  Included in the student file:
• Copies of Student Progress Reports as mailed home
• Copies of Report Cards
• Discipline Records
• Student schedule

Classrooms should be set up in rows and columns, with each student facing the front of the classroom.  If modifications are necessitated by room-size constraints, students should still face the front of the classroom, but columns may be connected.  Any deviation from the above should be undertaken AFTER consultation with the Elementary or Secondary Director or his/her designee.

Students in a small group setting should be seated at the front of the classroom. For example, in breakout rooms with a small class that doesn’t fill every seat, students should fill the front seats first, filling seats in each subsequent row until all students are seated.  Students should not be allowed to sit in the back of any classroom if there are no students in front of them.  Desks should be placed so that teachers can access all parts of the classroom at any time to facilitate constant teacher monitoring. 

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.1 Student Files

Paragraph 4.2 Student Privacy

Policy Statement:

Student Privacy

In order for American Prep to remain compliant with HIPPA and FERPA federal guidelines, all student records must be treated as confidential.  No student records may be distributed outside of American Prep unless written permission is given by the parent/guardian.  Student information may be shared within the school on a limited, need-to-know basis.

With regard to student schoolwork, it is allowable to have volunteers and other students correct student work.  Volunteers must be instructed in writing, and verbally by the classroom teacher in the importance of student confidentiality.  Students will correct work in class, utilizing the red/blue pen system (students take the tests or work the assignment in pencil, then pencils are put away and red/blue pens are taken out.  Errors are circled in red, correct answers are given a checkmark, and corrections are made in blue ink following the correcting session.) Students may exchange papers to correct each other’s work or they will correct their own work in different situations.

Any unneeded paperwork that has student names or identifying data on it should be shredded by using the Cintas/Shred Pro bin in the Staff Workroom.  Paperwork that includes student names or identifying data should NEVER be thrown away in the garbage or recycled in the regular recycling containers.

 

Policy Cross-reference: B-7.5 and D-6.4 Student Privacy

                                         C-9.2, E-7.4, F-7.3 and I-6.2 Volunteer Agreement

Legal References: Protection of Pupil Rights Amendment (PPRA) – Surveys, etc.

FERPA

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.3 Grading

Policy Statement:

Grading

Teachers will follow the Policies and Procedures for Grading.  At the end of each quarter, a preparation day has been set aside to allow teachers time to prepare report cards for each student.

Elementary:  Teachers will submit their students’ report cards to their team partner.  The team partner will check the report cards against a rubric to ensure there are no missing elements or inappropriate reports and that the grading guidelines have been followed.  They will return the report cards to their team partner with any deviations from the rubric noted.  The teacher will make the necessary corrections.  Teachers will copy the report card and send it home with the student.  Report cards will be sent home according to the school calendar.  A copy will be kept in the student file.  A second copy will be submitted to the Academic Office for reference.

JH/HS:  Teachers will finalize their grades by the end of the day on the teacher preparation day.  Report cards will be printed and mailed by administration.

Office Forms: Grading Guidelines For Teachers

 Grading Guidelines For Instructors

Related Policies: H-3.3.5 Plagiarism Infractions

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.4 Daily Attendance

Policy Statement:

Daily Attendance

Elementary – Teachers are responsible for taking attendance each morning.  Student attendance cards of students who are absent should be marked and placed in the attendance envelope.  Envelopes should be delivered to front office by 8:20 a.m. each day.  Students who leave school during the day must take their attendance card to the office so that they may check out.  Attendance cards will be placed in the teachers’ mailboxes each evening.  Teachers need to pick up their attendance cards each morning so that they may take attendance.

Groups Teacher should take attendance at the beginning of each group period.

Jr. High/Secondary – Teachers in grades 7-12 should take attendance at the beginning of each period using their clipboard.   In addition, they must enter 1^st and 3^rd period attendance information into SIS by the end of those periods (1^st and 3^rd) each day.

