2012- 2013 ATAMS Teacher Handbook by xiaopangnv


									 Alliance Technology and Math
       Science High School


                        Table of Contents
Message from the Principal……………………………………………………………………………………………….Tab 1
School Description
ATAMS Mission & Vision
    Blended Learning Model
    The ATAMS Blended Learning Program
    Goals for the 2012-2013 school year

Professional Information…………………………………………………………………………………………………..Tab 2
    Staff/Faculty Roster
    Bell Schedule
    2012-2013 ATAMS Calendar
    ATAMS Website and Staff Log-in Procedure
    Teacher Job Description
    Teacher Expectations
    Day in the Life of an ATAMS Teacher

Staff Policies……………………………………………………………………………………………………………………Tab 3
     Check-In Procedure
     Faculty/Staff Attendance
     Unplanned Lateness and/or Absences
     Planned Lateness and/or Absences
     Class Coverage
     Substitute Plans
     Emergency Substitute Plans
     Communication
     Faculty/Staff Dress Code
     Parking
     Keys
     Student Classroom Supervision/Hall Supervision
     ATAMS Student of the Week
     Student of the Month
     Hall Passes
     Conference Periods
     Classroom Visits
     Student Ambassadors
     Makeup Assignments for Absences
     Activities
     Permission Slips for Students
     Video Requests
     Activity Planning Guidelines

     Termination of Employment by the Employee
     Termination of Employment by the Employer
     Termination Appeal Procedures

LAUSD Policies……………………………………………………………………………………………………………………Tab 4
    LAUSD Memorandum
    LAUSD Nondiscrimination Policy
    LAUSD Sexual Harassment Policy
    LAUSD Child Abuse Reporting

Technology Policies……………………………………………………………………………………………………………Tab 5
    Laptop Carts
    Computer Check In and Out
    Damaged Laptops
    Smartboards
    Teacher Responsibility

Teacher Tools………………………………………………………………………………………………………………………Tab 6
    Data Director
    Excelsior/Pinnacle
    Administrative Responsibilities/ Distributed Leadership Chart
    IEP Binder
    Teacher Guide to Naviance

BLAST Model………………………………………………………………………………………………………………….……Tab 7
    BLAST Distance Learning
    BLAST Digital Content Providers
    BLAST Online Courses
    BLAST Interactive Tools
    BLAST Signature Practices
      1.    Digital Agendas
      2.    Station Rotations
      3.    Collaborative Group Role Protocol/Graphic Organizers
      4.    Road to Mastery
      5.    HLMS Dashboard
    Classroom Display
    Opportunities for Training and Support

Professional Development……………………………………………………………………………………………..……Tab 8
    Assessment Feedback Loop **
    Protocols/Procedures
    Sample Agenda

Advisory…………………………………………………………………………………………………………….……………..Tab 9
    ATAMS Character Counts Six Pillars of Character
    Mission/Goals/Structure

Teacher Evaluation Process- TCRP……………………………………………………………………….……………Tab 10
    Chart
    Professional Portfolio

Student Policies………………………………………………………………………………………………………….……Tab 11
    Student Uniforms Policy
    Attendance & Tardy Policy
    Student Services
    Student Probationary Status Contract
    Suspension/Expulsion Matrix
    Cellular Phone Policy
    Closed Campus
    Assessment of Threats
    ATAMS Positive Behavior Support Plan

ATAMS Parent/Student Handbook…………………………………………………………………………………..Tab 12

Dear Teachers and Staff,

We are excited to welcome you to our second year at Alliance Technology & Math
Science High School. With this excitement comes the knowledge that we have
nearly doubled our student enrollment and welcomed several new teachers to
the ATAMS family. This rapid growth is impetus for the design and creation of
this handbook that contains our campus policies and procedures and is intended
to be a guide to your actions and decision-making.

The Staff Handbook is created in anticipation of the kinds of questions and
situations you may encounter and will be upgraded and updated periodically to
reflect changes to our operations. It does not replace face-to-face communication
on sensitive and important subjects and is not intended to answer all of your
questions. Our doors remain open to discuss your questions, concerns and
suggestions for improving this handbook’s effectiveness. Please take time to
familiarize yourself with its contents and freely ask us questions for clarification.

I look forward to another outstanding school year filled with exhausting hard
work, achieving significant milestones and creating many success stories.

Michelle Tubbs

School Description

ALLIANCE Mission / Vision

The mission of Alliance College-Ready Public Schools, a nonprofit charter management
organization, is to open and operate a network of small high-performing 9-12 and 6-8 public
schools in historically underachieving, low income, communities in California that will
annually demonstrate student academic achievement growth and graduate students ready
for success in college.

ATAMS Mission / Vision
The mission of Alliance Technology and Math Science High School (ATAMS) is to create 21st
century learners ready for college success through individualized student-centered instruction
that makes academics both personal and relevant for every student. To do this, we will use the
Alliance blended learning model that incorporates direct instruction, with multimedia
instruction, and digital content. Moreover, our students will have solid character and strong
critical thinking/collaborative skills. These skills will create socially responsible and globally
minded citizens that are an integral part of the Los Angeles community and beyond.

Blended Learning Model
Alliance Technology & Math Science High School is modeling and piloting a blended learning
program that better prepares students for high school graduation and college readiness. Our
blended learning model combines online delivery of educational content with classroom
interaction and live instruction. The outcomes of the blended learning model are personal and
relevant learning, differentiation of instruction for all students, and thoughtful student and
teacher reflection. Teachers utilize online courses, lesson plans, and assessments aligned to
national and state standards will guide the courses. By combining traditional classroom
instruction with online learning approaches ATAMS will address the following elements of 21st
century learning:
           o Emphasize core subjects and learning skills
           o Use 21st century tools to develop and assess 21st century skills
           o Teach and learn in 21st century context and content

The ATAMS blended learning program focuses on:
    Differentiated instruction leading to higher academic performance supported by
      prescriptive interventions.
    Evolving pedagogy in which teachers’ roles include facilitation, student mentoring and
      differentiating instruction for individual learners, not just lecture.
    Increasing flexibility and personalization of the students’ learning experience and
      creating more engaging learning sessions.
    Re-thinking how instructional technology can be integrated into the day-to-day activities
      in the classroom to maximize effectiveness and efficiency.

      Teachers in the blended learning model conduct “three concentric learning circles”
       during each class. Each class is made of three student groups that cycle through each of
       the stages of the learning circle. The three parts of the learning circle including: 1)
       individualized online instruction using adaptive content; 2) Focused teacher-led
       instruction based upon data from online content systems to level set for each group; 3)
       Learning stations with structured collaborative standards-based activities. The ATAMS
       Blended Learning Model provides more individualized engagement; a promise of
       improved academic performance and technology that helps engage students and
       provides them with more learning opportunities and services to support their academic
       growth. We believe that our blended learning model will achieve our goals for
       improving academic achievement for the students of ATAMS and the greater Los
       Angeles area. Staff Policies

Goals for 2012/2013 School Year
    Educate students to their maximum potential and set high expectations for all students.
    Create the sense of small-personalized classrooms within the BLAST Model where
       students benefit from one on one instruction.
    In order to sustain better instruction, implement and document a rigorous student
       centered curriculum aligned to state standards as well as school objectives.
    Accommodate, differentiate and/or modify curriculum as appropriate to meet student
    Effectively maximize instruction time.
    Establish a good attendance record. This applies for students as well.
    Develop the most efficient protocol to ensure accountability for all ATAMS technology.
    Develop and individual learning plan based on relevant goals that are driven by data.
    Develop a sense of community with students and parents by making necessary phone
       calls and conferencing regularly.

