School Site Council Meeting
Agenda
MAY 13TH, 2008, 4:30pm , In The School Library
· Review Old Business
· Introduction of k-12 Computer Grant
· ssc site plan language goal 3 strategy 1 language
· wellness center request
· 2008-2009 budget update
· ISS SUSPENSION ROOM
· Computer Lab Grants-Microsoft/Apple, K-12 Voucher
· Other Business
· Close of Business
DR MARTIN LUTHER KING JR., ACADEMIC MIDDLE SCHOOL
SCHOOL SITE COUNCIL MEETING SUMMARY APRIL 8TH 2008, 4:30PM
PRESENT:C.RAMIREZ, R.RAMIREZ,H.WONG(ALT) , M.HARPER(ALT.) ,
J.MOORE(ALT) , J.WONG,S.ZHENG,J.CHEN,W.CHAN,S.RAMIREZ,
T.JUSINO,M.MCCACHREN,T.JUSINO,M.DOYLE (ALT)
1. MINUTES REVIEWED AND PASSED UNANIMOUSLY
2. J.GALGANO_STATED HE RECEIVED COMPLAINTS FROM FACULTY SSC MEMEBERS AS
WELL AS THOSE WHO WORKED ON THE 2008-2009 SITE PLAN THAT GOAL NUMBER
THREE STRATEGY HAD BEEN CHANGED FROM THE LANGUAGE AGREED TO FROM THE
MARCH 11TH AND 13TH, 2008 SSC MONTHLY AND EMERGENCY MEETINGS.
J.GALGANO: I AM REQUESTING THROUGH THESE MINUTES AS UBC CHAIR AND SSC
SECRETARY ALL MATERIALS PROVIDED TO MR TAI AND MS DOYLE TO COMPLETE
2008-2009 SITE PLAN, DUE TO COMPLAINT FROM SSC FACULTY MEMBERS THAT THE
WORDING THAT WE DID NOT AGREE TO WAS INCLUDED INT THE 2008-2009 SITE
PLAN DRAFT REGARDING
A. SCHOOL SITE DISCIPLINE PLAN REVISIONS REVIEWED, AND REVISED AND
UNANIMOUSLY APPROVED FROM PREVIOUS SSC MONTHLY MEETING.
B. CONCERNS ABOUT UNAPPROVED REVISION IN KEY STRATEGIES FOR GOAL 3
J. GALGANO: READ CURRENT WORDING AND APPROVED WORDING FOR 2008-2009
SITE PLAN FOR KEY STRATEGY 1 FOR GOAL THREE. SEE BELOWÉ..
Key Strategies for Goal 3
[What key strategies will be implemented in order to achieve the
objectives above? Please be as specific as possible in describing how
these strategies will lead to improved instructional practice at the
school.]
Key Strategy 1: Utilize faculty members trained on AVID instructional
strategies, in addition to staff who have perfected several identified
classroom strategies, to conduct monthly provide professional
development, and monitor their implementation.
WHAT WAS AGREED TO BY SSC 3/13/08
:::L.SCHUKNECHT/M.MCCACHREN/J.SHELDON/J.GALGANO AND SITE PLAN COMMITTEE
REVISION PROPOSAL:
Key Strategy 1: Utilize both School Site and SFUSD professional
development in key instructional strategies, and monitor their
implementation.
· Within first six weeks the administration and school site staff will
list and prioritize professional development needs at grade level and
department meetings. Using this and additional information from various
SFUSD departments and programs regarding mandated and recommended
topics , a year long calendar of professional development will be
developed and implemented with appropriate input from faculty/staff and
UBC/ADM through grqade level faculty .
·
Key Strategy 1: Utilize both in-house and outside expertise to provide
professional development in key instructional strategies, and to
monitor their implementation.
Within the first 6 weeks, grade level and department level teams will
list and prioritize site professional development needs, with
additional recommended and mandated training activities to be included
through out the school year.
Staff will conduct staff training workshops, with topics to include
differentiation of instruction, Spec. Ed. modifications and grading,
checking for understanding, non-linguistic representations,
think-pair-share, Òbest practicesÓ student engagement instructional
strategies, and/or others as determined by staff needs.
Differentiation of instruction will be appropriately incorporated
school-wide, and will be a continuing topic for common planning within
grade levels and departments. Best practices will be shared with the
whole staff at faculty professional development meetings
At the start of the school year, teachers will be provided data on the
individual identified learning needs and test scores of the students in
each class so as to assist with planning of appropriate differentiated
instruction.
The librarian and other qualified staff will offer technology and
information literacy workshops and trainings, so that teachers are
comfortable using computers and internet for instruction.
M.HARPER: AGREED THAT THIS BE INCLUDED IN THIS MEETINGÕS MINUTES AS
REQUESTED BY MR GALGANO.
THERE WAS NO OBJECTION TO INCLUDE THIS IN THESE MINUTES.