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.5 Daily Lesson Data Record

Policy Statement:

Daily Lesson Data Record

Chapter F – Classroom Organization

Part 4.0 Student Records

Section 4.6 Weekly Lesson Progress Chart (LPC)

 

Policy Statement:

Weekly Lesson Progress Chart (LPC)

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.1 APA Academic Guide

Policy Statement:

APA Academic Guide

American Prep has developed an Academic Guide that outlines the academic program of the school.  Teachers participate in the development of the Grade Level Guide or Subject Area Guide (Jr. High, Secondary) for their particular grade level and/or subject.  The Academic Guide includes the 180-day plan, Unit Overviews, and Daily Lesson Plans.  The DLP are to be housed in binders, one for each subject or unit of study. The AG is the template for instruction for each grade.  Teachers will follow the AG, and will also add to it throughout the year, adding materials and references as they are used.  The goal is to have a concise and comprehensive guide from which to teach each grade level each year, thus solidifying the American Prep curriculum and providing students with the best, most consistent education possible.

More detailed instruction on the AG will be presented at pre-service each year.

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.1 APA Academic Guide

Policy Statement:

APA Academic Guide

American Prep has developed an Academic Guide that outlines the academic program of the school.  Teachers participate in the development of the Grade Level Guide or Subject Area Guide (Jr. High, Secondary) for their particular grade level and/or subject.  The Academic Guide includes the 180-day plan, Unit Overviews, and Daily Lesson Plans.  The DLP are to be housed in binders, one for each subject or unit of study. The AG is the template for instruction for each grade.  Teachers will follow the AG, and will also add to it throughout the year, adding materials and references as they are used.  The goal is to have a concise and comprehensive guide from which to teach each grade level each year, thus solidifying the American Prep curriculum and providing students with the best, most consistent education possible.

More detailed instruction on the AG will be presented at pre-service each year.

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.2 Daily/Weekly Lesson Plans

Policy Statement:

Daily/Weekly Lesson Plans

Daily/Weekly lesson plans will be created and recorded on the teacher’s computer and printed and put in a binder that will be kept on the teacher’s desk.  The plans will need to be at school each day so that plans are available for substitute teachers.  The teachers will develop plans specific enough so that it is easily ascertained what is to be accomplished each day, with references to the appropriate places in the 180-day plan that are to be taught.

Office Forms: OF F-5.2 Morning Checklist

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.3 Pledge of Allegiance

Policy Statement:

Pledge of Allegiance

Students will recite the Pledge of Allegiance as a class each day with the exception of days when there is a school-wide assembly during which the Pledge of Allegiance is recited as a school-wide event.  Parents may request that their student be excused from recitation of the Pledge in writing to the school Director.

Secondary students will recite the Pledge of Allegiance at least once per week, typically during morning announcements.

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.4 Schedules and Transitions

Policy Statement:

Schedules and Transitions

Adherence to school schedules, such as arrival time to and from classes, lunch, P.E., and recess is important to ensure the smooth flow of each day at American Prep.  Efficient transitions between groups (grades 1-6) and classes (grades 7-12) are vital to the academic success of American Prep students.  Teachers will ensure that they release their students at the correct time, with all materials including their dockets, so that they can begin the next class on time.  Teachers will also instruct their students in the importance of efficient transitions, utilizing reward systems that will encourage students to be prepared for each class on time.

Beginning times of groups and classes will be strictly adhered to.  Teachers must not wait for students who are tardy to begin groups or classes.  Class must begin on time, and late students should be required to “catch up”, with the intent of encouraging them to be on time.  To ensure students can achieve on-time arrivals, it is vital that teachers release students on time.  Students should not be held after class to talk with teachers or pay consequences for behavior.

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.5 Wednesday Schedules

Policy Statement:

Wednesday/Thursday Schedules

Chapter F – Classroom Organization

Part 5.0 Classroom Plans and Schedules

Section 5.6 Groups

Policy Statement:

Groups

Office Forms: OF F-5.6 EGP Group Level Changes

F-6.1 SUBSTITUTE TEACHERS

Chapter F – Classroom Organization

Part 6.0 Substitute Teachers

Section 6.1 Substitute Teachers

Policy Statement:

Substitute teachers

Teachers will have their Weekly Plan at their desk.  Lesson plans will be specific, and will refer to needed resources, including information on where the resources may be found.  Preparations for lessons (including copies, answer sheets) should be prepared at least a day in advance so that should the need for a substitute arise suddenly, the needed materials are prepared and available to the substitute.  Elementary teachers will keep all of the daily prep materials in the Daily Bins.  Instructors’ data binders and group teaching materials should be kept near the Instructor’s desk so that they are easy to find. Teaching manuals should be kept at the employee’s desk so that they can be found easily.