Professional Information

Staff and Faculty Roster

      Main Office          Staff
      Dr. Michelle         Principal
      Richard Thomas       Assistant Principal
      Sandra Flores        Office Manager
      Rina Ventura         Attendance Clerk
      Ramisi Dilley        BLAST Coordinator
      Javier Barraza       Plant Manager
      Rolando Torres       Campus Aide

      Teacher              Room        Subject
     Byerly, Allison       105         Art 1A
      Chan, Michael        101         Advanced Physical Education 1A
      Chaves, Gina         201         Algebra 1A
                                       CAHSEE Prep- Math
      Chaves, Wendy        301         Algebra 2A
                                       CAHSEE Prep-Math
      Hernandez, Elsa      105         Spanish 2A
      Kang, Jin            208         Geometry
                                       Algebra Support A
                                       Statistics A
      Kazandijan,          215         Resource Lab
      Legg, Perrin         105         Spanish 1A
                                       Spanish 2A
      Medina, Asriel       305         English 11A
                                       English 11A
      Redmond, Brian       205         English 9A
                                       ELA Support A
         ATAMS             307         English 10A
         Teacher                       World History
      Purcell, Robert      214         Biology A
                                       Anatomy & Physiology A
                                       Anatomy & Physiology Honors A
      Jauregui,            306         Online Learning Lab A
      Bartlett, John       309         US History A
                                       US Government
      Walls, Daniel        310         Chemistry A

                                                AP Chemistry A
        Joanna Almeida,            215          Distance Learning
        Elsa Hernandez,
        Allison Byerly
        Ryan Johnson               307          World History, English 10

       Counseling Office              Staff
        Yesenia                    Counselor
        Evelin Reyes               Counselor
        Carmen Zaldana             Counseling Clerk

Bell Schedule

                                                ATAMS Bell Schedule
        Monday                  Tuesday                 Wednesday             Thursday               Friday

    Computer Check        Computer Check out        Computer Check out     Computer Check      Computer Check out
           out             7:45 am – 7:50 am         7:45 am – 7:52 am            out           7:45 am – 7:50 am
   7:45 am – 7:50 am             (5 min)                   (7 min)        7:45 am – 7:50 am           (5 min)
         (5 min)                                                                (5 min)
        Period 1                Period 2                  Period 1             Period 5              Period 6
   7:53 am – 9:53 am       7:53 am – 9:53 am         7:55 am – 8:42 am    7:53 am – 9:53 am     7:53 am – 9:53 am
       (120 min)               (120 min)                  (47 min)            (120 min)             (120 min)

        Nutrition               Nutrition                 Period 2             Nutrition            Nutrition
     9:53 am – 10:08       9:53 am – 10:08 am        8:45 am – 9:32 am    9:53 am – 10:08 am   9:53 am – 10:08 am
            am                   (15 min)                 (47 min)              (15 min)             (15 min)
         (15 min)
         Period 3                Period 4                  Period 3             Period 3             Period 4
    10:11 am – 12: 11       10:11 am – 12: 11        9:35 am – 10:22 am    10:11 am – 12: 11    10:11 am – 12: 11
           pm                      pm                      (47 min)               pm                   pm
        (120 min)               (120 min)                                      (120 min)            (120 min)
        Advisory                Advisory                  Period 4             Advisory              Advisory
12:14 pm – 12:49 pm     12:14 pm – 12:49 pm       10:25 am – 11:12 am      12:14 pm – 12:49    12:14 pm – 12:49 pm
         (35 min)                (35 min)                 (47 min)                pm                 (35 min)
                                                                                (35 min)
          Lunch                   Lunch                    Lunch                 Lunch                Lunch
    12:49 pm – 1:19        12:49 pm – 1:19 pm     11:12 am – 11:42 am     12:49 pm – 1:19 pm   12:49 pm – 1:19 pm
           pm                   (30 min)                  (30 min)              (30 min)            (30 min)
        (30 min)
        Period 5                Period 6                  Period 5             Period 1              Period 2
   1:22 pm – 3:22 pm       1:22 pm – 3:22 pm        11:45 am – 12:32 pm   1:22 pm – 3:22 pm     1:22 pm – 3:22 pm
       (120 min)               (120 min)                  (47 min)            (120 min)             (120 min)
   Computer Return         Computer Return                Period 6        Computer Return       Computer Return
   3:25 pm – 3:30 pm       3:25 pm – 3:30 pm        12:35 pm – 1:22 pm    3:25 pm – 3:30 pm     3:25 pm – 3:30 pm
         (5 min)                 (5 min)                  (47 min)              (5 min)               (5 min)
                                                     Computer Return
                                                     1:25 pm – 1:30 pm
                                                           (5 min)

    NOTE: Computer check out and return are always in advisory

    ATAMS Bell Schedule (Monday Holiday)

      Monday           Tuesday              Wednesday                 Thursday                Friday
                Computer Check out        Computer Check          Computer Check          Computer
                   7:45 am – 7:50                out                     out              Check out
                         am                7:45 am – 7:52    7:45 am – 7:50 am          7:45 am – 7:50
                       (5 min)                   am              (5 min)                       am
                                               (7 min)                                       (5 min)
                        Period 1              Period 1                 Period 5             Period 6
                     7:53 am – 8:57        7:55 am – 8:42          7:53 am – 9:53       7:53 am – 9:53
                           am                    am                       am                   am
                        (64 min)              (47 min)                (120 min)            (120 min)
                        Period 2              Period 2                Nutrition            Nutrition
                    9:00 am – 10:04        8:45 am – 9:32         9:53 am – 10:08          9:53 am –
                           am                    am                       am               10:08 am
                        (64 min)              (47 min)                 (15 min)             (15 min)
        NO              Nutrition             Period 3                 Period 3             Period 4
      SCHOOL           10:04 am –         9:35 am – 10:22        10:11 am – 12: 11      10:11 am – 12:
                        10:24 am                 am                       pm                  11 pm
                        (20 min)              (47 min)                (120 min)            (120 min)
                        Period 3              Period 4                Advisory             Advisory
                       10:27 am –         10:25 am – 11:12       12:14 pm – 12:49         12:14 pm –
                        11:31 am                 am                       pm               12:49 pm
                        (64 min)              (47 min)                 (35 min)             (35 min)
                        Period 4                Lunch                    Lunch                Lunch
                       11:34 am –         11:12 am – 11:42        12:49 pm – 1:19         12:49 pm –
                        12:38 pm                 am                       pm                1:19 pm
                        (64 min)              (30 min)                 (30 min)             (30 min)
                         Lunch                Period 5                 Period 1             Period 2
                    12:38 pm – 1:08       11:45 am – 12:32        1:22 pm – 3:22        1:22 pm – 3:22
                           pm                    pm                       pm                   pm
                        (30 min)              (47 min)                (120 min)            (120 min)
                        Period 5              Period 6           Computer Return          Computer
                     1:11 pm – 2:15       12:35 pm – 1:22         3:25 pm – 3:30             Return
                           pm                    pm                       pm            3:25 pm – 3:30
                        (64 min)              (47 min)                  (5 min)                pm
                                                                                             (5 min)
                       Period 6           Computer Return
                    2:18 pm – 3:22         1:25 pm – 1:30
                          pm                     pm
                       (64 min)                (5 min)
                    3:25 pm – 3:30
                        (5 min)

ATAMS Bell Schedule(Friday Holiday)

   Monday                Tuesday                 Wednesday                   Thursday                  Friday

   Computer Check        Computer Check          Computer Check out          Computer Check
   out                   out                     7:45 am – 7:52 am           out

