Delhi High School Teacher Handbook

“One Team, One Dream”

Vincent Gonzalez, Principal Malena Morriston, Associate Principal Brett Nickelson, Associate Principal

16881 Schendel Rd Delhi CA 95315

(209) 656­2050 fax (209) 669­3168

Mailing: 9716 Hinton Ave, Delhi CA 95315

1

Table of Contents Hawks 3

DHS Expectations

General Information 6

Belief/Mission Statement

Instructional Calendar

ESLRs 12

Academics 13

Testing Dates and Graduation Information

Renaissance

Attendance 19

Tardy Policy

Teacher Absences

Emergency Procedures 24

Sexual Harassment 24

Child Abuse Reporting 24

Daily Bell Schedule 26

Activities Calendar 27

2

Have respect

Act responsibly

Work with honesty and integrity

Keep high expectations

Support the community

3

Delhi High School Expectations by Setting Matrix

Location 1

CLASSROOM: Library, Counseling &Career Center, Study Halls

Location 2 COMMON AREAS: Cafeteria, Theater, Gym, Office, Grounds

EXPECTATION 1 Have Respect for yourself and others

Be considerate of others’ belongings

Take care of school property

Honor people’s personal space

Treat everyone in a positive and polite manner

Engage in active listening

Be considerate of others’ belongings

Track care of school property

Treat everyone in a positive and polite manner

Clean up after yourself

Honor people’s personal space

EXPECTATION 2 Act with Responsibility

Be punctual, prepared, and ready to learn

Clean and organize your space

Use appropriate language, tone, and volume

Do your work Be proactive

Clean and organize your space

Use appropriate language, tone, and volume

EXPECTATION 3 Work with honesty and integrity

Be truthful Be accountable for your

actions Do your own work

Be truthful Be accountable for

your actions

EXPECTATION 4 Keep high expectations

Engage in academic rigor Set positive, challenging

goals

Foster an environment conducive to personal growth

EXPECTATION 5 Support the Community

Report unethical or unsafe behavior to appropriate resources

Encourage and model these expected behaviors

Report unethical or unsafe behavior to appropriate resources

Encourage and model these expected behaviors

4

A DELHI HAWK A Delhi Hawk can come in any size, shape or color. There is no common denominator except for the love of academics and the desire to get the most out of their abilities. They are proud of their strengths, but understand their weaknesses. They are first of all concerned with being a great student and always carry a positive attitude. They are never selfish, and know that individual recognition will come through individual excellence. A Delhi Hawk understands that leadership is about taking responsibility, not making excuses. They understand that true leadership lies not in words but in our actions and attitudes at school, and in the community they live in. They know that leaders must create vision and be strong enough to translate that vision into reality. A Delhi Hawk has the heart of a warrior and never loses the honesty and character of a small child. They understand if they don’t work hard they can never be successful. A Delhi Hawk is willing to always help those in need, and is much more aware of the example they are setting for everyone watching from the classrooms and hallways. A Delhi Hawk is happy when they receive a high mark in the classroom but never forgets that their classmates, teachers and support staff put them in a position to do so. While they never let up in the classroom, they understand the other students are not their real opponent; it is the full extent of their own potential that they are always competing against. A true Delhi Hawk is made and not born. They are constantly striving to reach their academic potential knowing that they will bypass others who cannot withstand the strain of this quest for excellence. They realize the challenges and competition of today’s game of life and will be better prepared for tomorrow’s world. They know that the true measure of a performance is not measured in only GPA, but how much of themselves they have given to their school and the community. A Delhi Hawk never realizes when the odds are stacked against them. They can only be defeated by the school bell that happens to run out of time or by the end of their senior year that will no longer exist when they leave. They are what elementary children dream of becoming and what old men and women can remember with great pride that they once were.

5

Belief Statements We believe that...

• All students can succeed. • All students should be encouraged to think critically. • Education extends beyond the boundaries of the classroom. • Education is a cooperative effort between the students, parents, schools,

and community. • Learning should be practical, applicable, and relevant. • Meaningful learning equals student­centered curriculum. • Students bring with them their own reality and schema. • Students should have a safe environment conducive to learning. • Students should learn accountability and responsibility. • Teachers should be team mentors/coaches who model expectations. • There needs to be trust. • There needs to be an environment that encourages interpersonal

relationships. • We need to respect diversity.