 

Office Forms: OF F-6.1 Group info form for subs

Chapter F – Class Organization

Part 7.0 Class Volunteers

Section 7.1 Academic Support Teams

Policy Statement:

Academic Support Teams (AST)

Teachers are responsible to organize the parents of students in their classrooms into academic support teams and character support teams.  Team Leaders for each need to be identified by the teacher.  These volunteers will work with the teacher, in and out of the classroom.  The FSO has an AST Coordinator who will assist in training AST Leaders.  AST members will provide support to the teacher in the following ways:

• Communication – phone tree, organizing parents to volunteer for classroom events
• Transportation – for field trips
• Events – classroom activities, culminating activities
• Academic Support – correcting papers, creating visual aides

AST members who correct student work need to be instructed verbally and in writing that the work is confidential and should not be discussed with anyone but the teacher.

Policy Cross-references:     B-7.4, D-6.4, and F-4.2 Student Privacy

                                               C-9.1, E-7.3, F-7.2, and I-6.1 Volunteer Guidelines

                                               C-9.2, E-7.4, F-7.3, and I-6.2 Volunteer Agreement 

Chapter F – Class Organization

Part 7.0 Class Volunteers

Section 7.1 Academic Support Teams

Policy Statement:

Academic Support Teams (AST)

Teachers are responsible to organize the parents of students in their classrooms into academic support teams and character support teams.  Team Leaders for each need to be identified by the teacher.  These volunteers will work with the teacher, in and out of the classroom.  The FSO has an AST Coordinator who will assist in training AST Leaders.  AST members will provide support to the teacher in the following ways:

• Communication – phone tree, organizing parents to volunteer for classroom events
• Transportation – for field trips
• Events – classroom activities, culminating activities
• Academic Support – correcting papers, creating visual aides

AST members who correct student work need to be instructed verbally and in writing that the work is confidential and should not be discussed with anyone but the teacher.

Policy Cross-references:     B-7.4, D-6.4, and F-4.2 Student Privacy

                                               C-9.1, E-7.3, F-7.2, and I-6.1 Volunteer Guidelines

                                               C-9.2, E-7.4, F-7.3, and I-6.2 Volunteer Agreement 

Chapter F – Classroom Organization

Part 7.0 Volunteers

Section 7.2 Volunteer Guidelines

Policy Statement:

Volunteer Guidelines

American Prep asks families to provide volunteer service at the school. We consistently log impressive volunteer hours every year, thanks to our INCREDIBLE families and their generous gift of time and talents. This extraordinary service makes it possible for our students to have an outstanding educational experience, which would not be possible without our volunteers’ assistance.  THANK YOU parents!!

It is important that volunteers work together as team members with American Prep staff members.  The following guidelines are helpful in ensuring that volunteer service is a positive experience for parents and is effective for our students.

• Volunteers must sign in and out at the front office, get a Volunteer badge and wear it during the time you are in the building volunteering.
• Volunteer Dress & Behavior – please dress appropriately.  The more we show respect for our school, the more respect the students will feel toward the school.  American Prep’s dress code is reflective of a high level of respect.  We encourage volunteers to reflect this same level of respect in their own appearance when they volunteer at the school.
• Volunteers work under the supervision of staff.
• As a matter of professional ethics, and personal privacy, volunteers do not discuss teacher, student or school affairs with other people. It is extremely important that confidentiality be upheld at all times. Administrators have the same expectations of confidentiality from volunteers as they do from the American Prep staff.
• Volunteers may be asked to grade student papers, and it is imperative that student work is ONLY discussed with the teacher or student, if directed by the teacher, and no one else.
• For your own protection, avoid being alone with one or two students.  If this is unavoidable, be sure and keep the door open or move to a hallway to work.
• Student Discipline:  Volunteers have a responsibility to inform staff if there is a problem with student behavior. Volunteers should not discipline a child unless they are expressly instructed to do so by the supervising staff member.
• If you are scheduled to work in the classroom with students, bringing young children is not recommended as they may become a distraction in the classroom.  If you are coming to a meeting or a group work activity, bringing younger siblings may be acceptable.  Volunteers are responsible for the safety and supervision of their own children who may be younger siblings, or any children that they bring with them, on APA campuses at all times.
• Volunteers have no claim to intellectual property created during their volunteer service at American Prep.

