1. Redhawks High
School
New Frontier School District

2. Table of Contents
1. District
2. Instruction
3. Classroom Management
4. Teacher Response to Student
Misbehavior Hierarchy
5. School Rules
6. School Emergencies

3. District

4. District
District
Demographic
 Grades K-12
 4,100 students
 Working middle class parents
 Includes light industry, agriculture, and small
businesses
 Devoted and productive community
 Most parents are concerned with their child’s
education

5. District
School Physical Plant: Site Plan


6. School Physical Plant:
Floor plan

7. School Physical Plant: Photos
Exterior Rendering

8. School Physical Plant: Interior
 Media Center
 Student Commons

9. District
Welcome from the Staff

10. District
Miss Madeline Van Benschoten
Hello! My name is Madeline R.
Van Benschoten. I’m a Calculus
teacher at the Redhawks High
School. I recently graduated
from Miami University in
Oxford, Ohio with a Bachelor
in Integrated Mathematics
Education. I am also an
assistant dance coach at this
school! I believe that developing
lifelong learners who are skilled
in mathematics will be beneficial
to the future of our nation.

11. District
Mr. Peter English
Hello!
I’m a graduate of Miami Oxford
University with bachelor’s degrees
in Integrated Math Ed and
Physics. I teach Physics and
Chemistry here at Redhawks High
School. I am also the teacher
representative of Robotics Club.
I believe my interactive lesson
plans and cool experiments will
help engage my students and get
them interested in science!

12. District
Miss Abby Kliment
I am a graduate of Miami Oxford
University with a bachelor’s degree in
Integrated Language Arts. I teach
creative writing and I am the head of
Yearbook staff.
I believe learning to critically read and
write shapes the mind of a great learner.
If we can improve language instruction,
this not only helps students in my class,
but can be applied to all subject areas.

13. District
Organizations
and Clubs
 Dance Club
- Contact Miss Van Benschoten
Madeline.VanBenschoten@R.NewFrontier.oh.edu
 Yearbook
-Contact Miss Kliment Abby.Kliment@R.NewFrontier.oh.edu
 Robotics Club
-Contact Mr. English Peter.English@R.NewFrontier.oh.edu

14. District
Vision Statement
Our belief is that education empowers all students
to successfully realize their individual talents. At
Redhawks High School we are committed to
provide rigorous, structured learning opportunities
that will promote active and life-long learners. We
promote an honest and trusting professional
relationship between colleagues as they work
towards achieving common goals.

15. District
Mission
Statement
Redhawks High School recognizes that each child is an
individual, that all children are creative, and that all
children need to succeed. Therefore, Redhawks High
School respects the individual needs of children, fosters
high expectations for all students, promotes a
caring, safe, and creative environment, and emphasizes
the social, emotional, physical, intellectual development
of each child.

16. District
District Belief System
This four part district belief system shapes Redhawks High
School’s decision making, financial support, and planning
at all levels of instruction.
Total Quality Learning Management Model
Integrated Systems Model of Knowing
Collaborative Strategic Plan
Performance Pyramid

17. District
Total Quality Learning
Management Model
At Redhawks High School, our number
one goal is learner performance.
Professional educator influence is the source of
learner performance. It is developed from learner
perceptions of quality service and caregiver
perceptions of quality service. These perceptions of
quality service are derived from the teacher’s
classroom management, instructional design, and
interpersonal behavior.

18. District
Total Quality
Learning Management Model
Learner Performance
Learner Engagement
Learner Cooperation
Professional
Educator Influence
Learner Perceptions Caregiver
of Quality Service Perceptions of
Quality Service
Classroom Interpersonal Instructional Classroom Interpersonal Instructional
Management Behavior Behavior Behavior Behavior Behavior

19. District
Integrated Systems Model of
Knowing
This model contains multiple intelligences, cognitive
styles, and teachers and technologies. The first two are
types of learner systems and the third is a learning
system. These systems allow a student to go from a point
of wonder to a point of knowing.

20. District
Integrated Systems Model *Successfully finding
of Knowing information from your
original point of wonder
increases the probability of
a future question.
Point of Point of
Knowing Wonder Learning
Path
Point of 1 2 3 ! ?
Wonder
Elapsed
Time

21. District
Collaborative
Strategic Plan
This model contains three different tracks that lead to
learner performance gains on proficiency tests. The
first track is the curriculum track, which can be
compared to the TQLMM Model. The second track is
the learning tract, which can be easily compared with
the ISMK Model. The third track is the professional
development track.

22. District
Collaborative Strategic
Plan • TQLMM: Curriculum Track
Explicit
Teaching Teams/ Quality Service
Curriculum
Parents Knowing
Information
• ISMK Model: Learning Track
Learner
Learner Performance
Learner Styles Integrated Leaner
Community and Strategies Learning Systems Engagement Gains On
Strategic Plan Proficiency
Tests
• Professional Development Track
Entrepreneurship Life Long
Adult Leaner Style Professional
Peer Coaching Development

23. District
Performance Pyramid
“The performance pyramid is web-based model for
school district continuous improvement on proficiency
tests and systems implementation.”
“The Performance Pyramid offers fourteen critical
interventions areas factored from statewide district
continuous improvement intervention plans, Ohio
Operating Standards, and research-based practice.”