J.GALGANO- READ THE UBC/FACULTY.STAFF PASSED SITE DISCIPLINE PROPOSAL
FOR THE SSC . THE SSC REVIEWED AND REVISED THIS PROPOSAL WITH PROPOSALS
FROM SSC REPRESENTATIVES PRESENT. THERE WAS A CONSENSUS AGREEMENT THAT
THESE WOULD BE INCLUDED IN THE 2008-2009 SITE.
CHANGES WERE PROPOSED BY M.HARPER, C.RAMIREZ, AND T.JUSINO, SECONDED
AND AGREED TO AT THIS MEETING.
BELOW IS THE FINALIZED DOCUMENT THAT WAS REVIEWED, REVISED AGREED TO.
AT THE UBC/ADM MEETING 4/11/08 THESE REVISIONS WERE AGREED TO BY THE
UBC/ADM MEMBERS PRESENT.
BELOW IS UBCADM APPROVED SCHOOL SITE BEHAVIOR/DISCIPLINE POLICY AS OF
2/20/08 PRESENTED TO SSC 4/8/08_REVIEWED APPROVED 41108 UBC/ADM
REVIEWED AND APPROVED
UNIVERSAL CLASSROOM EXPECTATIONS
1. FOLLOW INSTRUCTIONS
2. COME PREPARED AND ON TIME
3. KEEP YOUR HANDS, FEET, AND OBJECTS, ETC TO YOURSELF
4. USE APPROPRIATE LANGUAGE. NO TEASING, SWEARING, BULLYING, OR
PUTDOWNS.
5. NO DISRUPTIONS TO THE LEARNING PROCESS
CONSEQUENCES FOR NOT FOLLOWING INSTRUCTIONS
1. WARNING
2. FIVE MINUTE TIME OUT
3. TEN MINUTE TIME OUT
DEPENDING ON STUDENTÕS BEHAVIOR,THE TEACHER WILL DETERMINE THE
APPROPRIATE TIME OUT SEQUENCE WITHIN CLASSROOM ,WHERE NEEDED TO PROMOTE
ON TASK BEHAVIOR.
4. PARENT/GUARDIAN PHONE CALL
5. BUDDY ROOM-MAIN OFFICE REFERRAL
6. IN SCHOOL SUSPENSION:
*** ARTICLE 22 CLASSROOM SUSPENSIONS BY TEACHER
TIMEOUTS WILL BE USED IN THE CLASSROM AND BE IMPLEMENTED BY EACH
INDIVIDUAL TEACHER ACCORDING TO THEIR RESPECTIVE STUDENT POPULATIONS
AND ACCORDING TO IMMEDIATE NEEDS OF EACH LESSON EACH SCHOOL DAY.
CUTS_
· TEN MINUTES AFTER THE SECOND BELL OF EACH PERIOD IF A STUDENT IS NOT
ABSENT IT IS RECORDED AS A CUT.
· FILL OUT CUT SLIP SEND TO OFFICE
· COUNSELORS WILL INFORM PARENTS OF CUTS
TARDIES_
· STUDENT (S) ABSENT UP TO TEN MINUTES FROM CLASS SHOULD BE MARKED AS
TARDY BY TEACHER IN ATTENDANCE BOOK.
· FIVE MINUTES AFTER SECOND BELL RINGS student(s) sent to attendance
room for tardy recording and pass back into classroom.
· AFTER TWO TARDIES PARENT/GUARDIANS ARE INFORMED STUDENTS IN JEOPARDY
OF RECEIVING A ÒUÓ FOR BEING TARDY
· AFTER FOUR TARDIES STUDENT RECEIVES A ÒUÓ FOR THAT GRADING PERIOD
· A. 2 tardies equals a warning
· B. 4 tardies equals a ÒuÓ
· ONLY TEACHERS OR ADULTS MAY TAKE ATTENDANCE DURING EACH CLASS PERIOD.
LUNCH TIME TUTORIAL AND/OR CLUB ACTIVITIES
· STUDENTS NEED PASS TO ENTER SCHOOL BUILDING(WITH PASS)
· STUDENTS MUST REMAIN IN ROOM OR GO OUTSIDE(WITH PASS)
· Students provided with written passes from teachers/staff
· Teacher meets students at front door or entry refused, unless student
has written pass.
· Violators give referrals and/or detention/suspension as defiance of
rule.
· Students need written pass to restroom during lunchtime.
· Shared supervision of students to insure violations limited during
lunch time
· Student violators lose lunchtime privileges, given lunchtime cleanup,
after school/Saturday school detention.
· ONCE A STUDENT ENTERS THE BUILDING THEY CANNOT LEAVE A SPONSORED
ACTIVITY OR CLASSROOM WITHOUT ADULT SUPERVISION
Uniform policy
Uniform:
1. Students shall be required to wear uniform white shirt/blouse and
black pants/skirt.