Delhi High School Mission Statement

Delhi HIgh School will provide a collaborative learning environment, based on high expectations, accountability and respect, preparing students with 21st Century Skills to become college and career

ready.

6

Delhi High School Teacher Job Description

By applying, interviewing, and accepting a position at Delhi High School, you agreed to the following publicized duties:

• Monitor pupil behavior, maintain behavioral records, and contact parents as assigned.

• Work cooperatively with other staff. • Maintain a neat and orderly work environment. • Represent the school district positively in the community. • Carry out oral and written directions • Make decisions independently • Communicate effectively • Establish and maintain cooperative working relationships • Prepare correspondence independently • Activity participate as member of a cluster team • Supervise school events • Serve in a co­curricular advisor capacity • Serve in an extra­curricular advisor/coach capacity • Provide guidance to all students • Actively participate in all aspects of the Delhi High School continuous

development • Model expected cognitive and affective behavior and participate in their

exhibitions • Complete other duties, as assigned.

7

RIGHTS AND RESPONSIBILITIES OF THE “HAWK” FAMILY

Rights of Students Confidentially within limits of the law and district policy. To attend school unless removed under due process as specified in the Education Code. To enjoy the full benefits of their teacher’s efforts. To be informed of school rules and regulations. To attend school in a secure academic and social climate, free of fear and violence. To enjoy a school environment of courtesy and respect.

Responsibilities of Students

To ask for help from school staff when needed. To attend school and classes regularly and on time. To be prepared for class with appropriate materials and work. To know and obey school personnel, students, and community. To demonstrate respect for school district and other person’s property. To proactively participate in their educational activities.

Rights of Parents/Guardians

To expect that their student will spend their time at school in a safe, wholesome, stimulating atmosphere engaged in productive activity under the care and direction of a dedicated staff.

To be informed of district policies and regulations and school rules. To review their student’s record with a certificated staff member providing assistance.

Responsibilities of Parents/Guardians

To actively participate in their children’s education, to include attending conferences with teachers, counselors and/or administrators regarding the academic and behavioral status of their student.

To ensure their student attends school regularly, on time and ready to learn. To maintain consistent and adequate control over their student. To cooperate with the school in bringing about improvements designed to enhance the educational

program offered students. To support and follow through with academic or disciplinary plans as applied by school personnel. To provide the school with current information regarding legal address, phone, medical data and

other facts, which may help the school to serve their children. To become familiar with district policies, school rules and regulations. To provide quiet study time at home and encourage good study habits. To encourage their student to discuss their school experiences every day. To address concerns parents are asked to contact the teacher prior to contacting a site

administrator to resolve a problem.

8

Right of Teachers To expect and receive the attention, effort and participation of the students attending their classes. To have parental and administrative support when enforcing rules designated to provide an

optimum learning climate. To teach with interruptions held to an absolute minimum. To enjoy a school environment of courtesy and respect. To enjoy a safe and secure working environment.

Responsibilities of Teachers

To equally value each individual student. To hold students accountable for their actions. To deal with divergent ideas, opinions and expressions in an objective, balanced and unbiased

manner. To inform parents and students about the student’s school experience with timely and periodic

reports. To continuously reflect on oneself behavior with the focus on improvement. To establish and enforce classroom and school rules consistent with school and district policies. To provide motivating and interesting learning experiences in the classroom using methods and

materials appropriate for each student. To provide information regarding the goals, expectations, grading system, classroom and school

rules to students and parents. To provide a safe and positive atmosphere for learning. To work with each parent to ensure their child’s best possible education by providing on­going,

meaningful communication with the home.

Rights of Administrators To establish procedures to maintain an environment in which positive learning and teaching

conditions exist. To make educational decisions based primarily on what is best for the students. To hold students accountable for their conduct. To take prompt and appropriate actions that enforce classroom and school rules, maintains safety,

and protects the rights of all school community members. To expect that all school employees assist and fulfill their role in maintaining campus control. To enjoy a safe and secure working environment.

Responsibilities of Administrators

To provide leadership that will establish and promote good teaching and effective learning. To establish, publicize and enforce school rules. To facilitate effective learning and promote good citizenship within the school community. To make an effort to stay attuned to feedback of students/staff/parent/community concerns and to

react with sensitivity toward them. To facilitate meetings between staff and parents. To create a welcoming and positive environment for students, parents, and the community. To communicate with students and parents about the school’s mission, vision and goals.

