MIDLAND INDEPENDENT SCHOOL DISTRICT SUBSTITUTE ORIENTATION 2015 2016

MIDLAND INDEPENDENT SCHOOL DISTRICT SUBSTITUTE ORIENTATION 2015 -2016

KWL ACTIVITY Good Morning, Welcome to Substitute Orientation! As an opening activity we would like for you to begin on the KWL Chart by filling in the first two columns of the chart with as many comments as possible.

AGENDA • • • 8: 30 – 8: 45 – Welcome (Irene Garcia) 8: 45 – 9: 00 – Payroll (Meta Jones) 9: 00 – 9: 15 – Benefits (Veronica Fritschen) 9: 15 – 9: 30 – Health & Wellness (Imo Jean Douglas) 9: 30 – 9: 45 – District Policy (Leah Robertson) 10: 00 – 11: 00 – Safety (Chief Colburn) 12: 30 – 11: 30 – Handbook (Irene Garcia) 1: 30 – 2: 30 – Classroom Management (Irene & Kim) 2: 30 – 3: 00 – AESOP (Kim Brown)

PAYROLL – Meta Jones (Substitute Handbook Page 5) Phone – (432) 240 - 1943 Meta Jones – Director of Payroll Email – meta. jones@midlandisd. net Rosemary Camacho – Payroll Clerk Email – rosemary. camacho@midlandisd. net

Absence From Duty Form • Must have complete substitute information and signature in order for substitute to receive payment

Pay Rates

Payroll Schedule

Record Keeping Suggestion: Keep a calendar of when and where you substitute, as well as the AESOP confirmation number for each assignment. This will help you keep track of your days and ensure accurate payment. It is important to sign in/out of the office, failure to sign the Absence from Duty Form and proper acceptance of jobs on AESOP will result in a loss of pay.

Health Insurance in Texas Schools The Affordability Care Act has mandated that employees who qualify for health care coverage be given the opportunity to enroll in the District Health Care Plan In order to qualify for the MISD Health care plan as a part time employee, you must average 30 hours per week or 130 hours per month. Midland ISD utilizes a 12 month look back period for qualifying part times employees for the health program.

Health Insurance in Texas Schools (Cont. ) Once an employee has been deemed to satisfy coverage requirements The District will offer health care coverage at the employee level of 100% for the sustainability period, which is the next 12 months. Part time employees must continually maintain or exceed the 30 hours per week or 130 per month for each look back period to maintain eligibility. Part time employees may waive their eligibility of coverage if they choose to do so.

BENEFITS – Veronica Fritschen Phone – (432) 240 - 1952 Email – veronica. fritschen@midlandisd. net 457

Benefits This form is mandatory - because you do not contribute to TRS or Social Security as a substitute, 7. 50 per cent of your pay will be placed in this account. *TRS Retirees are exempt from contributing to this account. * Beneficiary Social Security Number is required Signatures and complete information is needed in order to be processed.

HEALTH & WELLNESS –Imo Jean Douglas (Substitute Handbook Page 30 -31) Phone – (432) 240 - 1524 Email – imojean. douglas@midlandisd. net

Clinic Referral Slip Valid Reasons for Sending a Student to the clinic: • When sending a student to the clinic: Teachers needs to send each student with a Clinic Referral Slip, indicating the primary complaint and the time the student left the classroom to go to the clinic. In case of emergencies, the nurse may need to come to the site and make an assessment. • • Vomiting (not just spitting up phlegm) Bleeding Animal bite “Not feeling well” persist beyond 45 -60 min. or is extremely sudden and severe Symptoms of infection in any area: redness, heat, pain, swelling, pus Earache (Never put cotton, tissue or anything IN the ear) Undiagnosed rash Exhibits problems related to chronic illness (asthma, diabetes, migraines, allergic reactions) accompany student, if indicated Sore throat

Health & Wellness Valid Reasons for Sending a Student to the clinic: (cont. ) • • • Injury to head, eyes, face, ears Bone/joint injury: student should not bear weight, bend or move extremity until assessed) Signs of allergic reaction: hives, itching, swelling of mouth/lips, hoarseness, abdominal pain, nausea, vomiting, dizziness or wheezing Suspected head lice Nosebleed: student should pinch own nose closed, breathe through mouth, be accompanied to clinic Splinters: the site will be cleaned and covered, if it is embedded Reasons to call nurse to site: • • • Loss of consciousness Seizures Serious falls or accidents that involve head, neck, spinal or upper leg injury DO NOT MOVE STUDENT, SEND FOR NURSE. WHEN THE NURSE ARRIVES, AN ASSESSMENT WILL BE DONE TO DETERMINE IF 911 SHOULD BE CALLED.