2. No non-uniform jackets/sweaters allowed in classroom other than
school uniform red sweater, red pullover sweater, and/or 8th grade
hoody.
a. If students entering room with non-uniform sweater:
1. Students asked to remove garment.
2. If they refuse given referral as defiance and sent to attendance
office.
3. Teachers record on uniform log return to office
4. STUDENT WILL NOT BE REMOVED FROM CLASS FOR THIS EXCEPT IN CASES OF
OPEN DEFIANCE, WHICH DISRUPT THE CLASS.
UNIFORM POLICY: Preventative measures:
5. Students provided with uniform garment needed to comply if available.
6. Students who adhere to policy given free dress passes weekly.(FREE
DRESS PASS SIGNED BY TEACHER WITH STUDENTS NAME)
7. Free dress incentives should not punish students who follow uniform
policy.
Buddy Room:
USED FOR LESSER INFRACTIONS WHICH MAY DISRUPT THE CLASSROOM, BUT ARE
NOT OPEN DEFIANCE
· It was agreed that in most circumstances buddy rooms should be in
close proximity to each other to prevent hallway disruptions.
· There should be flexibility in cases where special Ed and general Ed
teacher have an agreement or in case of absence of teachers. No student
should be sent to a buddy room when teacher is absent.
· Security guards must constantly patrol classroom areas through out
school day and look in on teachersÕ classes occasionally to show a
presence.
· The administration must provide a detention room and staff it with
peer resource person, security guards, student advisors only using
counselors as a last resort. Location of buddy room must be within
building as in room 101 if possible.
· The library is not a buddy room, nor place to send disruptive
students without librarianÕs permission.
WHAT INCIDENTS OR STUDENT ACTIONS CONSTITUTE A LESS SERIOUS INFRACTION:
SEE SFUSD STUDENT HANDBOOK PGS. 84-94
· CURSING
· INCIDENTAL DISRUPTIONS
· UNIVERAL CLASSROOM RULE VIOLATIONS (UNLESS DISRUPTIVE AND DEFIANT AS
WELL AS REPRETIVE IN NATURE)
· * SEE STUDENT AND PARENT/GUARDIAN HANDBOOK PGS 84-94
·
WHAT INCIDENTS OR STUDENT ACTIONS ARE SERIOUS IN NATURE AND WARRANT A
REFERRAL OR SUSPENSION:
SEE STUDENT AND PARENT/GUARDIAN HANDBOOK PAGES 84-86
· CUTTING CLASS: BEYOND TEN MINUTES ALLOTTED
· CUTTING CLASS WALKING OUT OF CLASS WITHOUT ADULT PERMISSION.
· WITH QUALIFICATIONS FOR SPECIAL EDUCATION STUDENTS TO ADDRESS
BEHAVIOR INTERVENTION PLANS, DISABILTY, AND SPECIAL EDUCATION TEACHER
CONCERNS.
· CURSING AND OPEN DEFIANCE WITH TEACHER AND STAFF IN CLASSROOM
· SLURS DIRECTED TOWARDS INDIVIDUALS AND/OR GROUPS OF INDIVIDUALS
DURING CLASS TIME
· OPEN DEFIANCE OF AUTHORITY DISRUPTING THE LEARNING ENVIRONMENT
· HITTNG STUDENTS EVEN IF DONE WITHIN PLAY FIGHTING SCENARIO IN
CLASSROOM
· VANDALISM OF INDIVIDUAL OR SCHOOL PROPERTY
· STEALING
· DEFACING SCHOOL PROPERTY
WHAT SHOULD HAPPEN WHEN A STUDENT IS REFERRED TO THE COUNSELLING OFFICE:
· STUDENTS MUST HAVE WRITTEN REFERRAL FROM TEACHER
· STUDENTS SHALL BE REQUIRED TO WRITE INCIDENT REPORTS AND/OR
REFLECTIONS OF WHAT THEY ARE RESPONSIBLE FOR WHICH LEAD TO THEIR
REFERRAL
· IN SCHOOL SUSPENSION AND/OR AFTERSCHOOL OPPORTUNITY ROOM CONSEQUENCE
SHALL BE SUPERVISED BY APPROPRIATE ONSITE AND AFTERSCHOOL STAFF
· STUDENTS SHALL BE REQUIRED TO COMPLETE TEACHER PROVIDED WORKSHEETS
AND/OR SECOND STEP LESSONS SUPERVISED ISS COUNSELORS AND/OR OTHER
CERTIFICATED STAFF (THOSE WHO USE THEIR PREPARATION PERIOD WILL BE
COMPENSATEDFOR THEIR TIME)
· ADMINISTRATION WILL RESTRUCTURE COUNSELLING OFFICE AND PLACE ONLY
STUDENTS NEEDING COUNSELOR ASSISTANCE IN THE COUNSELLING OFFICE
· STUDENT REQUIRING ISS CONSEQUENCE WILL BE PLACED IN HOUSE SUSPENSION
ROOM FOR THIS CLASS TIME PERIOD
· REFERRED STUDENTS SHALL BE PLACED IN DESIGNATED IN SCHOOL SUSPENSION
ROOM TO COMPLETE INCIDENT REPORTS, TEACHER SHALL PROVIDE WORKSHEETS,
WRITTEN REFLECTIONS AND/OR SECOND STEP LESSON WORKSHEETS TO PROMOTE
DEVELOPMENT OF AND ADHERENCE TO EXPECTED APPROPRIATE BEHAVIORS.