To promote the partnership between parents, students, and staff.

9

10

Delhi High School Graduation Requirements

Class of 2015 – 250 credits

o English 40 credits

o Mathematics 30 credits (Must include Algebra I)

o Science 30 credits (Must include 10 credits of Life Science

& 10 credits of Physical Science)

o Social Studies 35 credits (5 credits of Geography)

(10 credits of World History)

(10 credits of US History)

(10 credits of US Gov / Economics)

o Physical Education 20 credits

o Foreign Language / Fine Arts 10 credits

o Technology 10 credits

o Health 5 credits

o Electives 70 credits

California High School Exit Exam (CAHSEE) In addition to the coursework listed above, all students must pass the CHASEE as established by the State of California Department of Education in order to graduate from high school in California. Students will have their first opportunity to pass the exam in the spring of 10th grade, and additional opportunities will be provided in 11th grade and 12th grade. In addition, student who have not yet passed the CAHSEE by the end of 12th grade are eligible to receive instructional services and continue taking the CHASEE at DHS for up to two years beyond their high school graduation year. Algebra Graduation Requirement The State of California requires all students to pass Algebra I in order to receive a high school diploma.

11

Academic/Discipline Referral to Shattuck Academic Any DHS Student deficient in credits from the DHS graduation requirement will be subject transfer to Shattuck Continuation High School for credit recovery. Students are eligible to return to DHS after a credit recovery plan is complete. All transfers must have administrative approval. The following criteria will be used to determine eligibility of a Shattuck Continuation School credit recovery placement:

Sophomore (10th) student deficient by 15 or more credits will be eligible. Juniors (11th) or seniors (12th) students deficient by 10 or more credits will be

eligible.

Discipline Any student who receives 5 days of suspension will be scheduled to meet with administration to determine future school placement and placed on a behavior/intervention plan. Students with 10 days or more of suspensions will be subject to a change of school placement and enrolled at Shattuck Continuation High School. Students must meet all criteria set forth in the behavioral intervention plan to return to DHS.

12

Teacher Absences – on­line system available Unanticipated absences, such as illness, personal emergencies, bereavement, etc., should be reported to the subfinder system. Teachers are able to request subs via on­line and post lesson plans in advance. Our district uses online system called Sub Finder Online. Online: https:delhi.subfinderonline.com or call 1­877­763­6402. The district will provide you with a password/code. You must call in to activate your account, follow the prompts, and record your name.

Anticipated absences such as school business, compensatory time, request for personal necessity leave, etc., are only to be taken with prior approval of the administration. You must meet with the principal upon awareness of the date of absence, and no later than the morning the day before. Information to be left for substitutes Frequently substitutes are not prepared in the area in which they are asked to assist. This makes it exceedingly important that each teacher plan for substitutes by providing all of the following:

• A copy of detailed lesson plans must be available. • An up to date seating chart. • A list of names of students (in each class) who can be depended upon and

trusted for help in organizing the activities for the day. • A folder containing all the information a substitute will need.

Student Attendance Procedures

Classroom teachers have the responsibility to:

• Take attendance every period and report it via Aeries to the attendance office.

• Monitor student attendance and identify patterns of nonattendance early in the school year.

• Keep a record of attendance. • Enforce penalties for nonattendance. (Ed. Code, § 49067)

Record Book All certificated instructors will be required to maintain a record book for assessment purposes. The record book is an official document used if a dispute arises and/or the instructor is absent during a contested assessment issue. At the end of the school year record books will be turned in to the principal. The district has the Aeries grade book available for teacher use.

Extra Duties A schedule of events and duty assignments will be posted for teachers. Teachers are responsible for finding a replacement for any day that he/she is unable to supervise.

13

Meetings Team meetings will operate autonomously with the support and guidance from the leadership team. Below are some recommendations and guidelines when operating Team meetings. Prepare for the meeting

Have a clear idea of why you are meeting. Prepare an agenda in advance. Assemble the materials needed. Block off the time needed for the meeting

Elements for a smooth meeting Start and stop at agreed times. Agree on the agenda. Hear from everyone who wants to contribute. Keep on the topic. Keep records during and after the meeting.

Problem solving

Define the problem clearly. Brainstorm action alternatives. Critique each alternative. Select a plan of action. Implement the plan. Evaluate and follow up.