Policy Cross-Reference:      C-9.1, E-7.3, and I-6.1 Volunteer Guidelines

                                                C-9.2, E-7.4, F-7.3 and I-6.2 Volunteer Agreement

Chapter F – Classroom Organization

Part 7.0 Volunteers

Section 7.3 Volunteer Agreement

Policy Statement:

Volunteer Agreement (Signed by every parent/guardian volunteer.)

The talents and services of volunteers are important to American Preparatory Academy (the school) in accomplishing its Mission.  The purpose of this document is to:

1. Establish standards and guidelines for volunteer services so that both the volunteer and the school understand the parameters of the volunteer relationship.
2. Reduce the risk of unwanted legal exposure of volunteers and the school.
3. Promote safety for volunteers, students, and employees.

 

Non-Disclosure Agreement

Volunteering activities may require access to information that is confidential or otherwise considered by the federal government, state government, school, community, parents, guardians or students to be privileged and confidential.  Such information is identified by the school and must be determined to be confidential within the definitions of the law.  If these criteria are met, such information may be received and maintained by staff or volunteers under a promise of confidentiality for a prescribed period of time to perform a specific task.

Maintaining the confidentiality of such information is primarily the responsibility of school administration.  However, faculty, staff and volunteers with access to confidential information undertake this responsibility as part of their employment or volunteering activities.

This Agreement shall govern the conditions of disclosure by the school of certain “Confidential Information” including but not limited to student information, school records, staff information, staff records, financial information, data, trade secrets and intellectual property relating to the school and its staff and student body.   With regard to the Confidential Information, I agree:

1. To safeguard the information against disclosure to others with the same degree of care as I would exercise with my own information of a similar nature.
2. Not to disclose the information to others, without the express written permission of the American Preparatory Academy of Draper.
3. That the secrecy obligations with respect to the confidential information shall continue indefinitely.

Acknowledgements and Work Product Agreement

1. I release the school and its officers, employees, representatives and contracted affiliates from any responsibility or liability for personal injury, including death, and damage to or loss of property that I may incur while volunteering at the school or in connection with school activities or events.
2. I acknowledge that I neither gain nor retain ownership rights to the work product of the material provided to me, used, or created by me in conjunction with any school project.  I understand that the school has sole ownership of the work product and may use the results of my efforts in any manner appropriate including licensing such work product to others.  I agree to return school materials provided to me in connection with volunteering activities.
3. The school accepts the lawful service of all volunteers with the understanding that such service is at the sole discretion of the school.  I understand that the school may at any time, for whatever reason, revoke volunteering privileges.
4. As a volunteer, I understand that I may not speak or make statements on behalf of the school, indebt the school, nor may I speak to the media or make public statements about the school or its facility, operations, staff, students, visitors or volunteers.
5. I understand that while volunteering, I must follow the policies and procedures of the school under the direction of school staff.  I understand that I will not be compensated for my services.

Safe School Environment and Code of Conduct Acknowledgement 

The school strives to provide a safe and nurturing learning environment for students and staff.  With regard to providing a safe school environment:

1. I understand that I am expected to maintain a high ethical and professional standard in their interaction with both adults and minors.
2. I understand that I am prohibited from using physical discipline (including corporal punishment) in any way for the behavior management of students.  I understand that clear professional boundaries must exist between minors and adults.
3. I agree that I shall not engage in any form of unlawful, unacceptable or offensive behavior with students, parents/legal guardians, staff or visitors to the school which may include, but is not limited to (a) verbal harassment, such as derogatory comments, jokes, or slurs; (b) visual harassment, such as derogatory or sexually explicit printed material, books, magazines, posters, cards, calendars, cartoons, graffiti, drawings, notes, or gestures; (c) sexual advances or other physical conduct or contact of a sexual nature; (d) physical harassment, such as inappropriate touching, hitting, kicking, grabbing or any other form of aggressive, abrasive or harassing physical contact; (e) other behavior deemed offensive or inappropriate by school administration.
4. I agree to promptly report any activity to school administration that I observe that places a student in distress or danger, and I agree to take appropriate steps to immediately intervene and to provide a safe environment for the student.
5. I understand that unless the school has a parent or legal guardian’s knowledge and consent in the form of a written permission slip, I am never to drive students in my vehicle, before, during or after school unless there is a medical emergency requiring immediate medical care.  When authorized to do so, I will operate my vehicle in accordance with the law.
6. I understand that school programs, extra-curricular activities or special instruction sessions shall not be conducted by only one adult without additional adult presence and/or must be conducted at times and locations that promote accountability, in an open room or hallway setting without closed doors, and only if readily observable by others who may be in the room or hallway, and meet accepted standards of propriety.
7. I understand that I may not be alone in locker rooms or other dressing rooms with a single or small group of students without another adult present.  I understand that I am prohibited from these areas while students are changing.

As a volunteer at the school, I acknowledge receipt of the Volunteer Agreement.  I understand the policies and procedures contained in these documents.

I agree, as a condition of service at the American Preparatory Academy to abide by these policies and procedures.  I understand that the school reserves the right to withdraw my volunteering privileges at any time with or without cause, with or without notice.

 

Policy Cross-references:     C-9.2, E-7.4, and I-6.2 Volunteer Agreement

                                                B-7.4, D-6.4, and F-4.2 Student Privacy

                                                D-3.1 Staff to Student Guidelines

 

Office Forms: OF E-7.4 Volunteer Agreement Form

Teacher Name:

Grade Level:

Date:

Notes:

Easy Grade Pro

What To Do When a Student Moves Levels in Groups

 