CURRENT SCHOOL POLICY***
SAFELY WALKING FROM PE AND LUNCH AND/OR TO CLASS IN THE HALLWAYS
Calmly walk and talk in halls to ensure safe transitions from place to
place.
1. Warning.
A. Require that the student go back and return safely.
B. Ignoring a request to change behavior is DEFIANCE
If repeated incidences have occurred, a Referral should be sent to the
Office.
PREVENTATIVE MEASURES:
A. Teachers model talking calmly and quietly.
B. Teachers with one foot inside and one foot outside of classroom
during passing periods.
C. An adult needs to be present at the intersection in front of the
library at all passing periods.
CURRENT POLICY-
Electronic devices (cassette/cd players, radios, headphones, beepers,
etc.) are not to be brought to school.
1. Warning.
2. Confiscate, next time to main office.
3. Confiscate, send to main office, return to parent.
4. Confiscate, send to main office, return to parent in June.
PREVENTATIVE MEASURES
A. Allow students to listen to their music (through teacher/school
equipment); lyrics must be appropriate to school language standards.
***2/20/08
AGREEMENT TO ALL OF THE ABOVE BY UBC/ADM 2/20/08
1) ASSISTANT PRINCIPAL WILL REVIEW AND THEN REVISE IN SCHOOL SUSPENSION
REQUIREMENTS WITH COUNSELORS AND THEN REVISIT WITH UBC AT UBC/ADM
MEETING FOR FINAL APPROVAL (STILL NOT DONE 4/7/08)
2) ASSISTANT PRINCIPAL WILL DEVELOP IN SCHOOL SUSPENSION ROOM STAFFING
SCHEDULE WITH COUNSELORS AND THEN PRESENT TO UBC AT UBC/ADM MEETING FOR
FINAL AGREEMENT (STILL NOT DONE 4/7/08)
3) UBC/ADM AGREE THAT UNTIL ADDITIONAL IN SCHOOL SUSPENSION ROOM
STAFFING IS FOUND AND/OR AGREED TO COUNSELORS, WHOSE JOB DESCRIPTION
INCLUDES DISCIPLINE DOMAIN WILL BE UTILIZED FOR 2007-2008 TO STAFF THE
IN SCHOOL DETENTION ROOM ACCORDING TO SCHEDULE DEVELOPED BY ASSISTANT
PRINCIPAL. (2/22/08)
APPROVED AT UBC/ADM MEETING 2/22/08_4/11/08
CONSENSUS AGRREMENT FOR SSC TO APROVE AND INCLUDE IN 2008-2009 SITE
PLAN AS ADDENDUM 4/8/08
J.GALGANO- REQUESTED THAT DUE TO TIME CONSTRAINTS REVIEW OF THE IN
SCHOOL SUSPENSION POLICY PROPOSAL BE DELAYED TO THE NEXT MONTHLY SSC
MEETING.
AGREED TO BY MEMBERS PRESENT
J.GALGANO Ð ASKED IF THERE WAS A CURRENT ISS ROOM BEING USED FOR THOSE
WHO VIOLATE THE RULES AND REQUIRE THIS CONSEQUENCE.
M.HARPER- STATED THAT ROOM 101 WOULD BE USED AS THE ISS ROOM, BUT THE
STAFFING OF THIS ROOM HAD NOT YET BEEN RESOLVED AT THIS TIME.
J.GALGANO- ASKED MR HARPER IF THIS WOULD BE RESOLVED AND PRESENTED TO
THE SSC AT THE NEXT UBC/ADM AND NEXT SSC MONTLY MEETING
M.HARPER Ð STATED HE WAS WORKING ON RESOLVING THIS BY THESE DATES
MEETING ADJOURNED 5;41PM
J.GALGANO
=====================================================
UBC IN HOUSE SUSPENSION ROOM PROPOSAL TO THE SSC
12-11-07ÉÉÉÉÉÉÉ
PASSED UNANIMOUSLY 12/10/07 AT UBC MEETING
25 UESF LOCAL 61 MEMBERS WERE PRESENT AT THIS MEETING
AN IN HOUSE SUSPENSION ROOM WILL BE CREATED AND MAINTAINED THROUGHOUT
THE SCHOOL DAY AND SCHOOL YEAR TO DEAL WITH DISRUPTIVE AND DEFIANT
STUDENTS.