Interpersonal processes of the group

Encourage everyone’s participation. Protect members’ rights to air their opinions and feelings. Bridge differences and conflicts within the group. Be aware of procedures and interactions. Clarify, elaborate, and summarize ideas and suggestion; offer conclusions for

the groups to accept or reject. Ask for clarifications, elaboration, or summary. Ensure that everyone shares in decision­making.

Follow through with the meeting’s decisions and plans

Do not alter the plan without the group’s consent. Keep complaints for the next meeting. Protect the confidences of the meeting, and its team members.

14

The following duties relate to each class advisor. Senior Advisors: Homecoming participation (float) Class Shirts Provide teams for class competitions at rallies Canned Food drive Fall Homecoming­Senior Surprise Winter Homecoming Dance Senior Sweatshirts Powder Puff game Graduation announcement selection Class poem, motto and song selection Plan senior trip Juniors: Homecoming participation (float) Provide teams for class competitions at rallies Canned Food Drive Prom Powder Puff concessions Fundraisers Flower Sales Poster Sales Sophomores: Homecoming participation (float) Provide team for class competitions at rallies Canned Food drive Planning and conducting Winter Formal Decorating and setting up the stadium for graduation Acting as ushers for the graduation ceremony Fund Raisers See's Candy sales for Christmas (order in November) Freshman: Homecoming participation (float) Provide team for class competition at rallies Canned Food drive Fund Raisers, sales of grams, Homecoming, Halloween, Thanksgiving, Christmas, Valentines, St Patrick's, Easter and Farewell

15

Emergency Procedures The Education Code requires annual emergency drills. Therefore, staff members must adhere to recommendations made by District administration to remain compliant with the mandates. Fire drill procedures Refer to the information below and instruct each of your classes in the proper way to leave the room. Know the route and review it with your classes frequently. Each room must have marked instructions posted by exit doors.

• The signal is a continuous series of loud blasts from the alarm system. • Immediately upon hearing the fire alarm, students will cease work and, at the

command of the teacher, leave the room in an orderly manner and pass along the line of march until everyone including the teacher is outside the building and clear of the walls.

• LOCK THE DOOR! Personal property of value should not be left in the room.

• All lines must be single file unless otherwise directed. • The teacher should be last in line, both leaving and returning to the room. The

roll book should be taken with the teacher. • Assemble the class a safe distance from the building in the prescribed area and

take roll to see that all students are accounted for. • Students who are out of their classroom are to report immediately to the teacher

at the assembly area for that class or leave the building at the nearest exit and report to the nearest teacher.

If a fire occurs during the time when classes are not in session, the following procedure will be used:

a) Clear the building by the nearest exit. b) Before school, students will report to their first class outside assembly area. c) Between classes students will report to their next class outdoor assembly area. d) At noon students will report to their core class outdoor assembly area.

Teachers are to report the names of students who are missing from the assembly area who were not absent from class and the names of students not in their class who reported to them at the assembly area.

Administrators will collect these above names when they make their check. Students will return to class after an administrator checks their class. DO NOT

return if a bell rings...WAIT to be checked by an administrator.

Lock Down procedures An intercom call will be made announcing “Lock Down or Code Blue”. Immediately all staff is to take action and instruct students to cover for safety.

When either “Code Blue” or “Lock Down” is announced, do the following: 1. Outside

a. Teachers or yard supervisors are to immediately give the DROP command. All students and staff are to drop immediately and stay on the ground with heads down.

16

b. All students and staff are to remain on the ground and motionless until the All Clear bell is rung or the Principal gives the command to move to classrooms or relax.

c. Teachers and/or Yard Supervisors are to remain as close to students as possible to maintain supervision of all students.

2. Inside classroom a. The teacher is to give the DROP command immediately

i. Students, teacher and other staff are to lie flat on floor, face down, by or under their desk.

ii. Students, teacher and other staff should lie down near a wall and stay away from windows.

iii. Students, teachers and other staff should stay out of sight. b. lights must be turned off immediately c. lock doors d. close and lock windows. Close blinds or drapes if available. e. Keep students and yourself calm f. Take roll and identify any missing or injured students. g. Use Green, Yellow and Red color cards to communicate with principal as to the

level of need in your classroom. i. Slide the Green card under the door or post in a window if everything is

okay. ii. Slide or post the Yellow card if there is a minor problem in your

classroom. iii. Slide or post the Red card if there is a major problem in your classroom.