Health & Wellness Bloodborne Pathogens: are microorganisms such as viruses or bacteria that are carried in blood and can cause disease in people. Bloodborne Pathogens may include: • Hepatitis C • Hepatitis B • Human Immunodeficiency Virus Bloodborne Pathogens can be transmitted through contact with infected human blood and other potentially infectious body fluids Infected body fluids can transmit the pathogens(s) through: • Accidental puncture from contaminated needles, broken glass or other sharps • Broken or damaged skin (open sores, cuts, abrasions, acne, blisters) • Mucous membranes of the mouth, eyes, or nose

Health & Wellness ALWAYS WEAR GLOVES*** IN ALL EMERGENCY SITUATIONS INVOLVING BLOOD OR POTENTIALLY INFECTIOUS MATERIALS TO TRY TO MINIMIZE YOUR EXPOSURE. REMOVE GLOVES INSIDE OUT AND DISPOSE OF THEM. WASH HANDS THROUGHOULY WITH SOAP AND RUNNING WATER FOR AT LEAST 15 SECONDS. If you are exposed: • Wash the exposed area thoroughly with non-abrasive, antibacterial soap and running water. • If blood has splashed in the eye or mucous membrane, flush the affected area with running water for at least 15 minutes. • Report the exposure to your supervisor as soon as possible. Fill out an exposure report form. ***If you are latex sensitive or have a student with a latex allergy, please notify health services. Vinyl gloves are available.

District Policy Leah Robertson - School Attorney 240 -1022 leah. robertson@midlandisd. net • Professionalism • FERPA – What is an educational record? – Who can have it? • Discipline • Inappropriate relationships

SAFETY Substitute Handbook pages 27 -29 Chief David Colburn Phone – 967 -3901 Email – david. colburn@midlandisd. net Or Lieutenant Kevin Brunner Phone – 967 -3900 Email – kevin. brunner@midlandisd. net

It Won’t Happen Here !!!!!

Emergency Response Plan

Then vs. now Do we care ? Have we learned anything ? Deliberate Indifference Any action vs. no action

Is it complicated ? Does everyone have to participate ?

Flipchart In every room Staff and students understand its purpose Class participation in construction of emergency kit. Make it fun and meaningful.

4 commands 1. Lockdown 2. Shelter in Place 3. Building Evacuation 4. Site Evacuation

Lockdown Event outside or off campus that has potential to come on campus or in building Actions taken

Shelter in Place Event taking place on campus or in building Shooter or Weather Actions taken

Building Evacuation Event that requires occupants to leave but remain on campus Event stabilized Chemical leak or spill Action taken

Site Evacuation Required for the safety of all. Event has expanded to surrounding areas Action taken

Who Trains ? All first responders Staff – teachers, custodians, food service, etc. . Students – what if teacher is hurt ? Learning from past events Poor communication – separate systems Length of event Entry protocol

Where Do You Train ? Where the event is likely to occur Make it realistic Real time Scenarios should be a surprise to responders Debrief should be constructive, not a “gotcha” Drill, drill !

When Seconds Count Everyone has a role to play Know what to expect from first responders Know what to expect from the school Limiting injuries and fatalities KNOWLEDGE IS POWER !!!!

Additional Resources Raptor • Sex offender database • Visitor tracking • Crisis event – who is on campus Rapid Responder • First responder locations • Critical data for first responders • Prepared vs. chaos

Questions ?

Safety Video

DIRECTOR OF SUPPORT STAFF SERVICES– Irene Garcia Phone – (432) 240 - 1801 Email – irene. garcia@midlandisd. net

SUBSTITUTES ARE IMPORTANT! We value and appreciate you-our substitutes. Students and our schools benefit when substitutes are well trained when they enter the classroom and actively instruct. Substitute teaching, just as full-time teaching, comes with many responsibilities. SCHOOL SAFETY- First and foremost. You assist the district in keeping all students safe.