   7:45 am – 7:50 am              7:45 am – 7:50 am               (7 min)                               7:45 am – 7:50
   (5 min)                        (5 min)                                                               am
                                                                                                        (5 min)
   Period 1                       Period 2                        Period 1                              Period 1
   7:53 am – 9:53 am              7:53 am – 9:53 am               7:55 am – 8:42 am                     7:53 am – 8:57
   (120 min)                      (120 min)                       (47 min)                              am
                                                                                                        (64 min)
   Nutrition                      Nutrition                       Period 2                              Period 2
   9:53 am – 10:08                9:53 am – 10:08 am              8:45 am – 9:32 am                     9:00 am – 10:04
   am                             (15 min)                        (47 min)                              am
   (15 min)                                                                                             (64 min)
   Period 3                       Period 4                        Period 3                              Nutrition                NO
   10:11 am – 12: 11              10:11 am – 12: 11               9:35 am – 10:22 am                    10:04 am – 10:24         SCHOOL
   pm                             pm                              (47 min)                              am
   (120 min)                      (120 min)                                                             (20 min)
   Advisory                       Advisory                        Period 4                              Period 3
   12:14 pm – 12:49               12:14 pm – 12:49                10:25 am – 11:12 am                   10:27 am – 11:31
   pm                             pm                              (47 min)                              am
   (35 min)                       (35 min)                                                              (64 min)
   Lunch                          Lunch                           Lunch                                 Period 4
   12:49 pm – 1:19                12:49 pm – 1:19                 11:12 am – 11:42 am                   11:34 am – 12:38
   pm                             pm                              (30 min)                              pm
   (30 min)                       (30 min)                                                              (64 min)
   Period 5                       Period 6                        Period 5                              Lunch
   1:22 pm – 3:22 pm              1:22 pm – 3:22 pm               11:45 am – 12:32 pm                   12:38 pm – 1:08
   (120 min)                      (120 min)                       (47 min)                              pm
                                                                                                        (30 min)
   Computer Return                Computer Return                 Period 6                              Period 5
   3:25 pm – 3:30 pm              3:25 pm – 3:30 pm               12:35 pm – 1:22 pm                    1:11 pm – 2:15
   (5 min)                        (5 min)                         (47 min)                              pm
                                                                                                        (64 min)
                                                                  Computer Return                       Period 6
                                                                  1:25 pm – 1:30 pm                     2:18 pm – 3:22
                                                                  (5 min)                               pm
                                                                                                        (64 min)
                                                                                                        Computer Return
                                                                                                        3:25 pm – 3:30
                                                                                                        (5 min)

2012-2013 ATAMS Calendar

                                        ATAMS School Calendar 2012-2013
                                                    August 6, 2012 - June 7, 2013

   July                                     July                                    Jan.       13                          January
                                            7/2-7/27 Summer
   S      M   T    W    Th   F     S        Session (4 wks):                        S      M   T    W     Th   F    S      1/7 Pupil Free Day Prof Dev
                                             (Credit Recovery,                                                             1/8 First Day Spring
   1      2   3    4    5    6     7        Intervention               Winter                  1    2     3    4    5      Semester
                                            Math Summer Bridge-                                                            1/8-1/11 Reteaching
   8      9   10   11   12   13    14       New Students)              wk 20        6      7   8    9     10   11   12     Standards

                                                     7/19-7/20 Principals
        15        16   17   18   19   20   21        Retreat                 wk 21    13      14   15   16   17   18   19        1/8-1/14 Supplemental
        22        23   24   25   26   27   28        7/24-7/25 CAHSEE        wk 22    20      21   22   23   24   25   26        1/21 MLK Birthday HOLIDAY
                                                     7/26-7/27 New               Wk
        29        30   31                            Teacher Orientation     23       27      28   29   30   31             17
                                                     7/30-7/31 Summer

        August                                       August                           February                                   February
                                                     8/1-8/2 School Site                                                         2/18 Presidents Day
        S         M    T    W    T    F    S         Prof Dev Planning                S       M    T    W    Th   F    S         HOLIDAY
                                                     8/6-First Day of
                            1    2    3    4         School/ Fall Semester                                        1    2         2/5-2/6 CAHSEE
wk 1    5         6    7    8    9    10   11        Supplemental            wk 24    3       4    5    6    7    8    9

wk 2    12        13   14   15   16   17   18                                wk 25    10      11   12   13   14   15   16
wk 3    19        20   21   22   23   24   25                                wk 26    17      18   19   20   21   22   23
wk 4    26        27   28   29   30   31        20                           wk 27    24      25   26   27   28             19

        September                                    September                        March                                      March
                                                     9/3 Labor Day                                                               Q3 9 wks (43 days
        S         M    T    W    Th   F    S         HOLIDAY                          S       M    T    W    Th   F    S         instruction 1/14-3/15)
                                                                                                                                 3/12-3/13 CAHSEE (Grade
                                           1                                                                      1    2         10 Consensus)
wk 5    2         3    4    5    6    7    8                                 wk 28    3       4    5    6    7    8    9         3/18-3/22 Q3 Benchmark
                                                                                                                                 3/25-3/29 Spring Break, 3/31
wk 6    9         10   11   12   13   14   15                                wk 29    10      11   12   13   14   15   16        Easter Sunday
wk 7    16        17   18   19   20   21   22                                wk 30    17      18   19   20   21   22   23
                                                     Q1 8 wks (39 days
wk 8    23        24   25   26   27   28   29        instruction 8/6-9/28)   Spring   24      25   26   27   28   29   30
        30                                      19                                    31                                    16

        October                                      October                          April                                      April
                                                     10/1-10/5 Q1
        S         M    T    W    Th   F    S         Benchmark                        S       M    T    W    Th   F    S
wk 9              1    2    3    4    5    6         10/2-10/3 CAHSEE        wk 31            1    2    3    4    5    6         4/1 Pupil Free Day Prof Dev
                                                     10/8 Pupil Free Day                                                         4/2-4/5 Reteaching
wk 10   7         8    9    10   11   12   13        Prof Dev                wk 32    7       8    9    10   11   12   13        Standards
                                                     Reteaching                                                                  4/22-5/20 CST Testing
wk 11   14        15   16   17   18   19   20        Standards               wk 33    14      15   16   17   18   19   20        Window
wk 12   21        22   23   24   25   26   27                                wk 34    21      22   23   24   25   26   27
wk 13   28        29   30   31                  22                           wk 35    28      29   30                       21

        November                                     November                         May                                        May
                                                                                                                                 5/14-5/15 CAHSEE (Grade
        S         M    T    W    Th   F    S         11/6-11/7 CAHSEE                 S       M    T    W    Th   F    S         10 Make-up)
                                                     11/12 Veterans Day
                                 1    2    3         HOLIDAY                                            1    2    3    4         5/6-5/17 AP Testing
                                                     11/24-11/25                                                                 5/27 Memorial Day
wk 14   4         5    6    7    8    9    10        Thanksgiving            wk 36    5       6    7    8    9    10   11        HOLIDAY
wk 15   11        12   13   14   15   16   17                                wk 37    12      13   14   15   16   17   18
wk 16   18        19   20   21   22   23   24                                wk 38    19      20   21   22   23   24   25
wk 17   25        26   27   28   29   30        19                           wk 39    26      27   28   29   30   31        22

        December                                     December                         e                                          June
                                                     12/8 & 12/15
        S         M    T    W    Th   F    S         CAHSEE                           S       M    T    W    Th   F    S         6/7 Last Day of Instruction
                                                     Q2 8 wks (37 days
                                                     instruction 10/15-                                                          Q4 9 wks (44 days
                                           1         12/7)                                                             1         instruction 4/8-6/7)
wk 18   2         3    4    5    6    7    8         12/10-12/14             wk 40    2       3    4    5    6    7    8    5

                                                           12/14 Last Day Fall
wk 19        9    10     11     12     13   14   15   10   Semester                                  9          10   11   12   13   14   15
                                                           12/17-1/4 Winter
Winter       16   17     18     19     20   21   22        Break                                     16         17   18   19   20   21   22
Winter       23   24     25     26     27   28   29                                                  23         24   25   26   27   28   29
Winter       30   31                                                                                 30
                                                           Total Days of                                                                      10   (Total Days of Instruction
                                                      90   Instruction (5+85)                                                                 0    (5+95)

                                                 19        Including 10 Counted as Supplemental Days (90 Days
                  Total Instruction Days         0         Fall Sem; 100 Days Spr Sem)
                                                           Note:4 Wk Summer Session/Bridge
Legend:           Summer Session Days                      Program for eligible students
                  Holidays/Vacation Days         27
                                                           7/26-7/27 New Tchrs; 7/30-7/31 Alliance
                  Tchr PD, Retreat Days          8         wide; 8/1-8/2 Sch Site PD
                  Pupil Free Days                3         10/8, 1/7, 4/1
                                                           10/1-10/5, 12/10-
                  Benchmark Exams                15        12/14, 3/18-3/22
                                                           10/9-10/12, 1/8-1/11,
                  Reteaching Standards           12        4/2-4/5

          ATAMS Website and Staff Log-in Procedures

          The ATAMS website is the hub of all information for students at ATAMS. Each student and staff
          member will be given a login to the website. Students use the website daily to download their
          digital agendas, submit assignments to teachers, and access missed work when absent.
          Teachers may log into the website to upload digital agendas and supplementary materials via
          http://admin.atams.org Usernames and passwords will be distributed during summer
          professional development.