24. “The Performance Pyramid is the
Performance Pyramid New Frontier School District web-
based model for professional
development. Areas of the pyramid
directly relate to student
Shared achievement and continuous school
Best improvement.”
Practices
--- NFSD Superintendent
Test Proficiency
Taking Dr. Brooks
Tests
Skills
Standards Curriculum Instructional
for Learning Mapping Activity
Outcomes Design
Collaborative Parental Identifying
Learning
Networks
Engagement IndividualStyles
Learning
The Integration of Baldrige Criteria To Improve
School District and Learner Performance
Special Early Childhood Middle Childhood Adolescent
Education Education Education Education

25. District
Core Values
Our school is aiming to become a 21st century
leading school with the following core values:
 Accountability - We will be accountable to the
community that created, maintains, and sustains
us.
 Communication - We will foster open and
appropriate communication at all levels.
 Continuous Improvement - We will
continuously improve teaching and learning
through interactive lesson plans and use of
technology.
 Integrity - We will demonstrate the highest
ethical standards in all our interactions.
 Respect - We will treat every relationship with
respect and dignity.
 Positive and safe learning community

26. Instruction

27. Typical Session Structure:
Learner Systems-Based Learning Systems Design
Lookers Listeners
Doers Sitters
Opening Closing
1 Engagement
Optimize
2 Review
Engagement 1 Review
3 Learning Outcomes
4 Motivation 2 Reinforce
5 Behavior 3 Preview
Expectations
6 Tools & Materials
Check
7 Questions

28. Instruction
School Schedule
 6:30 AM – Schools open
 7:00 AM – Teachers must report by this time
and park in assigned parking places. Sign in
through the staff computer system  Department teams have
 7:15 AM- Students report to their homeroom planning periods
(First Class) throughout the day
 Instructional Periods: 46 minutes in length
except for Block Days (see Wednesday/
Thursday)

29. Instruction
First Day
 This is a list of ten activities teachers can follow in order
to have an effective first day of school.
1. Welcome 6. Course Content
2. Opening 7. Assess Preferred Learning Styles
3. Role and Seating 8. Self-disclosure
4. Student Information 9. Closing
5. Rules and Procedures 10. Post-Instruction

30. Instruction
1. Welcome
 Greet students as they are walking into the classroom
 Ask students how they are doing and make sure they know
who you are. After introducing yourself, ask the student
for their name
 Remember to smile!
 This makes students feel comfortable and welcome in the
classroom. It shows students you care about making the
classroom a friendly atmosphere.

31. Instruction
2. Opening
 An overview of the session engages them.
 Put the sequence of activities on the whiteboard for
them to see.

32. Instruction
3. Role and Seating
 Teacher will make sure students are seated at a desk by the time the
bell rings.
 Take roll to make sure the right people are in the room.
 Teacher will let students know that he/she will be creating a seating
chart so students need to sit where they will feel comfortable.
 Create a seating chart so you can use student names.
 The teacher will ask what students prefer to be called, and write this
down, while taking attendance.
 This explains to students how seating will work in the
classroom, and helps to provide students with a sense of security.

33. Instruction
4. Express interest
in students:
Student Information
 Small note cards will be passed out
to students after attendance is taken.
 These 3x5 cards should have parent contact information,
interests and scheduling information on them.
 The teacher will have an example of a note card on the
board with all the information that is required.
 This gives the teacher a chance to learn more about their
students and also shows students that their teacher cares
about their personal interests.

34. Instruction
5. Rules and procedures
 Go over the rules and procedures of the class.
 Check students’ understanding on the rules.
 There are 5 basic ones:
 1. Entry: Be in your seat when the bell rings.
 2. Listening: Don’t talk when the teacher is talking.
 3. Participation: Raise Your Hand
 4. Don’t Bother Other People’s “Stuff ”
 5. Exit: Wait until the teacher dismisses you.
 There is also an addition cell phone rule. No cell phones during
instruction.
 These rules and procedures established a routine that students need
for consistent classroom sessions.

35. Instruction
6. Course Content
 This is where the teacher explains goals or methods
he/she will use and the types of assessment he/she
plans to use(how the teacher will grade).
 Teacher will go over the syllabus for the class, making
sure that the students have an understanding of what is
expected of them for that school year.
 Students will then read over the syllabus that night and
come back to class the following day able to ask any
questions about the syllabus.

36. Instruction
7. Assess Preferred Learning styles
 Have each student complete the Cognitive Style
Questionnaire.
 Teachers can use this information to appeal the different
learning styles of students.

37. Instruction
8. Self- disclosure
 Tell students about yourself.
 Share information with students that gives you more
influence, such as personal interests or school
experiences. Be selective.
 This makes the students feel like they can approach the
teacher and also feel invited in the classroom.

38. Instruction
9. Closing
 Before the bell ending the period rings conclude the
class by reminding them what was completed that day
and what they will be doing the following day.
 Make sure students know about any assignments that
need to be completed by the next class.

39. 10. Post-Instruction
 Try to be available for exiting questions and
conversations.
 This is one of the most important critical contexts,
since it allows you to get to know your students.

40. Instruction
Cognitive Style for Teaching
Effectiveness
 Students have individualized learning cognitive styles, and
teachers should be aware of that.
 Teachers should vary their instruction to appeal to the
various styles.

41. Instruction
Cognitive Styles
Intelligence End- States Core Components Instructional
Recommendation
Local- Scientist Sensitivity to and capacity to Have students learn a
Mathematical Mathematician discern logical or numerical formula, create a
patterns ability to handle long hypothesis, or
charts or reasoning. read/write to aid in
problem solving
Linguistic Poet Sensitivity to the sounds, rhythms, Have a student read
Journalist and meanings of words; sensitivity and use this as
to the different functions of inspiration to write or
language. invent something
Musical Composer Abilities to produce and appreciate Write lyrics or listen to
Violinist rhythm, pitch, and timbre; music that relates to a
appreciation of the forms of specific topic
musical expressiveness
Spatial Navigator Capacities to Perceive the visual- Paint, label, or sketch a
Sculptor spatial worlds accurately and to picture that illustrates a
perform transformations on one’s particular space
initial perceptions