1. Open Easy Grade Pro (EGP).
2. Be sure to understand the difference between CLASS and GROUP.  CLASS is listed such as Math:  Saxon 6/5 or Reading Mastery 2, whereas GROUP will be listed something like this:  Math: Saxon 6/5 Chappell or Reading Mastery 2 Chappell.
3. Click on the term box (under tabs “Score,” “Attendance,” and “Seating”) and find the NEW class your students have moved into (i.e., from Math:  Saxon 5/4 to Math: Saxon 6/5 or Connecting Math A to Connecting Math B).  If you have this class already listed, skip to number 9.
4. If you don’t have this class, you will need to create it.   Go to Tool (top bar of document), Add, Class.  Type in the name of the new class (i.e. Math: Saxon 6/5) in the Class/Subject Name box and click ONLY THE CURRENT TERM.   Click “Done” when finished.  (Don’t worry.  You will add this class to other terms later after following some steps below.)  Repeat this step for each new class level.
5. Then go to View (top bar of document), Sort Classes.  Find the new class or classes you have added.  They should be at the bottom, and “grab” (click and drag) the class or classes, moving them to their proper location.  Click “Done”.
6. Find the class or classes you have just created in the Term box (under the “Score,” “Attendance,” and “Seating” tabs).  Click on it.  You are just checking to make sure they have been added and are in the right location.  Click “Cancel”.
7. Go to the “Class Options” box (the square with the check mark in it).  Click on it.  Another box will appear.  Click on the “Grade” tab.  Check to make sure the grades and percentages of D+ (68%), D (66%), and D- (65%) appear correct in the “Grades in Scale.”   Click on the “Category” tab.  Since these classes are only going to be used for Bi-Monthly grades and final grades, the default categories don’t matter.  You can check the “Score” tab information if you added the “X” so you could make the check mark or any other special scores you might have added during EGP training.  Click “Done”.
8. Click on the “folder picture” (next to the square with the check mark in it) tab at the top of your document.  Find the new class or classes you just added by checking the back arrow or next class arrow box.  Put a checkmark in the other terms.  Click  “Done.”
9. Go to “Tool” tab (top of document), Copy, Students.  Find the class (not the group) that your students are moving FROM where it says “Class to Copy FROM” (MAKE SURE YOU ARE IN THE CORRECT TERM) and highlight it.
10. Go to “Classes to Copy TO” just underneath.  Highlight the new class (not group) you are putting these students in.  HOLD DOWN THE COMMAND KEY ON YOUR COMPUTER AND HIGHLIGHT THE SAME CLASS IN ALL THE OTHER TERMS BUT THE ONE YOU ARE COPYING FROM.
11. Go to the box “Students To Copy” and highlight all the students who are moving to the NEW CLASS.  You can do more than one student at a time by holding down the command key on your computer.  Click “Copy” when you are done.  A  “Copy Student Options” box will pop up and be automatically check marked in “Record info:  20 items selected”.  Click “Copy”.
12. Click on the “Class Options” box (the square with the check mark in it).  Make sure the “Grade” and “Category” tab information is correct based upon information given during EGP training (i.e., D+, D, and D- percentage weights are added and correct; categories based on training). Check in each term you have added this new class or classes.
13. If you haven’t already added your new GROUP class, now is the time to do it (i.e. Math: Saxon 7/6 Chappell, not Math: Saxon 7/6).  If you are teaching the same level, but your group changed, you can just double click on the students who are no longer in your class and change their status to “WD grayed”.  Add new students by clicking on the “Student” tab button and adding each student and all other pertinent information like gender, grade level, homeroom teacher and Email Address 1, which is the homeroom teacher’s email address.  If any of these students are on 504s or IEPs, you will add leagan@apamail.org to Email Address 2.  Repeat these steps (beginning at number 4) for any new classes or groups you may need to add.Now your students’ names are put into their new classes and you need to set up your EGP to cover the classes that they USED to be in.
14. Open the class (not the group) that your students used to be in.  MAKE SURE YOU ARE IN THE CURRENT TERM AND THAT IT’S YOUR GROUP, NOT THE ACTUAL SUBJECT (i.e., Math: Saxon 6/5).  Click on the “Class Options” box (box with check mark in it).  Click on the “Grade” tab.  Click the little blue down arrow in the “Select a Grade Scale” box.  Highlight “New Item”.  A highlighted area will show up and say “Unnamed Scale”.  Type in an asterisk  (*).  Go to the “Grades in Scale” box and type an asterisk (*) by number 1.  Then type 0 (zero, not “o”) in the “Minimum % “box to the right.  Click “Done”.
15. Click on the “Student” tab.  Find the “Grade Scale” column.  While in this column, click on each individual student who has changed a groups level and highlight the asterisk (*) in the Grade Scale column.
16. Go back to the “Score” tab.  Type the grade of zero (0) in their Final Grade assignment for the OLDLEVEL they used to be in.
17. As your students are moved into new classes, you have to make sure that those classes from previous terms have the students’ names entered, even though they weren’t in those classes.  You would repeat the process of copying the names from one term to the other terms and place the asterisk (*) and a grade of zero in those classes.  (See 14-16 above.)
18. Be sure to recombine terms when you make any of these changes.  Click the Tool tab at the top of the screen, then Term Tools, then Recombine Terms.
19. If you are at the end of a term and you haven’t combined terms, now is the time to do so.  When you combine EACH CLASS, make sure the message you get is “All Students Match.”  If this message doesn’t appear and you see that some students’ names appear because they aren’t in certain classes for certain terms, chances are you haven’t covered all the classes that student was in or went into for ALL TERMS.  Another reason that all students might not match is that you have a student’s name misspelled somewhere.
20. If after going through this whole procedure and the students’ names still aren’t matching, seek help from Belinda Durling or Jacquie Chappell.  We’ll be more than happy to help.

Dear Substitute:

Thank you for being here.  Following is helpful information about the groups you will be teaching for me today.

Reading: __________________________

Where? ___________________________

Lesson today is _________________________

My teaching materials are ________________________________________________________________________________________________________________________________________________

What to do: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Special notes/instructions: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Math: __________________________

Where? ___________________________

Lesson today is _________________________

My teaching materials are ________________________________________________________________________________________________________________________________________________

What to do: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Special notes/instructions: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Spelling: _________________________

Where? ___________________________

Lesson today is _________________________

My teaching materials are ________________________________________________________________________________________________________________________________________________

What to do: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Special notes/instructions: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________