Substitute Handbook and Expectations Substitute Handbook Page 4

Handbook (cont. ) • • • Regarding Assignments (pg 5) Long-Term Substitutes (pg 6) Conference Period (pg 7) Fingerprinting (pg 7) Security Badges (pg 7) Dress Code (pg 8)

Professional Ethics (pg 8) • One of the most important aspects of becoming an effective substitute teacher is how you view and portray yourself to students, staff and the community. Above all, you need to consider yourself a professional. Remember, students will encounter substitutes on a regular basis, and for that reason alone you are a very important part of the educational process.

Physical Contact (pg 15) • Maintain appropriate distance while working with students. • Do not assume that it is okay to touch, pat, put a hand on a student’s shoulder. • Inappropriate or overly aggressive physical contact is grounds for immediate dismissal. • Avoid being alone in a classroom with one or two students; Keep door open at all times when working with few students • Do not attempt to break up a fight; Your responsibility is to report the fight and get assistance

Handbook (cont. ) • • • Confidentiality (pg 19) Technology Resources (pg 20 -24) Personal Use of Electronic Media (pg 24) Use of Electronic Media with Students (pg 25 -26) Substitute Discipline Management Plan (pg 34) Unavailability and Resignation (pg 35 -36)

Other tidbits: • NEVER leave the class unattended. • Keep personal opinions to yourself. • Never criticize the teacher, the lesson plans, campus, or the administrator. • You are expected to perform the duties of the teacher while in their role. • You are the adult in the room; we are paying you to be the adult and to supervise students at all times while following the teacher’s lesson plans!! • DO NOT, FOR ANY REASON, PUT YOUR HANDS ON STUDENTS!!!!

Daily Routine • First Come, First Serve – Calls may begin as early as 6: 00 a. m. – If a principal calls you to work after you have agreed to work for another campus, be sure to inform the calling campus designee of the prior commitment. – It is important to return a campus phone call • Three unsuccessful attempts may result in inactivation on AESOP. • Arrive on time – Times may vary for campus staff, Clerical Staff, Bus Monitors, Teacher Assistant, etc.

Daily Routine (cont. ) Prior to Entering the Classroom Check-in at the campus office Obtain any keys that might be necessary Ask about special procedures and schedules Extra duties associated with the assignment – lunch, after school, etc. School-wide events planned for the dayassemblies, field trips, etc. Attendance procedures Student medical concerns Find out how to refer a student to the office.

Daily Routine (cont. ) In the Classroom Prior to Students Arrival Write your name on the board (Mr. Smith) Review any posted expectations and rules Review evacuation maps and any emergency data Read through the lesson plans Locate books and materials which will be needed throughout the day. Study the seating charts. If you can’t find any, get ready to make your own. Greet students with confidence as they enter the classroom.

Daily Routine (cont. ) Throughout the Day • Carry out the lesson plans and assigned duties to the best of your ability. • Be positive and respectful in your interactions with students and school personnel.

Daily Routine (cont. ) At the end of each class period or day • Account for all classroom materials • Have students straighten and clean the area around their desk. • Remind students of homework • Write a brief report of your day and leave it for the classroom teacher • Neatly organize the papers turned in by the students. • Close windows and turn off lights and equipment. • Make sure the room is in good order before you lock the door. • Turn in keys to the office.

What is Sexual Harassment? (Substitute Handbook pg 15)

EEOC’s Definition Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when: 1. Submission to or rejection of the conduct is used as the basis for employment decisions affecting the victim, or 2. The conduct has the purpose or effect of unreasonably interfering with the victim’s work performance or creating an intimidating, hostile, or offensive working environment, or 3. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment.

Quid Pro Quo (Something for Something) occurs when a benefit (for example, a promotion, good evaluation, or better work assignment) is conditioned upon the receipt of sexual favors or the employee is punished for rejecting the behavior. In the case of students, the teacher may give a better grade, better assignment or preferential treatment in exchange for a date, a kiss, or other sexual encounter.