42. Instruction
Cognitive Styles (cont.)
Intelligence End- States Core Components Instructional
Recommendation
Bodily- Dance Abilities to control one’s body Have students put on a play,
Kinesthetic Athlete movements and to handle build an invention, or perform
objects skillfully another task that involves
physical activity
Interpersonal Therapist Capacities to discern and Have students hold a
Salesman respond appropriately to the discussion with a small or
moods, temperaments, large group
motivations, and desire of
other people
Intrapersonal Person with Access to one’s own feelings Have students read, write, or
detailed, and the ability to discriminate study by themselves. Have
accurate self- among them and draw upon students engage in self-
knowledge them to guide behavior; questioning strategies.
knowledge of one’s own
strengths, weaknesses, desires,
and intelligence

43. Instruction
Individualized Education Programs
 What is an IEP?
 “Each public school child who receives special education and related
services must have an Individualized Education Program (IEP). Each IEP
must be designed for one student and must be a truly individualized
document. The IEP creates an opportunity for teachers, parents, school
administrators, related services personnel, and students (when appropriate)
to work together to improve educational results for children with
disabilities. The IEP is the cornerstone of a quality education for each
child with a disability.”
 To find out more information visit:
 http://www2.ed.gov/parents/needs/speced/iepguide/index.html
 Online IEP Software:
 http://www.iepwriter.com/

44. Instruction
 Progress Book is web-based software. K-12
educators, parents and students can all access this software for
the details of curriculum, learning progress and other useful
online resources such as “classroom and student
management, IEPs, state reporting, parent access and more”.
 Teachers must keep Progress Book up to date.
 For more information, parents can access:
 https://progressbook.swoca.net/General/LoginForm.aspx

45. Instruction
Spectrum Website
 http://www.spectrumk12.com/
 See this webpage for information on Student
Achievement Management, Response to
Intervention, and Individualized Education
Programs

46. Instruction
Blended Learning
 Blended learning is an optional curriculum structure.
 According to: http://thejournal.com/articles/2011/05/04/report-6-blended-
learning-models-emerge.aspx
the six models of blended learning include:
1. The "face-to-face driver" model, in which a teacher in a traditional classroom
instructional setting employs online learning for remediation or supplemental
instruction;
2. The "rotation: model, in which students move back and forth between online and
classroom instruction;
3. "Flex," a model in which the curriculum is delivered primarily through an online
platform, with teachers providing onsite support;
4. The "online lab" approach, wherein an online course is delivered in a physical
classroom or computer lab;
5. "Self-blend," a model in which students choose on their own which courses they
take online to supplement their schools' offerings; and
6. The "online driver" model, where the courses are primarily online and physical
facilities are used only for extracurricular activities, required check-ins, or similar
functions.

47. Instruction
Classroom Technology
 Use of technology in the classroom to promote
student learning is highly encouraged.
 It is recommended teachers incorporate Smartboard
technology, graphing calculators, computers,
document cameras, clickers, etc. into their classroom
when at all possible.
 Students should also be taught how to utilize these
technological devices.

48. Instruction
Grading System: Grade Point Average
 GPA = # grade points earned/total credits attempted
 There is a weighted grading system for Honors and AP
courses.
 Standard letters are used: A, B, C, D and F with pluses and
minuses
 Teachers have full control over student grades.
 Other marks:
 I: Incomplete
 P: Passing
 W/F: Withdrawal while failing or after the cutoff
date
 N: No grade – contact teacher

49. Grading Scales: Unweighted

50. Grading Scales: Weighted

51. Instruction
Grading System: Grade Report Cards
 Each semester has three 6-week grading periods.
 Grades report cards will be posted online.
 The report card will be sent to parents by request
through the mail.

52. Classroom
Management

53. Classroom Management
Classroom Rules
1. Be on time and in your seat when the bell rings
2. Don’t talk while the teacher is talking
3. Raise your hand when you want to be called on
4. Don’t touch anything that isn’t yours
5. Don’t leave the room until I have dismissed you
6. No cell phones should be used,
seen, heard during class.

54. Classroom Management
Critical Contexts
 There are eight critical contexts that are important
elements in any instruction.
 On the slides to follow there are explanations and
some advice on these 8 critical contexts and how to
successfully apply them in your classroom.
Instructional Post
Preinstruction Transitions
Functions Instruction
Opening the Student Misbehavior
Closing
Session Questions Sequence

55. Classroom Management
Critical Contexts #1:
Pre-instruction
1. Make yourself available to the students
2. Greet them as they come in and ask them about
their day (Teacher-Initiated Contact)
3. Knowing the name of the students helps to show
that you care
4. Talk about topics that are of interest to the
students, do not have to be content related
(Individualized Topics)

56. Classroom Management
Critical Contexts #2:
Opening the Session
1. Visually scan the class
2. Call to Order: Gather the
students’ attention before
you start the class
3. Take attendance
4. Academic Organizer
5. Behavioral Organizers
6. Make sure the students have all materials they will need
for class
7. Check for student understanding

57. Classroom Management
Critical Contexts #3:
Instructional Functions
1. Daily Review: Review what you have done in previous instructions
2. Presentation: Present new information in a way that engages
students
3. Guided Practice: Work with the students practicing the skills they
just learned
4. Corrections and Feedback: Give helpful feedback and corrections
that encourage the students to keep on trying
5. Independent Work: Give the students time to work by themselves
6. Weekly and Extended Review:
7. Extended review of the new skill building upon old skills to keep
everything fresh in their mind

58. Classroom Management
Critical Contexts #4
Student Questions
1. Establish Access: Make sure that students are able
to approach you
2. Actively Listen: Listen to students questions and
give them your full attention
3. Be considerate and patient
4. Probe or Inquire: Ask the students questions to
make sure they understand the answer

59. Classroom Management
Critical Contexts #5:
Transitions
1. Provide Nonverbal Cue: Give nonverbal cues to hint the
students that change is coming
2. Provide Verbal Cue: A verbal signal to explicitly tell the
students that focus is changing
3. Maintain Scanning: Scan the class to make sure transition is
going smoothly
4. Clearly explain what you expect them to do in the next part
of the instruction
5. Signal Beginning: Give verbal and nonverbal cues to show
that you are starting the next part of the instruction
6. Control the noise level so that the students don’t get
distracted and lose focus during transitions

60. Classroom Management
Critical Contexts #6:
Closing
1. Signal the end of the session
2. Review Performance: Go over what the students
have learned today
3. Provide motivation to the students
4. Introduce Next Session: Give a leading into the
topic of next session
5. Answer any questions and clear up any confusion
on the content

61. Classroom Management
Critical Contexts #7
Post Instruction
1. Dismissal: The teacher dismisses the students in
order to maintain control
2. Visual Scanning: Keep an eye on the students as
they are dismissed to maintain control
3. Permit Learner Access: Allow students to come
and ask you questions in regards to the instruction
4. Conference to Concerns: Teachers may use this
time to take care of any misbehavior or discipline
issues that occurred during the session.