· DISRUPTIVE AND DEFIANT STUDENTS WILL BE SENT AND/OR ESCORTED TO THIS
ROOM BY CAMPUS SECURITY.
· WHILE IN THE IN HOUSE SUSPENSION ROOM, STUDENTS WILL COMPLETE
CLASSWORK, SECOND STEP AND/OR PROJECT ALERT WORKSHEETS AND/OR
REFLECTIVE ESSAYS.
· THIS IN HOUSE SUSPENSION ROOM WILL BE STAFFED BY CERTIFICATED STAFF
VOLUNTEERS ACCORDING TO CURRENT AGREED TO EMERGENCY COVERAGE PLAN (WITH
REQUIRED COMPENSATION) AND/OR CLASSIFIED STAFF (CAMPUS SECURITY, PEER
RESOURCE STAFF, AND/OR PARENT LIAISON) UNDER THE DIRECT SUPERVISION OF
THE PRINCIPAL.
THE SSC IS REQUESTED TO REVIEW THE CURRENT 2007-2008 BUDGET AND/OR IN
PREPARING THE 2008-2009 SCHOOL YEAR BUDGET TO ALLOCATE MONIES IN ORDER
TO STAFF THIS IN HOUSE SUSPENSION ROOM WITH A CERTIFICATED TEACHER OR
COUNSELOR.
==========================================================
UBC IN HOUSE SUSPENSION ROOM PROPOSAL TO THE SSC
12-11-07ÉÉÉÉÉÉÉ
PASSED UNANIMOUSLY 12/10/07 AT UBC MEETING
25 MEMBERS WERE PRESENT AT THIS MEETING
AN IN HOUSE SUSPENSION ROOM WILL BE EMPLOYED THROUGHOUT THE SCHOOL DAY
TO DEAL WITH DISRUPTIVE AND DEFIANT STUDENTS.
· DISRUPTIVE AND DEFIANT STUDENTS WILL BE SENT AND/OR ESCORTED TO THIS
ROOM BY CAMPUS SECURITY.
· WHILE IN THE IN HOUSE SUSPENSION ROOM, STUDENTS WILL COMPLETE
CLASSWORK, SECOND STEP AND/OR PROJECT ALERT WORKSHEETS AND/OR
REFLECTIVE ESSAYS.
· THIS IN HOUSE SUSPENSION ROOM WILL BE STAFFED BY CERTIFICATED STAFF
VOLUNTEERS ACCORDING TO CURRENT AGREED TO EMERGENCY COVERAGE PLAN (WITH
REQUIRED COMPENSATION) AND/OR CLASSIFIED STAFF (CAMPUS SECURITY, PEER
RESOURCE STAFF, AND/OR PARENT LIAISON) UNDER THE DIRECT SUPERVISION OF
THE PRINCIPAL.
THE SSC IS REQUESTED TO REVIEW THE CURRENT 2007-2008 BUDGET AND/OR IN
PREPARING THE 2008-2009 SCHOOL YEAR BUDGET TO ALLOCATE MONIES IN ORDER
TO STAFF THIS IN HOUSE SUSPENSION ROOM WITH A CERTIFICATED TEACHER OR
COUNSELOR.
DR. MARTIN LUTHER KING JR.
PROPOSAL FOR AFTER SCHOOL
DETENTION/CONSEQUENCE ROOM
3:30-4:30PM
TWO TEACHERS PER SESSION
@APPROXIMATELY $26.15 PER HOUR PER TEACHER
=$52.30
5.23 PLUS 10% BENEFITS
APPROXIMATE TOTAL COST PER SESSION FOR 2 TEACHERS
$67.53 FOR 70 DAY AFTERSHOOL SESSIONS
TOTAL AMOUNT=$4727.10
APPROXIMATE TOTAL AMOUNT = $6,000.00 DOLLARS
NEEDED TO REINFORCE CURRENT SCHOOL SITE DISCIPLINE POLICY, REDUCE
TARDIES,CLASSROOM DISRUPTIONS,STUDENT DEFIANCE, COUNSELLING ROOM
REFERRALS AND SUSPENSIONS AS WELL AS IMPROVE STUDENT ON TASK AND
CLASSROOM TRANSITION PERFORMANCE.
AFTER PROGRAMS PASSAGE AND FUNDING
WHEN STUDENT RECEIVES FIRST REFERRAL STUDENT AND PARENT MUST SIGN
CONTRACT AGREEING TO MANDATORY ATTENDANCE AND COMPLETING ALL PROVIDED
ASSIGNMENTS ,WHEN OBTAINING CONSEQUENCE ROOM TIME(TEACHER,STUDENT
,DEANAND/OR ADMINISTRATOR).
THIS WILL BE USED AS SUSPENSION PREVENTION. SHOULD THE PARENT REFUSE
THIS OPTION WILL BE USED FOR EACH DESRVING INFRACTION.