          Teacher Job Description
          Teachers are employed for a workday consisting of one forty-minute advisory period and three
          (3) two-hour instructional periods of regular instruction per day on regular schedule days and a
          weekly conference-planning period. On Wednesday, minimum day professional development
          days, teachers are employed for a 2-hour professional development period and 5 instructional
          periods. Teachers are entitled to a planning period, but they may occasionally be required to
          attend meetings essential to the needs of individual students during that time (for example, IEP
          meetings) without further compensation. The instructional school day for students begins at
          7:45 a.m. and ends at 3:30 p.m. The AGREEMENT workday for teachers begins at 7:30 a.m. and
          ends at 3:45 p.m.

          Basic Responsibilities include, but are not limited to:
              Teachers are expected to aspire to be excellent in all areas of the Alliance core values,
                 principles and instructional strategies as described in their School charter petition.
              Teachers are expected to support the school’s mission, vision and policies and to
                 promote and enforce the same.

      Teachers are expected to aspire to excellence in all areas specified by the California
       Standards for the Teaching Profession and the quality of their instruction will be
       evaluated in light of those standards.
      Teachers are expected to present 5-week unit plans.
      Teachers will work collaboratively with parents, administrators and other colleagues.
       Teachers are expected to have a common discipline strategy, common class rules, and
       to coordinate content instruction whenever possible.
      Teachers will create powerfully engaging curriculum designed to move students towards
       meeting the specific skills and content outlined by the California State Standards and
       defined by clear, specific, written criteria, such as student/teacher generated rubrics,
       that will be provided to students before a new concept and/or skill is attempted or
      Teachers are expected to keep detailed documentation of their efforts to create
       consistent and meaningful communication with parents and a wide variety of strategies
       designed to promote academics success for all students.
      Teachers are expected to have a coherent plan for classroom discipline and to keep
       clear and specific documentation of all intervention taken to correct student behavior
       before referring a student out of class.
      Teachers are expected to maintain high quality records for attendance, coursework, and
       to submit completed report cards and school-wide assessment records on time.
      Teachers are expected to take responsibility for their own Professional Growth and
       evidence of growth will be a required part of the teacher evaluation process in the
       framework of yearlong goals. Further, teachers are expected to supportively cooperate
       and collaborate with university partners in professional development, when determined
       by the school principal or the Alliance.
      Teachers are expected to implement the Individual Learning Plans via Advisory classes.
      Teachers are expected to teach essential high priority standards identified in Alliance
       Instructional Guides in developing lesson plans.
      Teachers are expected to use Benchmark Exam results to determine re-teaching needed
       for low performing students.
      Teachers are expected to demonstrate proficiency in implementing Alliance Quality
       Criteria for Classroom Instruction.
      Teachers are expected to employ a wide variety of teaching methods designed to create
       opportunities for deep understanding and differentiated instruction for all levels of
       ability within a class, including serving students identified with special needs.
      Teachers will create and maintain a nurturing and engaging classroom environment.
      Teachers are responsible for all other tasks related to improving student achievement
       and offering powerful learning opportunities.

Additional Commitments:
    In addition to fulfilling the Job Description attached, teachers will be expected to
       complete the following obligations outside of the hours specified above.

      To make major contribution to the organization and execution of at least one major
       student event.
      Attend all faculty/professional development meetings on time, from 1:30 p.m. to 3:30
       p.m., on Wednesdays. Failure to attend these events should only be for the most critical
       of personals reasons and will result in a deduction of the appropriate amount of sick
      Attend up to one monthly school business meeting, which will be scheduled to take
       place after the instructional day.

Support Provided by the School:
    At least $100 is available per teacher for reimbursement to cover discretionary
      classroom expenses.
    Two hours of release time will be provided during the AGREEMENT workday, each week,
      to conduct school business and participate in professional growth.
    Resources and time will be used creatively to provide release and support for teachers
      pursuing professional devilment activities.
    Release time or compensation will be provided for time spent outside of the
      AGREEMENT workday to develop Principal-approved cross-content or cross-grade level
      curriculum projects.

Teacher Expectations
    Provide two hours of office hours per week.
    Implement Bell to Bell Instruction
    Faithfully supports and implements the Character Counts Program
    Utilize a variety of activities during the two hour block period
    Implement differentiated instruction
    Give 100% to the school and our students
    Believe that our students can be successful
    Team Player
    Promote a college going attitude, rigorous curriculum and promote academic
    Sponsor at least one extra-curricular activity for a semester
    Attend at least two dances in which you will chaperon the entire time
    Attend and support at least one sporting event
    Willing to assist/volunteer with supervision on a rotating basis (before school, during
      nutrition, during lunch and after school)
    Implement the advisory curriculum/utilize the ILP to benefit our school and students
    Be an advocate for your advisory students
    Must check e-mail and regular mail at least three times a day and if needed respond
    Must be technologically competent
    Implement All school wide rules, policies and procedures

      Honor our professional development time (I.E. do not schedule doctor appointments
       during this time)
      Willing to work summer school
      Meets deadlines faithfully
      Conduct Saturday study sessions

A Day in the life of an ATAMS Teacher
7:30    Teachers are expected to sign into the main office at 7:30 sharp! An early arrival sets a
        professional tone for the day and a positive example for students.

7:45   Students head to their Advisory class for computer check out. All teachers stand at their
       door to greet students as they come in the room and monitor hallways until all students
       have found their class. Please count all of your computers before beginning the laptop
       sign-out process. All teachers will have a computer check-in/check-out form. Students
       must sign out their laptops and sign them back in every day. Please check that students
       are in proper ATAMS uniform before allowing students into class. If a student is out of
       uniform, please send him/her to the office to borrow a shirt or call home.

7:50   Students have checked out their computers and head to their first period of the day.
       Don’t forget to monitor the halls!

7:53   You may close your doors and begin class. Any student entering your class now is
       officially tardy and must bring a tardy pass from the main office. Students should
       immediately download their digital agendas and begin working on their “Do-Now”
       activity while you take attendance. Please check that students are in proper ATAMS
       uniform. If a student is out of uniform, please send him/her to the office to borrow a
       shirt or call home. Make sure to budget class time for your rotations!

9:53   After checking to make sure students have returned all materials and cleaned up their
       area, you dismiss them to nutrition. Please stand at your door and supervise students as
       they head to the Nutrition area (downstairs between ATAMS building and the library).
       Students are not allowed to hang out upstairs or in the halls. You may allow students to
       remain in your room for nutrition as long as you are supervising them.

10:08 As students return to class after nutrition, don’t forget to stand at your door to
      supervise the halls!

10:11 Do not leave your door until all students have entered their classrooms. Any student
      entering your class after 10:11 is tardy and needs a pass from the main office. Your class
      should be busy downloading their digital agendas and working on their “Do-Now”
      activity. Don’t forget to take attendance right away!

12:11 Once again, make sure students have returned all materials and cleaned up after
      themselves. Dismiss students to their Advisory class. Always remember to stand at your
      door during passing periods to supervise the hallways.

12:14 Your advisory students should be in their seats and the halls should be clear. At that
      time you may leave your door and begin your Advisory lessons with your students.
      Character counts activities, grade checks, and community circle discussions build
      trusting relationships and a positive school culture.

12:49 Dismiss students to lunch! Stand at your door while students head downstairs. Once
      again, students are not allowed in the halls on the second or third floors during lunch.
      Students may return to your classroom for lunch as long as they are supervised.

1:19   Lunch is over! Please make sure you are positioned at your door to help supervise the
       halls. Students should dispose of any food items before entering your classroom.

1:22   Students entering your class after this time are officially tardy and must present a tardy
       pass from the main office. Make sure halls are cleared and begin your last period of the

3:22   The last period of the day is over and students are heading back to Advisory to return
       their laptops. Please make sure to put up the chairs if the floors are being cleaned that

3:25   Your Advisory students are returning their laptops to your cart. Please make sure you
       count your computers before students leave! If you do not have all of your computers,
       identify which student’s computer is missing. If the student is not in the support room
       for detention, notify administration right away.

3:30   Dismiss students! Please stand at your door until the hallways are clear. Students who
       are staying after school for tutoring should be inside the classrooms and supervised at
       all times.