3. In the cafeteria/gym a. The teacher, supervisor or cafeteria staff is to give the DROP command

immediately. i. Students and staff are to lie flat on the floor, face down. Do not get

under tables or benches ii. Students and staff should lie down near a wall and stay away from

windows. iii. Students and staff should stay out of sight

b. lights must be turned off immediately c. lock doors d. close and lock windows. Close blinds or drapes if available e. Keep students and yourself calm f. Do not get up or try to leave the cafeteria until the All Clear bell has sounded or

the Principal has announced hat it is okay to get back to lunch or leave the cafeteria/gym

4. General guidelines a. The principal should limit the use of the intercom. The intercom should only be

used to report the level of the emergency, giving first­hand information of the emergency to report to the teachers and staff the identity of missing or injured students.

b. The person responsible for first aid help should make sure that another teacher can take care of his/her students and get to the assigned first aide area where he/she can tend to injured student or staff.

c. Do not leave classroom or cafeteria to find missing students or staff.

17

d. Do not try to be a HERO 5. All Clear

a. The All Clear bell will ring. The Principal will announce that this is the all­clear bell.

b. The Principal will give directions as to the next action to be taken by staff and students.

Note: Special needs students and staff that needs extra help during a code blue/lock down need to alert the office as soon as possible.

Sexual Harassment Sexual harassment is a violation of state law, federal law, and district policy and will not be tolerated. Employees who commit acts of sexual harassment during the course of their employment may be subject to disciplinary action, including possible dismissal from employment. Definition of Sexual Harassment The definition of “Sexual Harassment” is emerging and will continue to emerge for the next several years as it is further defined through changes in statutory law and case law. The best current definition is “unwelcome behavior of a sexual nature which would normally be offensive to a reasonable person of that gender.” Forms of Sexual Harassment Forms of sexual harassment include but are not limited to the following:

• Verbal harassment ­ derogatory comments, jokes or slurs; • Physical harassment ­ unnecessary or offensive touching or impeding or blocking

movement; • Visual harassment ­ derogatory of offensive posters, cards, cartoons, graffiti,

drawings, or gestures; and • Sexual favors ­ unwelcome sexual advances, requests for sexual favors, and other

verbal or physical conduct of a sexual nature upon which is conditioned an employment benefit, unreasonably interferes with an individual’s work performance or creates an offensive work environment.

Complaint procedure for all illegal harassment If any employee perceives comments, gestures, or actions from any other employee, including supervisors, or members of management, to be offensive, the employee should notify his or her immediate supervisor, or where appropriate, the Director of Personnel. Immediate supervisors will promptly report any complaint to the Director of Personnel. The district will promptly and thoroughly investigate any complaints of illegal harassment, and will take immediate action to resolve such complaints. Reasonable steps will be taken to protect the victim from any retaliation as a result of communicating the complaint. Appropriate action will be taken whenever possible to alleviate the effects of the harassment.

Child Abuse Reporting Procedures The Governing Board recognizes that the district has a responsibility to facilitate the prompt reporting of incidents of child abuse and neglect. The Superintendent or designee shall ensure

18

that parents/guardians have access to procedures whereby they can report suspected child abuse at a school site to appropriate child protective agencies. (cf. 1312.1) The Superintendent or designee shall establish regulations for use by employees in identifying and reporting child abuse. District employees shall report known or suspected incidences of child abuse in accordance with district regulations and state law. Employees shall fully cooperate with the child protective agencies responsible for reporting, investigating and prosecuting cases of child abuse. (cf. 4112.9/4212.9/4312.9) The Superintendent or designee shall provide training in child abuse identification and reporting for all certificated personnel. The Superintendent or designee shall also provide training in the duties of child abuse identification and reporting to instructional and teacher aides, teacher assistants and other classified employees. (Penal Code 11165.7) As part of the training in child abuse identification and reporting, employees shall receive written notice of state child abuse reporting requirements and employees confidentiality rights. (Penal Code 11165.7)

What is the standard for reporting child abuse? What is the standard for intervention by CPS?