Why do we Need to Know? Preventing and remedying sexual harassment is the key to insuring a nondiscriminatory, safe environment in which students can learn and employees can work productively. Sexual Harassment is against the LAW – There are civil and criminal penalties. It can cost your job. It impacts not only you, but also your family, friends, and coworkers. 54

Sexual Harassment vs. Flirting Feels bad Is power based Is one sided Is degrading May include negative touching Is demeaning Makes you feel sad/angry Is illegal Feels good Is based on equality Is reciprocal Is a compliment May include positive touching Is flattering Makes you feel happy Is legal 55

Handling Sexual Harassment If someone comes to you with a complaint, take it seriously. Listen and sympathize, but don’t judge. If you are the complaining party, report it to your supervisor. Discourage the sexual harasser from continuing in their behavior by making it clear the behavior is NOT welcome or wanted. Respond to the concerns. Separate the parties if necessary and issue directives to stay away if appropriate. Document the complaint. Get it in writing and with enough details (who, what, when, where, how and why) to enable an investigator to conduct a fair and thorough investigation. Follow up on the complaint. Check to make sure there has been contact between the investigator and complainant. 56

It Is an Obligation Do not allow sexist, stereotyped or sexual remarks. Be a role model. As an educational leader, set the tone as to what behavior will be tolerated. Don’t join in crude and rude sexually harassing behavior. 57

Report It ----- • Make your own personal record of the date, the names and what happened. • When someone tells you something that happened to them, take it seriously and encourage them to report it. • It’s not just harassment; it’s also personal safety. • Report it to the principal, assistant principal or Director of Support Staff Services. 58

Reporting Cases of Child Abuse/Neglect (Substitute Handbook pg 16 -18) – The purpose of child abuse reporting legislation is to protect the best interests of children, offer protective services to prevent harm to children, stabilize the home environment, preserve family life whenever possible, and encourage cooperation among the states in dealing with the problem of child abuse. – A school employee (including a substitute teacher) who knows or reasonably believes that a child has been neglected, or physically or sexually abused, is obligated by law to report it to. – Class A misdemeanor if child abuse is suspected but not reported.

Warning Signs of Abuse and Maltreatment

Warning Signs of Abuse and Maltreatment (cont. )

Protocol to assist a student who may be at risk • Listen • Take what the student says seriously • Assure the student that help is available and you are going to see that they get help. • Do not leave the child alone. • Escort the student to the counselor, Principal, or AP • If you feel that a child has been abused make a report to CPS. Counselors or administrators can assist you if needed.

Four Corner’s Agree Strongly Agree Disagree Strongly Disagree • Children behave because you are the teacher • Children are born good or bad (genes) • Children are a product of their environment (physical) • Behavior is learned • Punishment stops a behavior • Punishment changes a behavior

CHAMPS What the CHAMPS approach IS: • A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management • A process of continuous improvement • A common language among staff • An acronym

CHAMPS • C = Conversation Can students talk to each other during this activity or transition? • H = Help How do students get their questions answered? How do they get your attention? • A = Activity What is the task or objective? What is the expected end product? • M = Movement Can students move about? (E. g. , are they allowed to get up to sharpen a pencil? • P = Participation What does the expected student behavior look and sound like? How do students show they are fully participating? • S = Success

CHAMPS There is one absolute rule within the CHAMPS approach – students should be treated with dignity and respect. Belittling or ridicule has no place in the effective teacher’s repertoire of behavior support practices.

What works ? • We do not control student behavior but we do control the 5 variable that impact it: (STOIC) S—Structure for success T—Teach expectations O—Observe student behavior I—Interact positively with students C—Correct fluently (calmly, consistently, respectfully, briefly, and immediately)

Treating the Behavior The Band-Aid Approach………

Who are your CLIENTS?

Classroom Management Plan

CHAMPS Classroom Act.

Conversation • Voice Levels: – 0 = silent – 1 = soft whisper (no vibration) – 2 = quiet partner talk (vibration) – 3 = presentation/outside voice

S. L. A. N. T. • • • S-sit up L-lean forward A-activate your brain (prior knowledge) N-nod to show that you are listening T-track the tracker