Staff Policies

Check-in Procedure
When you come in at 7:30, be sure to sign-in at the Office. There is a folder labeled Teachers
Sign In/Out. Find your sheet and record the time you enter as well as the time you leave when
you exit at the end of the day. Time sheets are ordered alphabetically by last name. Be accurate
and remember ATAMS places a STRONG emphasis on PUNCTUALITY. Sign-in sheets are legal
documents used to record your attendance, to assign pay hours, to track the location of adults
in case of emergency, and to make sure all classrooms are covered at the opening of the school
day. Teachers are contractually obligated to be on campus from 7:30am to 3:45pm.

Faculty/Staff Attendance
All employees are expected to adhere to attendance policies outlined in their contracts.
Maximizing instructional time with students is the highest priority for all staff.

Unplanned Lateness and/or Absences
In the event that you will be late/absent to/from school, please make every effort to contact
the Office Manager by phone NO LATER THAN 6:00am on that day at 424-264-3317. In
addition, please email specific lesson plans for your academic AND advisory classes to the Office
Manager. Please refer to your employee contract (if applicable) for the number of illness days
you accrue. Administrators will update all employees on a regular basis about the number of
illness days you have accrued, but it is the responsibility of the employee to maintain records of
your absences as well.

Planned Lateness and/or Absences
In the event that you know you will be late/absent in advance (e.g., conference, doctor’s
appointment), please fill out an employee absence request form and submit to Mrs. Flores at
least one week in advance or as soon as is possible for approval. See Appendix A. Once
approved (or not approved), you will receive a copy of your staff absence request form. Please
refer to your employee contract (if applicable) for the number of personal necessity days you
have available.

Class Coverage
It is an administrator’s responsibility to seek appropriate coverage for teachers who will be
absent. Administrators will always seek coverage from an ATAMS teacher to cover. Teachers
are not permitted to directly seek out other school personnel to cover their classes and should
always report their need for coverage to a school administrator. A school staff member

covering a class without administrator permission is a legal and contractual violation that may
result in disciplinary action against the offending employee.

Substitute Plans
Any teachers who are absent should inform administrators of what plans to provide the
substitute. For planned lateness/absences, please provide the substitute plans to an
administrator and Office Manager before you are late/absent. For unplanned
lateness/absences, make every effort to either email or phone in a substitute plan.

Emergency Substitute Plans
Emergency substitute plans are due by first day of school. Substitute plans should include, but
are not limited to, the following:
     Course syllabus
     Printed roll sheets for all classes (don’t forget Advisory)
     Seating charts
     Lesson plans for academic and advisory classes (detailed enough for anyone to follow)
     Handouts (with copies, if needed).
     No reliance on technology (e.g. computers)

    Email – Check your Alliance email at least once in the morning and once in the
     afternoon each workday. Most school communication will be via email including
     updates and emergency information. It will be used for important information and you
     are responsible for this information. Your email for school is your Alliance account.

      Mailbox – Teachers’ mailbox is located in the main office. Check your mailbox each
       morning. Do not send students to retrieve your mail because it may contain confidential
      Communication Response Time – It is very important that we honor our communication
       with colleagues and parents. Please adhere to the following guidelines when responding
       to communications initiated by faculty, staff or parents.
           o To faculty and staff members – within one workday with a note, email, phone
              call or in person.
           o To parents – within 24 hours (sooner if possible) with an email or phone call.
              Faculty must keep a phone log for all communication with parents. Who, what,
              when, etc. You are expected to make a minimum of 10 phone calls to parents
              each week (positive/negative).

      School-Home Communication
              Expect regular phone calls from teachers regarding your student’s progress. If
              you do not hear from one of your student’s teachers, do not assume he/she is

               doing satisfactory work. The only way to be assured is to communicate to
               teachers by phone, email or setting up an appointment.

            Every 5-week grading period ATAMS students and parents receive Progress
            Reports. Parents may schedule parent conferences to discuss student grades and
            progress. ATAMS administration and counseling department may schedule
            parent-teacher intervention conferences for students who receive a “Not
            Proficient” grade in core subjects (i.e. math, English, science, history).

             Because of our technology, content and communication is driven through
             uploading and submitting documents through social media including (Edmodo,
             Alliance email, text, and social media). This is a norm as a communication tool
             between teachers and students. However, all communication between teachers
             and students must follow professional guidelines. Teachers and students are
             expected to communicate regarding school business only.

            o TELEPARENT
              Staff members and/or parent volunteers call home on a regular basis to inform
              parents of school events and to discuss specific issues regarding individual
              students. The school also uses a “Teleparent” system to remind parents of
              schedule changes, holidays, or other important announcements. Please make
              sure that you provide the office with the phone number that is best for receiving
              such calls. Should you wish to change this contact number during the school
              year, please provide the office with the change in writing.

Faculty/Staff Dress Code
As professionals, all school personnel are expected to dress professionally each day. ATAMS
faculty and staff will dress professionally Monday – Thursday (business attire, slacks, collared
shirt, dresses, etc.) ATAMS faculty and staff may wear a college or spirit shirt with jeans or
warm ups each Friday.

There are available parking spaces in Sotomayor’s staff parking lot. Parking is on a first come,
first serve basis.

Staff members who are assigned keys will receive their keys from Richard Thomas. While
receiving keys, staff will complete a Key Check Out Form. If a key is lost, staff will pay the $35
replacement cost.

Student Classroom Supervision/Hall Supervision

Teachers should never leave students unsupervised in their classrooms at any point before,
during, or after school. Staff is legally responsible for the safety and security of all students
during school hours. Any school staff member in violation of this requirement will be subject to
disciplinary action. During passing periods, all teachers are required to stand at their doors to
supervise the hallways and ensure students find their way to class. Teachers should not leave
their doors until the hallways are clear.

ATAMS Student of the Week
ATAMS Pillars are awarded to students from teachers every Friday. Teachers should fill out
ONE ATAMS Pillar in the front office no later than Friday morning each week. At the end of
the day on Friday, the student will be called down to the office and given a free dress pass for
the following Monday.

Student of the Month
Teachers will select Students of the Month during the last week of each month. This will be
communicated to teachers through email. Students of the month will receive a certificate and
four free dress passes for the following month.

Hall Passes
Students are expected to remain in class as much as possible in order to maximize class time. If
students need to leave class during the class period, they must always have:
     The Hall Pass on the teacher clipboard; columns completed.

Limit passes to one student at a time and do not issue passes during the first and last 30
minutes of the period. Students outside of class without a signed pass will be sent back to class.
Students sent to the office without a pass will be sent back to class.

Conference Periods
Each teacher is provided with one planning period during the week (approximately five hours).
We will make every effort to adjust the bell schedule to ensure an equitable distribution of
conference periods each week. You are expected to maximize productivity during your
conference periods. We will limit interruptions or meetings during this time to allow you to
complete planning and grading. Conference periods are scheduled at the same time for most
subject-area departments, so teachers are encouraged to collaborate during these times as

In addition to formal visits conducted for evaluation purposes, administrators as well as other
guests (e.g. board members, potential funders) will be doing informal visits very often
throughout the entire school year. Let us know if you are doing something of particular interest
that you think we would enjoy observing. All ATAMS teachers and staff are notified and emailed
about the schedule of visitors. Plan on having student ambassadors to assist you in greeting
visitors and informing them of the BLAST Model and what they are learning about. Additionally,
remember to keep your classrooms and halls clean.

Student Ambassadors
All classes including advisory must have an ambassador ready to greet any non-ATAMS person
who walks in the room. The ambassador should greet the guest with a handshake, tell them
their name, and what they are learning today.

Makeup Assignments for Absences
Students with excused absences must be given the opportunity to complete the missed
classroom work, homework or tests and given credit for the quality of work turned in. Students
should be allowed the number of days absent to make up any missed work.
    Students who have been suspended from a class may be required to complete
       assignments or tests missed during the suspension if the assignments and tests can be
       reasonably provided. The teachers will determine the assignments that may be turned in
       and will set a period of time for completion.
    Students who are truant or absent without verified justifiable personal reasons or
       students who have returned to school without a note need not be given the opportunity
       to complete classroom work, homework or tests missed, but may be allowed to do so in
       the interest of helping the student.