1. 1 REFERRAL TO COUNSELLING OFFICE=30 MINUTES IN CONSEQUENCE ROOM
2. 2 OR MORE REFERRALS FOR DAY = 60 MINUTES CONSEQUENCE ROOM STAY
3. CONSEQUENCE MINUTES WILL ACCRUE FOR EACH REFERRAL OBTAINED
4. TIME WILL BE DOUBLED FOR EACH DETENTION ROOM ABSENCE
5. AFTER SECOND CONSECUTIVE CONSEQUENCE ROOM ABSENCE .
PARENT,STUDENT ,CONSEQUENCE ROOM TEACHER AND ADMINISTRATOR CONFERENCE
CALLED ÉSTUDENT MAY BE SUSPENDED AT THIS TOME FOR OPEN DEFIANCE IF
CONSEQUENCE ROOM ABSENCES CONTINUE
THIS IS A VERY ROUGH DRAFT PLEASE REVISE AND RETURN BEFORE UBC/ADM
MEETING
CURRENT FAC ULTY AGREEING TO BE PART OF THIS DETENTION/CONSEQUENCE ROOM
TO DATE ARE:
1. MIKE MCCACHREN
2. LLOYD SCHUKNECHT
3. JAMES GALGANO
THIS IS NOT A COMPLETE LIST BUT REPRESENTS A DETENTION/CONSEQUENCE ROOM
FACULTY POOL
WHEN THE PROGRAM IS DEVELOPED A WEEKLY/MONTHLY SCHEDULE WILL BE
DEVELOPED TO INCLUDE INDIVIDUALS WHO WORK IN THE ROOM A SPECIFIC DATE
AND AT LEAST 2 SUBSTITUTES SHOULD EVENTS ARISE PREVENTING THEIR
ATTENDANCE.
HEALTH AND SAFETY CONCERNS OF BOTH THE FACULTY AND STUDENT PARTICIPANTS
REQUIRE 2 TEACHERS BE UTILIZED DURING EACH AFTER SCHOOL SESSION.
THIS WILL NOT BE A STUDY HALL OR SUSTAINED SILENT ROOM READING
PERIOD.STUDENTS WILL BE REQUIRED TO COMPLETE WORK THEY WERE UNABLE TO
DUE TO THEIR TARDIES/CUTS,CLASS ROOM DISRUPTION,OPEN DEFIANCE, AND
TEEACHER REFERRALS.OFF TASK OR INCOMPLETE WORK MAY RESULT IN ADDITIONAL
DETENTION /CONSEQUENCE ROOM BEING ASSIGNED UNTIL THE OFF
TASK/OBJECTIONABLE BEHAVIOR
LESSENS AND/OR DISAPPEARS.
PLEASE FEEL FREE TO PROVIDE SUGGESTIONS TO REVISE THIS ROUGH DRAFT
THANK YOU FOR YOUR TIME ON THIS MATTER
JAMES A. GALGANO
UESF LOCAL 61 BUILDING REPRESENTATIVE
=======================================================
Please use the information from any and/or all of these bullets to
assist you with writing a letter of support preserving our
currentÓself-containedÓ SPECIAL DAY CLASSROOM, to continue to address
our students academic and affective needs and abilities, IEP
requirements, and prevent them from needlessy being sent to additional
classes and adding to the number of referrals and suspensions these
students obtain during these periods of transition. If this program is
to truly remain focused on the promoting these students academic and
affective development and success, then at our site it must continue to
ne through our current Ò self-contained SDC programÕ anything else is
problematic and not truly reflective nor focused on our current SDC
student population, with our siteÕs minimal number of SDC teachers and
paraprofessional support.
RETALIATION FOR UNION ACTIVISM:
1. I have been the primary advocate for teacher and staff complaints
regarding principal mismangement, which have resulted in grievances and
complaints being filed against the principal on staff and faculty
behalf in my name, and have been criticicized by the principal and
SFUSD management for this advocacy.
2. I have filed a CPS complaint and assisted other staff , students and
their parent guardians in filing these complaints with SFUSD, and CDE
STATE agencies, and Compliance Officer. This advocacy has resulted in
complaint by the principal and SFUSD administrators for bringing the
district deservedly in bad light for not enforcing state laws and/or
our SFUSD policies regarding administrator harrassment , violence and
inappropriate touching directed against victimized general education
and special education students of color in and equitable manner.
3. I have been criticized by SFUSD administrators for filing these
complaints and for advocating on behalf of these victimized students of
color.
4. I have been criticized by SFUSD administrators for advocating for a
SFUSD investigation of the principal for continued administrative
arbitrary, unilateral actions and mismanagement as well as negligence
regarding student and staff health and safety, which have created
disharmony throughout our school site.