62. Classroom Management
Critical Contexts #8:
Misbehavior Sequence
The Misbehavior Sequence includes the following:
1. Review Rule
2. Stare or Get Close (Nonverbal Cue)
3. Statement of Closure
4. Delayed Meeting (Meeting at the End of Session)
5. Immediate Meeting (Hallway)
6. Move on to Principal/ Disciplinarian
* A more detailed Misbehavior Sequence is described in the
Teacher Response to Student Misbehavior

63. Teacher Response
to Student
Misbehavior
Hierarchy

64. Student
Misbehavior
Teacher Response To Student
Misbehavior Hierarchy
Introduce Expectations:
• Tell students what your expectations are (5 rules: Be in
your seat, don’t talk while I’m talking, raise your
hand, don’t touch other people’s stuff, stay until
dismissed).
Class Wide Reminder:
• Remind everyone of rules (not angry or hostile): “Put down
what you’re doing and look at me. This classroom has five
rules I’ll be enforcing all year long. Someone tell me what the
rules are.” This is the WARNING.
Direct Eye Contact and Use of Student Name:
• Address student not following rules, using the student
name to get their attention in a friendly manner.
“Eddie, Its time for us to start.”

65. Student Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
Establish Proximity!
• Get behind student(s) not following rules. This increases
student accountability. Let your presence act to control the
misbehavior. Proximity increases accountability.
Proximity Combined With Statement of Expectation:
• Approach student again. Stand behind them, and quietly
say: “I want this to stop right now.” All business tone of
voice. Short comment. No discussion.
Post Instruction Conference:
• Tell the student that you want them to meet you
after class at your desk. Conference to the problem
in conversational voice.

66. Student
Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
Immediate Hallway Conference:
• Get behind student and say “Pick up your stuff and go out in the
hallway.” This is done in a businesslike, firm tone. Once in the
hallway, stand to the side of the student. Ask the student why they are
misbehaving in a conversational tone. (Student won’t feel the need to
“show off ” anymore.) Figure out what you can do to help the student
(change seating?) Ensure student knows your expectations.
Intervention:
• Apology to the class
Pre-Instruction Reminder:
• Speak to the student before the next class session: “Today is a new
beginning. Learn from yesterday.” If they cooperate, you pay the
student a compliment at the end of class. This is where you warn
about a detention being the next step. Then everybody is warned
when you call parents.

67. Student
Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
Contact Parents:
• E-mail or call parents reminding them of the
history, steps you have taken to date and potential for a
detention.
Detention:
• Administer detention: If it gets to this stage, something
else is involved that needs to be investigated
Parent-Teacher Administrator Conference:
• What you hope happens here is that there is an
agreement about the seriousness of the lack of
cooperation and the consequences from here on.

68. Student
Misbehavior
Teacher Response to Student
Misbehavior Hierarchy Cont.
In School Suspension:
• This is still a school controlled response.
Saturday School
• The problem starts being a district problem now.
Suspension:
• This usually requires a school board action.
Expulsion
• This is a school board action.

69. Cognitive
Strategies

70. Cognitive Strategies
Cognitive Strategies: General
 Research has shown that when instruction is designed to align with
the following cognitive strategies, students remain more engaged
and learn more.
 Cognitive Strategies include:
 Mnemonics
 Imagery
 Rehearsal
 Metaphor
 Analogy
 Advance Organizer
 Concept Mapping
 Frames
 Chunking

71. Cognitive Strategies
Cognitive Strategies: Mnemonics
 Mnemonics- A device, such as a pattern of letters,
ideas, or associations that assists in remembering
something.
 Rating=2, when 10 is high and 1 is low for Long Term
Recall Potential
 Example:

72. Cognitive Strategies
Cognitive Strategies: Imagery
Example:
 Imagery-Visually
descriptive or figurative
language
 Rating=7, when 10 is
high and 1 is low for
Long Term Recall
Potential

73. Cognitive Strategies
Cognitive Strategies: Rehearsal
 Rehearsal- Mentally prepare or recite words or
actions one intends to say or do
 Rating=4, when 10 is high and 1 is low for Long Term
Recall Potential
 Example:
 A student may read a vocabulary list out loud to
strengthen retention.

74. Cognitive Strategies
Cognitive Strategies: Metaphor
 Metaphor-A figure of speech Leaking Bucket Metaphor
in which a word or phrase is
applied to an object or action
to which it is not literally
applicable
 Rating=8, when 10 is high Self-
and 1 is low for Long Term esteem
Recall Potential
 Example: Comparing a bucket
with a leak in it, to self-image, Self-
self-concept, and self-esteem. concept
Or also comparing these
concepts to a mechanic, Self-
engine, and oil.
image
A gap in self-concept because of
faltering self-images can lead to a
decrease in self-esteem

75. Cognitive Strategies
Cognitive Strategy:
Analogy
A comparison between two things, on the basis
of their properties and to offer an explanation
for something in a different context
 Rating=8, when 10 is high and 1 is low for
Long Term Recall Potential
 Example: Students react similar to math as Dr.
Brooks reacts to skits