Teachers, coaches and club/activity sponsors are expected to schedule activities with the Main
Office as early as possible prior to the activity/practice. All school activities must be approved
by an administrator and scheduled on the school master calendar.

Permission Slips for Students
Field trip permission slips are required for any school-sponsored activity that is held off campus.
These activities may include, but are not limited to, the following: sports events, field trips,
college visits, and club activities. The school will be held liable for any and all
incidents/injuries/accidents that occur during school-sponsored activities, so it is vital that
parent-signed permission slips are obtained for each student. Permission slips are only valid
with an administrator signature, and only hard copies should be provided to students.
Collection of signed permission slips is the lead staff/teacher’s responsibility. Original copies of
the signed permission slips should be submitted to the Main Office prior to the off campus
activity, and copies of the signed permission slips should be taken by the lead teacher to the
activity in case of emergency. All lead staff/teachers are required to obtain administrator-signed
permission slips from an administrator. Distribution of non-administrator-signed/approved
permission slips is a violation of school policy and subject to disciplinary action.

Video Request
You may show G and PG rated movies without permission. R rated movies require parent
permission. No movie may be shown solely for entertainment. You must show proof that the
video relates to the given state standards for your subject. All video requests must be approved
by the principal.

Videotapes, films and other media shown at the school must be relevant to the standards-
based curriculum being studied and appropriate for the age and maturity level of the students
being taught. It is rare that an entire movie would be shown to reinforce classroom learning.
Therefore appropriate clips should be identified. Submit a completed form online to Dr. Tubbs.
See Appendix C

All media must be consistent with accepted standards of professional responsibility and must
not reflect advocacy, personal opinion, bias or partisanship. Sensitivity to racial and gender
stereotypes and the depiction of sexual situations and violence are important considerations in
the selection of instructional materials.

All media must be reviewed by the instructor prior to use and may be shown in part or in whole
based on school and ethical guidelines.
MPAA NC-17 rated media shall not be shown in any classroom or as part of any activity.
MPAA PG-13 and R-rated videotapes or films or any unrated materials require approval of the
administrators and parental written approval prior to the scheduled viewing date.

Activity Planning Guidelines
    Field trips must be related to grade-level standards and integrated into the day-to-day
        curriculum. They may also be service based.
    School activities must promote a positive school culture and be appropriate for our
        students. They must also be planned with safety in mind.
    Chaperones must be provided for field trips away from school (1 adult for every 10-15
        students). Supervision must be provided for all other activities (a minimum of three
    Once the activity has been approved with the activity clearance sheet, you will be placed
        on the Master Calendar. Master Calendar updates will be sent out weekly to all staff
    Trips/activities may be denied or adjusted for the following reasons:
        o Budgetary Concerns
        o Scheduling Conflicts
        o Unbalanced Master Calendar (too many activities)
        o Unclear instructional tie-in (field trips)
        o Other

You should submit this form AT LEAST two weeks before your activity. Of course, much sooner
would be more than welcome.

Termination of Employment by the Employee
 If the Employee decides to end their contract agreement prior to the end of the agreement
   term, employee must petition the principal to be released, in writing. Release shall be
   considered only if for pressing personal necessity. Should a release be granted by the

   principal, all school property must be returned by the employee’s date of release and all
   benefits and salary shall be terminated on the date of release.
    Employees leaving the school prior to the end of the agreement term [without a release
       granted by the school] must reimburse the school for any illness days used that are in
       excess of 1 day earned per month at the time of their departure.
    Employees not planning on returning to the school for the following school year are
       required to notify the school principal, in writing, by Wednesday, April 3, 2013. An
       invitation offered to the employee to return for the following year will be extended to
       the employee by Wednesday, May 15, 2013.

Termination of Employment by the Employer
The school may immediately terminate employee for cause. For purposes of this agreement,
“cause” will be solely as interpreted by the Principal or his/her designee and will include, but
will not be limited to the following reasons:
    1. Dishonesty, to include theft, falsifying information, or fraud.
    2. Unsatisfactory performance, provided employee has been given written notice of the
        deficiency and has been given written notice of the deficiency and has been given thrity
        (30) working days to cure the deficiency. School administration will provide a written
        support plan outlining the resources offered to the employee during the 30-day working
    3. Unfit for service, including documentation of the inability to appropriately instruct of
        associate with children or students.
    4. Refusal to comply with or support any regulation or law of the state of California or any
        policy or procedure of the school.
    5. Conviction of any crime involving a minor or moral turpitude.
    6. Unlawful discrimination or harassment of students or other employees.
    7. Possession of or being under the influence of illegal drugs or alcohol while performing
        any professional duties or when publicly representing the school, such as at a
        professional conference (even if the school did not pay the expenses of the conference).
    8. Gross negligence leading to the endangerment or harm of a child or children.
    9. Insubordination; refusal to comply with the direct instructions from the principal or
        school administration.
    10. Employee does not show up to work three or more days without notice, or if the
        employee is chronically absent beyond documented and reasonable medical reasons.

Termination Appeal Procedures
Employee has the right to appeal the decision for immediate termination as follows:

   Step 1: Employee has the right to submit a written request to appeal a termination decision
   to the President of the School Board of Directors within 10 calendar days of termination.
   President will schedule an appeal hearing within 10 business days of receiving the appeal
   request. Employee shall be provided an opportunity to present their appeal to the
   president, including any testimony, documentation, or witnesses relevant to the

termination. President shall inform employee of response to appeal in writing within 10
business days of the appeal hearing.

Step 2: If employee is not satisfied with the decision made by the President of the School
Board of Directors, the Employee has the right to submit a written request to appeal to the
members of the School Board of Directors for a second hearing. Written appeal to the
School Board of Directors shall be submitted within 10 calendar days of receiving written
response to initial appeal from president. The decision of the School Board of Directors is
final and shall be provided to employee within 10 business days of receiving the written
appeal request.

LAUSD Policies



ISSUER: Kevin S. Reed, General Counsel
         Office of the General Counsel

DATE: June 10, 2004

PURPOSE: The Los Angeles Unified School District (District) is committed to
providing a safe working and learning environment, free from unlawful
discrimination and harassment. Federal and state law and the California               Education
Code mandate that the District annually publish and                            disseminate
nondiscrimination notices.


   This version replaces Memorandum No. L-4, “Required Nondiscrimination
   Notices,” issued June 20, 2003, by the Office of the General Counsel. It is issued as an
   annual reminder to schools and offices to publish and disseminate required
   nondiscrimination notices.

GUIDELINES: The following guidelines apply:

Dissemination of Nondiscrimination Notices

A. Employees

   • The “Nondiscrimination Statement” and the “Sexual Harassment Policy”
   (attached) are to be disseminated to each employee (both at schools and
   offices) on an annual basis.

B. Students

    • All required nondiscrimination notices are provided in the “Parent—Student Handbook.”
    [To order the handbooks, contact the District’s General Stores Warehouse at (562) 654-
    9005, or order using the District’s “Supplies and Equipment Catalog” (Forms and
    Publications Section)]

    • SECONDARY SCHOOLS ONLY: “Title IX and Nondiscrimination” and “Sexual Harassment”
    student brochures are available to be ordered free of charge from the District’s “Supplies
    and Equipment Catalog” (Forms and Publications Section).

    • A copy of the District’s written “Sexual Harassment Policy” must be presented in age-
    appropriate language as part of any orientation program conducted for students at the
    beginning of each quarter, semester, or summer session, as applicable. This notification
    shall include information concerning how to file/report a sexual harassment complaint.

C. Posting of Nondiscrimination Notices

       “Nondiscrimination Information” and the “Sexual Harassment” Posters have been
        issued to schools and offices. Additional posters may be obtained by contacting the
        Educational Equity Compliance Office. Both the “Nondiscrimination Information” and
        the “Sexual Harassment” Posters must be posted in all schools and offices, including
        staff lounges and student government meeting rooms, in the main administration
        building, or other prominent locations where notices are regularly posted regarding
        rules, regulations, procedures, or standards of conduct.