CHAMPS Transition

Campus/Sample Hallway Chart MISD C. H. A. M. P. S Cafeteria Gym Conversation Help Talk in your seat, not your feet! Voice Level is at 0 -2 Raise your hand! Activity Movement Participation Success Have lunch with your Stay seated unless you Eat your lunch and Have agreat lunch! grade level! have permission to be reasponsible for move! yourself! Everyone is Raise your hand! Help Perform the activity or Enjoy a good healthy Exercise or perform in importand others if you are a exercise Coach has workout by being a Use the appropriate expected to your designated area! designated leader! assigned! good sport! voice level according participate in all to Coach's instruction! activities! Library Voice level is at 0 -1 unless otherwise indicated! Raise your hand or approach the circulation dest! Computer Lab Voice level is at 0 -1 unless otherwise indicated! Raise your hand! Hallways Voice level at 0! Raise your hand! Outside You may use your outside voice! Take pride in your Please remain in your Read, listen to stories library! Read all Dive into a good book seat unless otherwise being read or check that you can and have an incredible indicated by Librarian out new books! return all books on journey! or teacher! time. Remember Perform assignment or Stay seated unless you comoputer use test given by your have permission to policies! Log off teacher! move! when asked to do so! Transition to next activity! Find your teacher or Perform the class another adult! activity or assignment! Walk; stay to the right! Move according to your teacher! Log onto a great education! Keep up with your Walk the walk and be class. Move quickly! safe! Have fun and compete, but be respectful! Take turns and share!

Corrective Behaviors • Corrective Behavior • Transitioning •

Essentials of Classroom Management CRITICAL “DO’S AND DON’TS”: • • • DO be aware that your presence creates ease DO develop a file of filler activities DO greet students at the door DO get the students’ attention before you speak to the class DO guard teacher editions of textbooks and answer keys to assignments • DO lock the classroom door whenever you the leave the room. • DO present a professional appearance • DO maintain your composure and confidence

Essentials of Classroom Management CRITICAL “DO’S AND DON’TS”: (CONT. ) • • DO NOT let the students know that their teacher left poor plans DO NOT use the teacher’s future lesson plans DO NOT act defensive DO NOT make up due dates DO NOT correct student work unless specifically instructed to do so DO NOT write in the gradebook DO NOT be overly sensitive to unintentional slights

Essentials of Classroom Management PRINCIPLES OF BEHAVIOR MANAGEMENT: COMMUNICATE with students: • Develop rules • Clarify procedures • Enforce the rules ORCHESTRATE student behavior during and between activities. CIRCULATE throughout the classroom MOTIVATE students to follow the rules and use their time productively CORRECT student misbehavior when it occurs.

Essentials of Classroom Management DEALING WITH PREDICTABLE EVENTS: • • “That Is Not How Our Teacher Does It” Changing Seats Class Clown Class out of Control

WHAT HAVE WE LEARNED?

SUBSTITUTE MANAGEMENT CLERK – Kim Brown Phone – (432) 240 - 1804 Email – kimberly. brown@midlandisd. net

Processes 1. Applicant applies 2. Application is activated 3. Sub. attends orientations 4. All attendees will be uploaded to TEA to see who needs to be fingerprinted. 5. Attendees will be contacted to come in for fingerprinting and/or turn in their sub packets A. You MUST have official transcripts in order to substitute teach. B. If you are going to sub as a clerk or teacher assistant a copy of your high school diploma or GED is all that is necessary. C. You must have your driver license, social security card and a voided check or direct deposit form from your bank to accompany your payroll information. D. If you are going to be fingerprinted, you will also need to bring a check or money order to pay for fingerprinting. The cost of fingerprinting will be given to you at the time the appointment is made. NOTE: You can be reimbursed for fingerprinting after substituting 20 days within the current school year by emailing kimberly. brown@midlandisd. net to let her know that you have completed the required 20 days. Criminal History check will be sent off and the results received will determine whether a sub is activated in AESOP or not. 6. Sub will be entered into AESOP and ITTCS systems and AESOP “Welcome Letter” will be sent to applicant’s personal email address. This will serve as a reminder to the applicant that paperwork has been sent to payroll. 7. Payroll will then set applicant up on payroll and send notification to sub clerk to contact applicant to come in to be set up on time clock and obtain substitute badge. 8. Applicant will be set up on time clock, obtain badge and be activated in AESOP to begin receiving phone calls for jobs. 9. YOU ARE NOW AN EMPLOYEE OF MIDLAND ISD!!

Necessary Documents The Personnel Office must have the following information/documents prior to adding you to the active substitute list: Ø Completed New Hire Substitute Packet Ø Document validating I-9 form (drivers license, social security card) Ø High School Diploma/GED (Copy) and Official Transcripts Ø Voided Check

Questions and Answers for your attendance.