76. Cognitive Strategies
Cognitive Strategy:
Advance Organizer
 A way of organizing
and arranging for an
upcoming event or
activity for the sake
of coordinating it
smoothly
 Rating=9, when 10 is
high and 1 is low for
Long Term Recall
Potential

77. Cognitive Strategies
Cognitive Strategy:
Concept Mapping
 Visual and graphic
representation used in
order to express the
relationship between
concepts
 Rating=6, when 10 is
high and 1 is low for
Long Term Recall
Potential

78. Cognitive Strategies
Cognitive Strategies: Frames
 Frames: a boxlike expression
that organizes content into
rows, columns or separates
the content from other
frames.
 Rating :10 (10 highest/ 1
lowest)
 Highest long term recall
potential
 Example 

79. Cognitive Strategies
Cognitive Strategies: Chunking
 Chunking: group together
connected items or words so
that they can be stored or
processed as single concepts.
 Rating: 2/10
 Example: Remembering what
chores you have to do by
chunking them into categories.
 Example 2: Remembering a
number like a telephone
number (513-344-4873)

80. School Rules
For Students
Attendance
and Teachers

81. School Rules
Attendance Policy: General
 Students are expected to attend school and to be on time for classes. A good
attendance record has a positive effect on grades.
 Attending school is critical to a student’s academic success. A student’s grade is
subject to change based on poor attendance for class.
 If students do not arrive at school prior to lunch, they will not be able to
participate in extracurricular activities that day
 Teachers hold the power to not accept requests to take tests early because of
absences related to vacations, jobs, or other excused but not required absences. If
the absence is excused a make-up time must be scheduled with the teacher.
 After ten during a school year occur, a conference will be held with a
parent/guardian where consequences, proof of excused absences, or additional
support will be discussed.
 Ohio law holds the parents/guardians of minor children responsible for assuring
school attendance. Instances of truancy will be treated as a violation of the law.
When it is determined that truancy has occurred, disciplinary action will be
taken.

82. School Rules
Attendance Policy:
Reporting an Absence
 When a student is going to be absent, the Ohio
Law, “Missing Child Act,” requires parents to call the
school office when their son/daughter is absent.
 This can best be done between 7:00 -10:00 a.m. by
phone.
 Each day the student is absent, an additional phone call is
required.
 The administration reserves the right to ask for a doctor’s
written excuse for any prolonged absence or poor
attendance habits.

83. School Rules- Attendance
Attendance: Pre-arranging
 If students are aware they are going to be absent ahead of
time, they have the ability to pre-arrange an excused absence.
 Parents should called the attendance office as soon as they
know about the pre-arranged absence.
 Students should pick up a Prearranged Absence Pass in the
attendance office prior to leaving, have their parents fill out the
form, and show the pass to each of their teachers. Teachers
need to be made aware a student plans to be absent.
 The pass serves as a pass out of class and back to school after
the absence.

84. School Rules- Attendance
Attendance: Excused Absences
 The following reasons qualify absences as excused:
 Field trips
 College visits
 Family death
 Other family emergency
 Family vacation
 Wedding
 School-sponsored sports absence
 Religious holiday
 Court
 Illness or appointments
 Driver license tests

85. School Rules
Attendance: Returning from an
Excused Absence
1) When a student returns to school after being absent, the student must bring a note from the
parent or guardian explaining the absence. The note must contain the following information:
 Student’s name
 Reason for the absence
 Date(s) of the absence
 Parent/ Guardian’s signature
 Telephone number where the parent/guardian can be reached
2) Students who have an excused absence will be given an opportunity to make up work. Students
will be told the due date for each make-up assignment by their teacher. It is the student’s
responsibility to approach the teacher.
3) Students who will have an excused absence of more than 3 days may wish to request their make
up work assignments. Parents should contact their son/daughter’s guidance counselor to make this
request. We require at least 24 hours to collect information and have it ready for parents. Students
who will be absent for less than 3 days, are encouraged to contact a student in their class for
assignments or other relevant information.
Note: Students will be allowed adequate time to make up missed work. Make up day(s) should
reflect the number of excused absence day(s). As an example- a student misses two days of school
and is excused, this student will have two school days to make up work.

86. School Rules
Attendance: Leaving Early
 For safety, students are not to leave the building without
prior permission from the office.
 Students who must leave the building during the day
should bring a note from their parent/guardian making
this request.
 This note should contain name, date, reason, signature, and
phone number.
 This note is to be given to the teacher.
 Parents picking up students are asked to meet their child
in the office to insure security. You may be asked for
identification. A student must wait in the office to be
signed out.

87. School Rules
Attendance: Tardiness
 An unexcused tardy is when a student is not seated inside the
classroom when the tardy tone stops ringing (this includes being tardy
to school).
 Hall Sweeps are performed on an intermittent basis. During a Hall
Sweep, teachers deny entrance to their classrooms to any students who
are not in the room when the bell rings.
 Students reported to have an unexcused tardy will:
 First Offensive: be given a warning.
 Second Offense: Parents will be notified, and student will be given an after
school detention.
 Third offense: Parents will be notified, and student will be awarded a Friday
Night Detention.
 Students are required to serve detentions. Detentions hold top priority
over any other commitment, such as sporting events.
 Students who continue to be late or exhibit excessive tardiness as the
year progresses will face progressive disciplinary consequences.

88. School Rules
Attendance: Truancy
 Truancy- Students are expected to comply with the provision of the Ohio Revised
Code regarding school attendance. Truancy is absence from school for reasons other
than those provided by law. The following are the only legal excuses for absence
from school:
 (1) Personal illness
 (2) Illness in the family
 (3) Quarantine in the home
 (4) Death of a relative
 (5) Work at home due to the absence of parents or guardians
 (5) Observance of a religious holiday
 (6) Religious Reasons
 (7)Any other emergency reason that must be considered to have good and
sufficient cause for the absence or otherwise listed as an excused absence.
 UNEXCUSED absences include but are not limited to:
 Missed bus
 Overslept
 No Parent Note or Excuse offered
 The hierarchy of Truancy punishment is available on the following slides.