Reportable “Reasonable Suspicion” is the standard for reporting Child Abuse and Neglect (CAN). This is the issue for referring party. Reasonable suspicion means that it is objectively reasonable for a person to entertain such a suspicion based upon facts that could cause a reasonable person in a like position, drawing when appropriate on his or her training and experience, to suspect child abuse. (Penal Code 11166) Actionable This means “serviceable” whish is the responsibility of the Child Protective Agency (police, sheriff’s department, probation department, county welfare department.) All physical and sexual abuse and sever neglect are cross­reported between agencies. The “minimum sufficient level” of care necessary for a child’s growth and development is a social standard, a minimum of parental behavior, which varies between communities and over time. Instances when parenting falls below this standard justifies intervention. The minimum is the point below a home is inadequate for the care of a particular child. There are no fixed criteria. Ask yourself, “If the child remains in the home, would I have serous concern for the child’s safety?” In California, cases involving perpetrators other than the parents, caretakers or guardians are referred to law enforcement for investigation. If there is an issue of parent(s) not protecting the child(ren) when this would have been reasonable and feasible, CPS will also investigate. For CPS to take action, there must be allegations of child abuse or neglect perpetrated or allowed to be perpetrated by a parent, caretaker or guardian against a child. Reporting Those personnel who are mandated to report should be aware that regardless of the procedures, reporting to a child protective agency is still required by law and “good intentions” may not be a

19

defense in a criminal or civil action initiated for failure to report. REPORTING IS AN INDIVIDUAL RESPONSIBILITY! Child abuse must be reported immediately (or as soon as practically possible) by phone. A written report must be forwarded within 36 hours of receiving the information regarding the incident. Written reports must be submitted to the child protective agency to which the report was made on Department of Justice Form (Suspected Child abuse Report SS 8872).

Child Protective Services (24 Hour Reporting) Call this number to report any crime against a child, which occurred in the child’s home. Merced County Child Protective Services: (209) 722­9915 Sheriff Call this number to report any crime against a child, which occurred out of the child’s home in an unincorporated area. Since Delhi is outside the city limit it is served by the Sheriff Department rather then the Police Department. Merced County Sheriff’s Department: (209) 385­7444

Daily Schedule Periods Daily Schedule

M/T/R/F Wednesday Schedule

Rally Schedule

Period 1 8:00­8:52 8:00­8:42 8:00­8:47

Period 2 8:56 ­ 9:46 8:46 ­ 9:26 8:51 ­ 9:36

Brunch 9:46 ­ 9:55 9:26 – 9:35 9:36 – 9:45

Period 3 9:59 ­ 10:49 9:39 ­ 10:19 9:49 ­ 10:34

Period 4 10:53 ­ 11:43 10:23­ 11:03 10:38­ 11:23

Lunch 11:43 ­ 12:23 11:03 – 11:43 11:23 – 12:03

Period 5 12:27 ­ 1:17 11:47 ­ 12:27 12:07­ 12:52

Period 6 1:21 ­ 2:11 12:31 ­ 1:11 12:56 ­ 1:41

Period 7 2:15 ­ 3:05 1:15 ­1:55 1:45 ­2:30 Rally 2:36­3:05

20

Copies

The office copiers are to be used sparingly ­ not for class sets of copies.

DHS and DMS use iMagik for all copies needed for instruction. There are three

ways to submit copies to iMagik. Copies must be submitted before 2:00 pm to

ensure you will receive them the next day. Large orders may not be filled by the

next day.

Option 1 ­ Scan and send

1. Fill out iMagik cover sheet.

2. Use one of the scanners in the office and send to iMagic

Option 2 ­ website

1. Go to www.schoolcopies.com

2. Fill out all required information (much of this can be found on your iMagik

cover sheet)

3. Attach file and submit

Option 3 ­ email

1. Address email to copies@imagik.com

2. Attach files to be copied

3. Leave detailed instructions on how you want copies to be made (i.e.

double sided, three hole punch, stapled in corner)

21

Delhi Educational Park

Standard Classroom Set Up

In order to create the best learning environment for students, the following classroom set up will be followed.

1. Items that are not needed for classroom instruction will not be brought into and stored in the classroom.

2. Teachers will maintain an organized and tidy classroom. 3. Teachers are not to hang items that require screws or nails into

the wall without admin approval. After approval, a work order needs to be submitted so that maintenance can instal the item.

4. Each classroom will will have the following furniture: a. Student desks or tables and chairs ­ enough for all

students. b. Teacher desk and teacher chair. c. U.S. Flag d. Projector, document camera, and projector screen. e. Table or desk to set up document camera. f. Whiteboard g. Bulletin Boards

22

Tech Tickets ­for any tech issues, put in a tech ticket. Go to: delhisupport.kayako.com Create log in Submit ticket

23