5. The principalÕs unilateral and arbitrary pushing for changing our
current Òself-contained SDC programÓ program without site special
education teacher approval at our December 2007 and May 2008 special
education meetings ignores the knowledge and experience of our special
educators with the best practices and program to address the needs and
abilities of our current SDC student population which demands the
self-contained setting as the best way to address and promote these SDC
students IEP requirements, and academic success within their current
IEPs, and rather than being focused on the needs of these students
individual needs and abilities seeks to retaliate against me for my
union activism as the expense of these students.
STUDENTS IEP NEEDS AND ABILITIES ARE BEING MET THROUGH THE CURRENT
SELF-CONTAINED SDC PROGRAM :
· SDC STUDENTS CURRENTLY IN BOTH SDC CLASSES ARE BEING MAINSTREAMED
INTO APPROXIMATELY 1 TO 3 GENERAL EDUCATION CLASSES EACH SCHOOL DAY,
PROVIDING NEEDED AND REQUIRED GRADE LEVEL COURSEWORK REQUIREMENTS.
· SDC STUDENTS CURRENTLY WITHIN BOTH SDC CLASSES ARE BEING PROVIDED
APPROPRIATE GRADE AND IEP REQUIRED CURRICULA TO PROMOTE STUDENTS
ADHERENCE MEETING OF RESPECTIVE GRADE LEVEL REQUIREMENTS IN ALL SUBJECT
MATTER, BY HIGHLT QUALIFIED TEACHERS.
· STUDENTS CURRENTLY WITHIN THE 6TH/7TH GRADE SDC CLASSROOM ARE ALREADY
EXPERIENCING TRANSITIONING PROBLEMS WITH TRANSITIONING TO AND FROM
GENERAL EDUCATION CLASSES, WHICH DOES NOT WARRANT THEM BEING FURTHER
TRANSITIONED UNDER THE PRINCIPALÕS UNILATERALLY AND ARBITRARILY PUSHED
CORING PROGRAM WHICH WOULD INCREASE THESE STUDENTS NUMBER OF
TRANSITIONS NEXT YEAR TO A SDC CLASSROOM , MULTIPLING THE OPPORTUNITIES
FOR THESE STUDENTS TO GET INTO ADDITIONAL TROUBLE ,LEADING TO
ADDITIONAL REFERRALS AND SUSPENSIONS AND OR CALLS FOR EXPULSION AS
STUDENTS HAVE EXPERIENCED THIS YEAR.
· STUDENTS WITHIN THE 7TH/8TH GRADE SDC CLASSROOM ARE CURRENTLY
RECEIVING GRADE LEVEL COURSEWORK REQUIREMENTS , WHICH MEET THEIR IEP
GOALS AND REQUIREMENTS AND MEET THEIR ACADEMIC AND AFFECTIVE
DEVELOPMENT REQUIREMENTS WITH THE CURRENT SDC TEACHER AND
PARAPROFESSIONAL SUPPORT.
· THE PRINCIPALÕS UNILATERAL AND ARBITRARY PUSH TO CHANGE OUR CURRENT
SDC ÒSELF-SONTAINED Ò PROGRAM DOES NOT TAKE INTO CONSIDERATION THESE
STUDENTS CURRENT IEP REQUIREMENTS TO BE IN THIS SELF-CONTAINED SETTING,
NOR ADDRESS THE OUTSTANDING CONCERNS OF ALL TRAINED SPECIAL EDUCATION
TEACHERS THAT THIS PROGRAM IS NOT ACCEPTABLE FOR OUR SITE NOR POSSIBLE
UNDER CURRENT STAFFING AND SUPPORT AVAILABILITY.
· PARENTS/GUARDIANS OF THESE SDC STUDENTS HAVE NOT BEEN INFORMED NOR
HAS THEIR SUPPORT BEEN PROVIDED FOR SUCH A DRASTIC MEASURE WHICH
TEACHERS, STAFF AND PARENTS/GUARDIANS DO NOT BELIEVE IS WARRANTED AT
THIS TIME. IN FACT IT IS FELT PUSHING THESE STUDENTS INTO THIS PROGRAM
IN THIS MANNER WILL BE PROBLEMATIC LOGISTICALLY AND LEGALLY LEADING TO
UNNECESSARY PROBLEMS AND LAWSUITS , WHICH SHOULD BE AVOIDED AT ALL
COSTS, SINCE IT WILL NEEDLESSLY BRING OUR CURRENT SDC TEACHERS AND
STAFF INTO BAD LIGHT ,WHERE NONE CURRENTLY EXISTS.
· THE CURRENT PRINCIPALÕS UNILATERAL AND ARBITRARY PUSH TO THE CORING
PROGRAM IS CURRENTLY ONLY BEING RECCOMENDED AND NOT BEING REQUIRED BY
SFUSD SPECIAL EDUCATION ADMINISTRATORS, THUS IT IS STILL BEING LEFT TO
OUR SPECIAL EDUCATION STAF TO DETERMINE THE BEST PROGRAM FOR THESE
STUDENTS ,WHICH IS BEING IGNORED BY OUR CURRENT PRINCIPAL.