AUTHORITY: The following legal standards are applied in this memorandum:
     Title 5, California Code of Regulations, §4960(a), Nondiscrimination Statement California
     Education Code, §231.5, Educational Institutions; Written Policy on Sexual Harassment
     Title IX Regulations, Title 34, Code of Federal Regulations, Part 106


       Bulletin No. BUL-1041, subject, “Sexual Harassment Policy—Students,” issued June 10,
        2004, by the Office of the General Counsel

     Bulletin No. S-26, subject, “Sexual Harassment Policy—Employees,” issued
    December 3, 2001, by Human Resources Related information regarding nondiscrimination
    policies (including the District’s Sexual Harassment Policy) may be obtained at the following

   http://www/lausd.k12.ca.us/lausd/offices/eec (available to the general public and District
    students/employees) http://notebook.lausd.net (available to District employees only)

ASSISTANCE: For assistance or further information, please contact:

Deanne Neiman, District Title IX and Section 504/ADA Coordinator, and Director of the
Educational Equity Compliance Office, at (213) 241-7682 LOS ANGELES UNIFIED SCHOOL


The Los Angeles Unified School District is committed to providing a working and learning
environment that is free from unlawful discrimination and harassment. The District prohibits
discrimination and harassment based on an individual's actual or perceived age, ancestry, color,
disability (mental or physical), and ethnic group identification, gender (including gender
identity), marital status, national origin, race, religion (including religious accommodation), sex
(actual or perceived, including pregnancy, childbirth, or related medical condition), sexual
orientation, on the basis of a person’s association with a person or group with one or more of
these actual or perceived characteristics, or any other basis protected by federal, state, local
law, ordinance, or regulation. Harassment based on any of the above-protected categories is a
form of unlawful discrimination and will not be tolerated by the District. Harassment is
intimidation or abusive behavior toward a student or employee that creates a hostile
environment and can result in disciplinary action against the offending student or employee.
Harassing conduct may take many forms, including verbal remarks and name-calling, graphic
and written statements, or conduct that is physically threatening or humiliating.

This nondiscrimination policy covers admission or access to, or treatment or employment in, all
District programs and activities, including vocational education. The lack of English language
skills will not be a barrier to admission to or participation in District programs or activities.

Additional information prohibiting other forms of unlawful discrimination or harassment,
inappropriate behavior, and/or hate crimes may be found in other District policies that are
available in all schools and offices. It is the intent of the District that all such policies are
reviewed consistently to provide the highest level of protection from unlawful discrimination in
the provision of educational services and opportunities.

The District prohibits retaliation against anyone who files a complaint or who participates in a
complaint investigation.

For inquiries or complaints related to adult-to-student, student-to-student, or non-employee
discrimination or harassment based on the individual’s actual or perceived age, ancestry,
color, disability (mental or physical), ethnic group identification, gender, gender identity,
national origin, race, religion, sex, or sexual orientation, contact:
                               Educational Equity Compliance Office
                                         Sue Spears, Director
                            District Section 504 and Title IX Coordinator
                                           (213) 241-7682

For inquiries or complaints related to employee-to-employee, student-to-employee, or work/
employment related discrimination or harassment, contact:

                             Equal Employment Opportunity Section
                                        (213) 241-7685

                                    Both offices located at:
                               Los Angeles Unified School District
                             333 South Beaudry Avenue - 20th Floor
                                     Los Angeles, CA 90017


The Los Angeles Unified School District is committed to maintaining a working and learning
environment that is free from sexual harassment. Sexual harassment of or by employees or
students, or persons doing business with or for the District is a form of sex discrimination in
that it constitutes differential treatment on the basis of sex, sexual orientation, or gender, and,
for that reason, is a violation of state and federal laws and a violation of this policy.

The District considers sexual harassment to be a major offense, which can result in disciplinary
action to the offending employee or the suspension or expulsion of the offending student in
grades four through twelve. Suspension or expulsion as a disciplinary consequence for sexual
harassment shall not apply to students enrolled in Kindergarten and grades one through three.
However, students enrolled in Kindergarten and grades one through three may be subject to
other disciplinary actions.

Any student or employee of the District who believes that she or he has been a victim of sexual
harassment shall bring the problem to the attention of the site administrator or Title IX
Complaint Manager so that appropriate action may be taken to resolve the problem. The
District prohibits retaliatory behavior against anyone who files a sexual harassment complaint
or any participant in the complaint investigation process. Complaints will be promptly
investigated in a way that respects the privacy of the parties concerned.

California Education Code Section 212.5 defines sexual harassment as any unwelcome sexual
advances, requests for sexual favors, and other verbal, visual, or physical conduct of a sexual
nature made by someone from or in the work or educational setting, under any of the following

      Submission to the conduct is explicitly or implicitly made a term or a condition of an
       individual’s employment, academic status, or progress.
      Submission to, or rejection of, the conduct by the individual is used as the basis of
       employment or academic decisions affecting the individual.

       The conduct has the purpose or effect of having a negative impact upon the individual’s
        work or academic performance, or of creating an intimidating, hostile, or offensive work
        or educational environment.
       Submission to, or rejection of, the conduct by the individual is used as the basis for any
        decision affecting the individual regarding benefits and services, honors, programs, or
        activities available at or through the educational institution.

Sexual harassment may include, but is not limited to:

       Unwelcome verbal conduct such as suggestive, derogatory or vulgar comments, sexual
        innuendos, slurs, or unwanted sexual advances, invitations, or comments; pestering for
        dates; making threats; and/or spreading rumors about or rating others as to sexual
        activity or performance.
       Unwelcome visual conduct such as displays of sexually suggestive objects, pictures,
        posters, written material, cartoons, or drawings; graffiti of a sexual nature; and/or use
        of obscene gestures or leering.
       Unwelcome physical conduct such as unwanted touching, pinching, kissing, patting,
        hugging, blocking of normal movement, assault; and/or interference with work or
        study directed at an individual because of the individual's sex, sexual orientation, or
       Threats and demands or pressure to submit to sexual requests in order to keep a job or
        academic standing or to avoid other loss, and offers of benefits in return for sexual

For inquiries about District policies and procedures related to sexual harassment,
including how to file a complaint of sexual harassment, contact:

Educational Equity Compliance Office - Sue Spears, Director and District Title IX Coordinator,
at (213) 241-7682, when issues or complaints involve students, or Equal Opportunity Section,
at (213) 241-7685, when issues or complaints involve employees.


Emergency Procedures

Teacher / Supervising Adult and Administration
1. If reasonable cause exists to believe abuse has occurred, report immediately to Department
   of Child and Family Services (DCFS) (800.540.4000) or local law enforcement. WHEN IN
2. Do not inform parent/guardian of the report. It is DCFS’s or law enforcement’s responsibility
   to investigate and inform them.

Additional Information

Child Protective Services
DCFS safeguards the rights and protects the welfare of children whose parents are unable to do
so. As the point of entry for clients, the DCFS intake program operates a 24-hour hotline that
receives reports of suspected child abuse and neglect at (800) 540-4000. The DCFS staff
conducts initial investigations of all reported abuse and neglect to determine whether the
allegations are supported.

How to Recognize Child Abuse and Neglect
“Child abuse and neglect is the intentional, physical or mental injury, sexual abuse, negligent
treatment, or maltreatment of any child under the age of eighteen by a person who is
responsible for the child’s welfare under circumstances which indicate the child’s health or
welfare is harmed or threatened.”