89. School Rules- Attendance
Attendance: Truancy (Cont.)
 According to Senate Bill 181:
A student with five or more unexcused absences on consecutive school
days, or seven or more unexcused absences in on school month, or 12
or more unexcused absences in one school year, may be considered
“habitual” truant, under Section 3321.191 of the Ohio Revised Code.
 A student with seven or more unexcused absences on consecutive
school days or 10 or more unexcused absences in one school month, or
15 or more unexcused absences in one school year, may be considered a
“Chronic” truant, under Section 3321.191 of the Ohio Revised Code.

90. School Rules
Attendance: Truancy (Cont.)
 1st instance of Truancy: Warning and call to parents
 2nd instance of truancy: Students attend a Friday School
 3rd instance of truancy: 2 days In-school suspension
 4th instance of truancy: 2 days of “out-of-school” suspension
 5th instance of truancy: Police picks student up from school. Parent/school
meeting scheduled
 In the case of either “habitual” or “chronic” truants, Redhawks High School
may:
 Assign the student to an alternative school
 Require the student to participate in a truancy prevention program
 Require the student to receive appropriate counseling
 Require the parent, guardian or other persons having care of the student to attend a parental
involvement program under Section 3313.472 of the Ohio Revised Code.
 Require the parent, guardian, or other persons having care of the student to attend a truancy
prevention mediation program
 Notify the Registrar of Motor Vehicles of a habitual truant
 Take legal action
 “Habitual” or “Chronic” students, or parents of these students may receive a citation to the
appropriate Court.

91. School Rules
Academic Honesty
 Academic integrity Is telling the truth. It is presenting
school work as your own when in fact it really is.
 Academic dishonesty is lying. It is presenting school work
as your own when in fact it is not.
 Having academic honesty means not cheating or
plagiarizing.
 At Redhawks High School, falsely representing work as
your own when it is not may result in a zero on the entire
assignment without the possibility of a rewrite or retake.

92. School Rules
Student Electronic Use Rules
 Student cell phones, cameras, radios, tape recorders, televisions, walkmans, CD players,
beepers, pagers, ipods, PDA, or other electronic devices shall not be USED, SEEN, or
HEARD during school hours.
 MP3 players, ipods, music players with headphones may be used on the bus so long as no
disruption is caused, but may not be used while entering or exiting the bus.
 The above named items shall be kept in the lockers during school hours.
 The buying, selling or trading of the above named items or associated parts and or
accessories is prohibited. Violation of this section will result in the device being taken away
and returned to the parent/guardian at the parent/guardian’s request. Devices not retrieved
by a parent or guardian by the end of the semester in which the device was confiscated
shall be discarded, sold, and/or donated at the school administrator’s discretion. Violation
of this section may also result in further disciplinary action.
 A cell phone may be brought to be used on school field trips with the permission of the
supervising adult.
 Students bringing such devices to school or on the bus do so at their own risk. The school
is NOT liable for any cell phone or electronic device that is lost or stolen; therefore,
administrative time will not be used to search for such devices.
 Students may only use the Internet and other school electronics for educational purposes.
 Food, gum and drinks are prohibited around school technology.
 Students may not tamper with school computers, which may take the form of changing the
setup or allowing viruses.

93. School Rules
Student Dress Code
 Common courtesy dictates that hats, head coverings,
bandanas, sweatbands, an sunglasses not be worn
inside the building.
 Appropriate footwear must be worn and provide for
safe and sanitary conditions. Examples of
unacceptable footwear include slippers and loose
fitting footwear that cannot safely and securely remain
on the student’s feet.
 Shirts and tops must have high enough necklines to
cover all cleavage. Shirt sleeves, sweater sleeves, and
vests must not be so loose or decorative as to create a
safety hazard in lab classes, etc. Sleeveless shirts, which
completely cover the area from the base of the neck to
the top of the arm, do not have oversized armholes or
open sides and which do not expose undergarments
or skin under the arm are acceptable. Examples of
inappropriate apparel include by are not limited to:
halters, midriff tops, crop tops, spaghetti strap tops,
strapless tops, revealing and/or see-through tops,
open mesh garments, garments with open sides which
expose skin or undergarments, tank tops, and muscle
tops (oversized arm holes).

94. School Rules
Student Dress Code
 Lower garments are to be worn at the appropriate level and
cannot drag the floor. Lower garments should not allow any
portion of the buttocks or undergarments to be exposed when
the student sits, stands, raises his/her hand, or bends over. No
form fitting shorts of any kind may be worn unless worn
completely under a shirt/dress. Examples include
biking, spandex, and lycra-type shorts. If a belt is worn, it must
be of proper length.
 No skin should be visible between a student’s top and bottom
garment when the student sits, stands, raises his/her hand or
bends over.
 Torn or tattered clothing is not to be worn.
 Patches, insignias, buttons, jewelry, clothing, or other items that
include obscene, violence, gang, tobacco, drug or alcohol
related writing or images are not acceptable. Items of clothing
that belittle others may not be worn
(i.e., race, religion, gender, etc.)
 Coats and jackets meant for outdoor wear, book bags and
oversized bags must be kept in the school locker or other
designated area during the day.

95. School Rules
Student Dress Code
 Exposed chains, jewelry, dog
collars, spikes, piercings and other
articles judged to be potentially
harmful to students are not permitted.
 Face painting is prohibited. Makeup or
hairstyles that are disruptive to the
educational process are prohibited.
 Exceptions to the above dress code
will be considered to provide for
special events, cultural beliefs and to
promote school spirit. Students and/or
sponsors must have permission from
the principal prior to the activity.