· THE PRINCIPALÕS UNILATERLA AND ARBITRARY PUSH TO CHANGE OUR PROGRAM
FROM ITÕS CURRENTLY SUCCESSFUL ÒSELF-CONTAINEDÓ CLASSROOM SETTING
PROVIDING IEP REQUIRED TRANSITIONS TO GENERAL EDUCATION COURSES THESE
STUDENTS ARE CAPABLE OF COMPLETING ACCORDING TO STANDARDIZED TESTS,
WOODCOOCK JOHNSONSON 3 ASSESSSMENTS, INFORMAL AND CURRICULUM BASED
ASSESSMENTS, AS WELL AS INFORMAL TEACHER ASSESSMENTS AND EVALUATIONS,
WILL BE IGNORED AND LEAD TO STUDENTS BEING SENT OUT FOR ADDITIONAL
TRANSITIONS TO SDC CORED CLASSES WHICH WILL RESULT IN NEEDLESS NUMEROUS
REFERRALS AND SUSPENSIONS, AND NOT PROVIDE A SAFE AND SUPPORTIVE
LEARNING ENVIRONMENT THESE SDC STUDENTS CURRENTLY ENJOY UNDER THE
CURRENT ÒSELF-CONTAINED SETTING, TO THE DETRIMENT OF ALL WITHIN OUR
SCHOOL SITE.
· THE NCLB ÒHIGHLY QUALIFIEDÓ CREDENTIALING PROTECTIONS THE CURRENT SDC
TEACHERS ENJOY UNDER THIS ÒSELF-CONTAINED SDC SETTINGÓ WILL BE BREACHED
BY CORING THIS PROGRAM AND REQUIRE SDC TEACHERS TO MEET NCLB
REQUIREMENTS AND/OR LETTERS HOME TO PARENTS THESE TEACHERS ARE NOW NOT
QUALIFIED TO TEACH COURSES THEY ARE NOW DEEMED HIGHLY QUALIFIED TO
TEACH UNDER CURRENT ÒSELF-CONTAINEDÓ SDC CLASSROOM SETTING. THIS WILL
LEAD THEM TO BE REQUIRED TO TAKE ADDITIONAL UNIVERSITY COURSE WORK
REQUIREMENTS TO TEACH THE CORED CLASSES, WHICH IS VERY PROBLEMATIC AND
CREATES NEEDLESS TENSION NOT CREATED WITHIN THE CURRENT ÒSELF-CONTAINED
CLASSROOM ENVIRONMENT.
· IT HAS BEEN STATED THAT BY THE PRINCIPAL THAT HIS UNILATERAL AND
ARBITRARY PUSH TO CHANGE OUR SDC PROGRAM WITHOUT SPECIAL EDUCATION
TEACHER APPROVAL IS BEING DONE ON BEHALF OF OUR SDC STUDENT POPULATION,
BUT THIS IS UNTRUE FOR CURRENT STUDENTS IEPs WILL NOT BE HONORED NOR
ADHERED TO, PARENTS/GURDIANS HAVE NOT BEEN INFORMED NOR HAS THEIR
OPINION ON THIS ARBITRARY MOVE BEEN SOUGHT AS REQUIRED BY LAW, NOR HAVE
THE STUDENTS NEEDS AND ABILTIES BEEN THOROUGHLY EXAMINED TO DETERMINE
IF THIS MOVE IS NEEDED OR WARRANTED AS THE PRINCIAPL CLAIMS.
· THIS REALITY ONLY CASTS A LIGHT ON WHAT IS TRULY BEHIND THE CURRENT
PRINCIPALÕS CURRENT PUSH TO CHANGE THE CURRENT SDC ÒSELF-CONTAINEDÓ
PROGRAM SETTING WITH ONE OF CORING THAT IS NOT EMPIRICALLY PROVEN BUT
BEING PUSHED RATHER IN A RETALIATORY WAY TO THE DETRIMENT OF ALL
INVOLVED.
THUS THE CURRENT ÒSELF-CONTAINED Ò SDC PROGRAM MUST BE CONTINUED AS IT
HAS BEEN SUCCESSFULLY THESE PAST TEN PLUS YEARS AT OUR SCHOOL SITE.
CURRENT STANDARDIZED TEST SCORES DEMONSTRATE THAT UNDER THE CURRENT
ÒSDC SELF Ð CONTAINEDÓ SETTING SDC STUDENTS WITHIN THIS PROGRAM ARE
DEMOSTRATING PROGRESS ON AVERAGE COMPRABLE TO OTHER SDC STUDENTS WITHIN
OTHER PROGRAMS BEING IMPLEMENTED THROUGHOUT THE SCHOOL DISTRICT , NOT
WARRANTING THE PRINCIPALÕS ARBITRARY AND UNILATERAL CALL FOR CHANGING
THIS PROGRAM TO AN EMPIRICALLY UNTESTED AND UNPROVEN CORING PROGRAM.