96. School Rules
Student Dress Code:
Appeals and Review
Appeals
 Students, with parent permission, may elect to appeal above
limitations described in the code. The administration will
process student and parent requests for exceptions to the code
as established. Personal parent conference is necessary for an
appeal that may lead to the approval of an exception by the
administrator.
Review
 Building administrators are charged with reviewing this policy
annually and establishing administrative guidelines that include
common procedures and consequences pertaining to the
adopted dress code.

97. School Rules
Detention
 In an effort to correct behavior which is not consistent
with Redhawks High School, detention may be assigned.
 Teachers may assign detentions for violations of
classroom or school rules.
 Students are responsible for arranging transportation if
they have to serve a detention.
 Employment or extra-curricular activities will not
constitute an exemption from detention.
 Any student failing to serve detention will be assigned to
an administrative punishment.

98. School Rules
Detention: Types
 Administrative Detentions
 Two hour detentions after school (2:30-4:30)
 Student must bring work to complete during detention.
 Listening to an iPod/radio is not permitted.
 No talking during detention.
 Students’ are NOT permitted to sleep during the allotted time.
 Friday School
 Two and on half hours after school on Friday (2:30-5:00)
 Same rules as administrative detentions
 In School Suspension(ISS)
 Students assigned to ISS must report to school by 7:15 a.m. and remain in ISS until 3:20.
 Students will spend school day in ISS room.
 Students will be given class work which must be completed during the day.
 Students will receive class credit for work completed in ISS.
 Students failing to attend ISS, arriving late, or leaving early will be considered suspended out of
school
 Out of School Suspension (OSS)
 Any student assigned to OSS is not permitted to attend school on days of suspension.
 Students will receive no credit for school work missed during an OSS
 Students are entitled to due process

99. School Rules
Food and Drink Policy
 Water is permitted in the classroom as long as it is in a clear
and sealable container.
 Food cannot be consumed in the classroom, unless
otherwise permitted by the teacher.
 All food must be kept in the cafeteria area or in a student’s
locker at all times
 Gum is permitted during class times, unless students do not
dispose of gum properly. If damage to school property
becomes a problem, the teacher has the right to revoke this
rule.

100. School Rules
Staff Dress Code: General
 All employees are expected to wear clothing that is neat and clean. Employees are not
to wear clothing that is tight, revealing, short, torn, tattered, dirty and excessively faded,
or with visual, written, or implied messages that are likely to disrupt the school
environment.
 Noisy, distracting jewelry/accessories that could cause a safety hazard may not be worn.
In
keeping with professional decorum, earrings may be worn by female employees only,
and ears are the only exposed areas of the body on which pierced jewelry may be worn.
Tattoos must be covered.
 Footwear must be worn at all times. Shoes traditionally worn around the home (i.e.
house shoes, pool or shower shoes) are not permitted. Tennis/athletic shoes that are
clean and in good condition may be worn.
 The site administrator may designate “school spirit” days. On those days, it is
permissible to wear wind suits or jeans, and approved shirts (tee shirts with school logos
or school colors). On
special days/events (i.e. Western Day, Red Ribbon Week, and Homecoming), the site
administrator may designate special attire. The site administrator will determine dress for
work
days and site-based staff development days.

101. School Rules
Staff Dress Code for Females
 Women may wear slacks of appropriate material. Capri pants (no blue
denim except on spirit days or other special occasions) may be worn.
 No shorts can be worn unless they are knee length.
 Women’s skirts/dresses should be at least knee length.
 Leggings may be worn only under a dress/skirt.
 Seasonal/decorated shirts and blouses may be worn.
 Tank tops, backless apparel, midriffs, tops with straps less than 2
inches, sleeveless tops that are revealing (deep or low cut), or see-through
blouses are not acceptable.
 Any clothing that inappropriately exposes the body, belly or cleavage is
unaceptable. Please refrain from wearing tops that gap open when bending
down or leaning over. Low cut tops are not appropriate for school wear.
 Hats are not permitted.

102. School Rules
Staff Dress Code for Males
 Men are encourage, but not required, to wear ties.
 Males are encouraged to wear button down shirts. Suits and
sport coats are permitted. Professional sweaters may also be
worn.
 Socks must be worn with shoes.
 Hair shall be well groomed. Men’s hair shall not extend below
the base of the neck.
 All facial hair should be neat, clean, and well groomed
 No shorts, jeans, or t-shirts (exception: school spirit days).
 Shoes must have a strap or closed-back. Beach style flip-
flops, athletic shoes, or other casual shoes are not acceptable.
 No hats are to be worn during the school day.

103. School Rules
Staff Attendance
 Each staff member of Redhawks High School is
permitted 5 absences each semester, whether the
absence is for personal use or sickness.
 Staff must be present thirty minutes before the
school days starts and stay thirty minutes after the
school day ends.

104. School Rules
Bullying
 There is a zero-tolerance policy. A student shall not harass, bully, retaliate against, coerce, interfere with,
intimidate, inflict injury, cause another to inflict injury or behave in any way which could cause physical
injury or mental anguish to another student, teacher or other school personnel.
 Fighting - Students caught fighting will face (3) days of suspension. If school personnel find it difficult
to stop it, then more days will be added to the suspension with the possibility of criminal charges.
 For purposes of this rule, “bullying” is defined as an intentional written, verbal, electronic or physical
act that a student exhibits toward another particular student more than once; and behavior both (1)
causes mental or physical harm to the student, and (2) is sufficiently severe, persistent, or pervasive that
a reasonable person under the circumstances should know will have the effect of:
(a) Placing a student in reasonable fear of physical harm or damage to the student’s property;
(b) Physically harming a student or damaging a student’s property; or
(c) Insulting or demeaning any student or group of students in such a way as to disrupt or
interfere with the school’s educational mission or the education of any student.
 All parents and students should report bullying to school officials.
 Once reported bullying is received, an investigation will occur.
 After bullying is investigated, the form of discipline will be chosen.
 Students are required to attend the informational session on the meaning of bullying and its
consequences

105. Bullying
 According to Dr. Brooks, in order to prevent bullying and harassment it
starts with the following:
1. Everybody knows the expectations.
2. Everybody knows the events.
3. Everybody knows the consequences.
4. The consequences are enforced with immediacy and consistency.
 According to news@edutopia.org, the five ways to stop bullying and
move into action are:
1. Recognize and Respond: Bullying and intolerance manifest as verbal, written or physical
acts that harm another person.
2. Create Dialogue: Create opportunities for open dialogue with youth about bullying and
intolerance. Let students lead through peer-to-peer action.
3. Encourage Bystanders to Become "Upstanders”: Upstanders are people who stand up
for themselves and others.
4. Foster Safety and Inclusion: Foster safe and welcoming environments that promote
inclusion and acceptance, places where students feel everyone is respected and their
identity is valued.
5. Educate Your Community: Partner with others to take joint action in educating
students, teachers and parents about bullying in your school and community.

106. School Rules
Discipline
Normal sequence of discipline:
1)Discussion and counseling with classroom teacher
a. Detention
b. Parental involvement
2)Referral to a Student Services Administrator
3)Referral to Assistant Principal
4)Referral to Principal

107. Medications
 Providing medical care to a student is the responsibility of the parent and
should not be assumed by the school. Whenever possible, it is preferred
that students not be expected to take medication during school hours. If
it is absolutely necessary that medication be administered during school
hours, the following procedures must be followed:
 A written permission for dispensing medication (prescription or over-the-
counter) must be obtained from the student's parent and physician.
 The "School Medication Permit" must be completed by the parent or guardian
and the physician. This form provides parent permission, medical
information, and the physician order required by Ohio law. A separate form is
required for each medication or dosage. No medication will be administered
unless this permission, information, and order is provided.
 THE STUDENT IS RESPONSIBLE FOR REPORTING ON TIME FOR
MEDICATION(S).
 Students are not permitted to carry medication to, from, or during school;
consequently, the parent is advised to deliver medication directly to the school
nurse or clinic aid. School personnel are not responsible for medication prior to
delivery to them.

108. Medications
 All medication must be delivered in the original container properly labeled with directions
for administering. The student's name must be clearly visible on the container. The parent
must supply the school with the exact dosage.
 It is a responsibility of the parent/guardian to assure a continuous supply of medication for
the child and to be aware of the quantity of medication supplied to the clinic and when
additional medication is needed.
 The school nurse or designee will administer the medication in accordance with the
physician's instructions. STUDENTS MAY NOT CARRY OR ADMINISTER THEIR
OWN MEDICATION because reactions to the medication taken may not be recognized
and inappropriate treatment might be rendered. If the physician specifically documents on
the medication permit that a life-threatening situation could occur if the student does not
have immediate access to that particular medication, the medication may be carried by the
student. School personnel are not responsible for medications carried by a student.
 The district medication policy and all procedures for implementing the policy also apply to
giving Tylenol or Advil for menstrual cramps of discomfort from dental braces and/or to
giving any over-the- counter medication.
 When a medication has been discontinued, any remaining medication must be picked up by
the parent within one week after discontinuation or it will be disposed of by the school
nurse.

109. School Rules
Tips from the Superintendent
What to do:
 Failing to plan is planning to fail.
 When you do intervene, do it as quickly and quietly as possible.
 Respect is something you earn by being competent and compassionate
 If you need to change something, change it, but always do it in the direction of improving learner
engagement and cooperation. Gain influence so you have it!
 Hold high expectations for all students!

110. School Rules
Tips from the Superintendent
What NOT to do:
 Don’t have disorganized room with limited student visibility
 Don’t provide too much personal information!
 Don’t assume your students already know certain information
 Don’t yell at or embarrass students
 Don’t share student information with others
 Don’t let learners pick on others or laugh at them when they ask/answer questions

111. School
Emergencies

112. School Emergencies
Fire and Tornado Drills
 For both fire and tornado alarms:
 Check the instructions in each classroom (they are posted)
indicating how to leave the building in case of fire or where
to report in case of a tornado.
 Follow the instructions of your teacher.
 Walk. No Talking. Move quickly and quietly to designated
areas.
 Setting off a false alarm will result in disciplinary action.
 Drills are conducted for the students’ protection.
 Teachers will explain the procedures and details.

113. School Emergencies
Lock Down
 “Code Red” will be announced over the school PA
system for an intruder. “Code Yellow” will be announced
for a drug search.
 Then, teachers need to immediately lock their classroom
doors after checking hallways for students.
 All students should move away from the doors.
 All school gates will automatically locked down.
 Dogs will be released in the situation of a drug search.

114. School Emergencies
Contact
Teachers:
 -Miss Van Benschoten
Madeline.VanBenschoten@R.NewFrontier.oh.edu
 -MissKliment
Abby.Kliment@R.NewFrontier.oh.edu
- Mr. English Peter.English@R.NewFrontier.oh.edu

115. School Emergencies
Contact School
 Location
121 Birds Nest Drive
Hawking, OH 50263
 School Administration:
 Principal:
Dr. McGuffey
samuel.mcguffey@R.NewFrontier.oh.edu
 Asst. Principal:
Dr. Bachelor
Austin.Bachelor@R.NewFrontier.oh.edu

116. School Website
 All information can be found at our school website.
 http://www.newfrontier.k12.oh.edu/RedhawksHigh

117. Thanks for the
contributions
from…

118.  http://www.Lakotaonline.com
 http://www.progressbook.com
 http://www.spectrumk12.com
 http://Performancepyramid.muohio.edu
 news@edutopia.org
 Winton Woods Student Handbook
 Supervising from our superintendent Dr. Brooks
 School images from:
http://www.designshare.com/index.php/projects/davis-
high-reconstruction/images@2321
 Google Images