There are many indicators of child abuse. Learn how to recognize the warning signs of:
   Physical Abuse
   Emotional Abuse
   Sexual Abuse
   Neglect
   Domestic Violence

Physical Abuse is indicated when non-accidental injuries occur, including:
   Burns
   Bruises
   Welts
   Severe beatings
   Fractures
   Unexplained or repeated physical injuries

Emotional Abuse occurs when a parent or caretaker allows or creates a negative emotional
atmosphere for the child with these conditions:
   Demeaning remarks
   Perceived or actual threats of harm
   Unrealistic parental expectations
   Illegal behaviors taught to a child

Sexual Abuse happens when a child is exploited for the sexual gratification of an adult or older
child. Indicators include:
     Involvement of a child in sexual activity
     Knowledge of sexual behavior inappropriate for the child’s age
     Contact for sexual purposes such as fondling
Involvement or exposure to prostitution and/or pornography

Neglect occurs when a parent or caretaker allows the child to experience avoidable suffering or
fails to provide basic essentials for physical, social, and emotional development, Indicators of
neglect include:
      Lack of basic food and clothing
      Lack of medical treatment or medication for a serious illness
      Inappropriate child hygiene
      Lack of appropriate supervision
      Lack of education as required by law
      Residing in an inappropriate/dangerous living environment

Domestic Violence-Related Child Abuse occurs when a child:
   Is injured during a physical altercation between adults
   Witnesses domestic violence between adults
   Experiences perceived or actual threats of harm
   Experiences disruption in his/her situation

How to Respond to an Abused Child
   If you suspect a child has been abused or neglected, use the following guidelines to
   Remain calm. A child may retract information or stop talking if he/she senses strong
   Believe the child. Children rarely make up stories about abuse.
   Listen without passing judgment. Most children know their abusers and often have
      conflicted feelings.
   Tell the child you are glad that he/she told someone.
   Assure the child that abuse is not his/her fault.
   Do what you can to make certain that the child is safe from further abuse.
   Do not investigate a case yourself. Report this to the school counselor and the school
      administrator. The counselor or administrator will report it to the Department of Child
      and Family Services hotline at (800) 540-4000 to make a report.

How to Report Child Abuse
   Anyone involved in the care and treatment of patients under the age of 18 are
      considered “mandatory reporters” and are required to report suspected cases of child
      abuse and neglect. According to Penal Code 11165.7, any mandatory reporter who fails
      to make a report will be fined or imprisoned. Mandatory reporters include the following
      professionals: Counselor, Day Care Worker, Licensed Practical Nurse, Registered Nurse,
      School Official, and Teacher.
   If child abuse or neglect is suspected, immediately call the DCFS reporting hotline at
      (800) 540-4000. To make a report, you will need to provide the following information:
   Name, age, sex, and address of the child who is the subject of the report, any siblings,
      and the parent, guardian, or caregiver

      Nature and extent of the abuse or neglect, as you know it (and any previous abuse or
      Any additional information that may help establish the cause and identity of persons
      Your name, occupation, contact information, and a statement of any actions taken
       concerning the child
      Call the DCFS hotline immediately even if all the information is not available to you. If
       requested, follow up with a written report to the Department of Child and Family

Responsibility for Reporting
The reporting duties are individual and cannot be delegated to another person (Penal Code
11166). When two or more mandated reporters jointly have knowledge of a known or
suspected instance of child abuse or neglect, and when there is agreement among them, the
report may be made by a member of the team selected by mutual agreement and a single
report may be made and signed by the selected member of the reporting team. Any member
who has knowledge that the member designated to report has failed to do so shall thereafter
make the report (Penal Code 11166).

DCFS Abuse Investigation Process
Once an abuse report is filed, the Department of Child and Family Services (DCFS) will assess
and investigate the case. DCFS determines the nature, extent, and cause of child maltreatment
and assesses possible risk to the child if left in the situation.

DCFS and neighborhood community centers offer a range of services to abused and neglected
children and their families, including:
     Diagnostic and treatment service
     Casework services, such as family counseling
     Foster home network
     Homemaking or caretaker services
     Day care services
     Alcohol or drug counseling
     Parenting classes
     Psychological services

To report suspected child abuse or neglect, contact DCFS at (800) 540-4000.

Technology Policies

Laptop Carts
Each teacher will be assigned a laptop cart. Each computer in each laptop cart is assigned with a
college/university name and a number. For example, “Columbia 7”. When you have been
assigned a laptop cart, you must take full responsibility over all materials in that cart. You have
full authority over all laptops in that cart and should not allow other teachers or students to use
those laptops outside of the assigned teacher’s classroom. Laptop carts should remain locked at
all times when not in use. Students are not permitted to take laptop chargers with them for
any circumstance. Teachers who do not follow proper maintenance of the laptop cart or these
laptop cart procedures will face disciplinary consequences.

Computer Check In and Out
Students will be assigned laptops in their Advisory class. Each morning, students will report to
advisory and check out their laptop. Teachers are responsible for creating a sign-out/sign-in
sheet, assigning computers to each student, and ensuring the laptop is returned at the end of
each day. In each teacher’s class, each student should be assigned a laptop number. See
Appendix B The student will use that laptop every day. You may assign an Advisory student to
be the computer monitor. The computer monitor will be responsible for verifying all laptops
are present and charging at the beginning and end of the day. If a laptop is missing,
administration should be notified immediately.

Damaged Laptops
If you or a student notice a laptop is damaged, immediately notify Mr. Thomas or another
administrator. This is crucial to ensure laptops are being used properly. Failure to report lost
or damaged laptops could result in disciplinary consequences.

Each classroom has a SMARTboard as well as the cords to connect to your computer. Each staff
and student laptop comes with SMARTboard software installed. If you notice any issues with
your SMARTboard or cords, notify Mr. Thomas.

Teacher Responsibility
All technology in your classroom is your responsibility. Use the templates provided by Mr.
Thomas to ensure each student knows which laptop is theirs in each of your classes. Contact
administration with any questions regarding this responsibility.

Teacher Tools

Data Director
Data Director serves as a wonderful online way of managing student standard knowledge. It
consists of a large item bank of multiple-choice questions (similar to CST questions), as well as
the ability to create user-created exams linked to standards. Data Director exams can be given
on paper or online. Training will be provided for both methods. You are expected to use Data
Director a minimum of two times per month. Data Director also provides Alliance Benchmark
results for your classes. You can use this data

Excelsior/Pinnacle is our method of taking attendance and grading at ATAMS. ATAMS will be
grading on a 5-point rubric. All teachers will be given logins for Excelsior/Pinnacle. Each
assignment entered for a grade should be linked to a minimum of one CA standard, although
each assignment can be linked to more than one standard. Training will be provided for this as
well. You are expected to enter a minimum of two academic grades and two life skills grades
per week for all students.

Administrative Responsibilities/Distributed Leadership Chart

IEP Binder
Each teacher will receive an IEP binder providing information about students who have an
Individualized Education Program. Student in the IEP program must receive accommodations,
which are unique and tailored for each student, depending on their abilities. It is very important
to read the IEP binder carefully and identify which students are in your classes so that you may
provide the necessary accommodations and know when to expect a visit from the resource
teachers. Teachers are required to know which of their students have an IEP and which
accommodations to provide at all times. The IEP binders contain confidential and case sensitive
information. It is imperative that you keep the IEP binder in a safe, locked location.

Teacher Guide to Naviance

Naviance is a college and career readiness platform that helps connect academic achievement
to post-secondary goals. Its comprehensive college and career planning solutions optimize

student success, enhance school counselor productivity, and track results for school and district

       Teacher’s Desk- Naviance’s Teacher Portal- School’s teacher website provides
        tools/information for teachers to receive requests for college recommendations from
        students, fill out Common Application recommendations, and send recommendations
        to colleges online. Teachers can keep track of students’ information, assign and view
        journal entries created by individual students, and send group and individual student
        emails to students. All you have to do is activate your teacher accounts!
       Receive & Organize Teacher Recommendation Requests- Browse through
        recommendation requests and keep track of recommendations completed, in progress,
        or not started.
       Fill out and send Common App Recommendation Request On-line- Create Common
        App recommendation with pre-populated contact information for specific students and
        submit electronically to Common App universities/colleges.
       Instant Online Access to Students’ Information- View students’ resumes journal
        entries, college aspiration.
       Journal Entries by Teachers- Make notes on specific students and keep track of
        meeting notes in the “Journal” section of student’s profiles.
       E-mail Individual & Groups of Students
       Run Reports for Analysis- Capture key data and learn more about student populations.
       Use Survey Feature to Easily Obtain Student Feedback- Conduct your school’s ASB
        elections online, send out a needs assessment survey to drive your Advisory focus,
        have student vote on the senior T-shirt design all online (instant tally of results).


ATAMS High School uses the Blended Learning for Alliance School Transformation Model
(BLAST). BLAST is an integrated technology educational model that builds upon Alliance’s
successful college prep curriculum. This new way of learning integrates technology into the
classroom, making learning more relevant, personalized, and dynamic. The model was piloted
in 2010-11 at two Alliance high schools and by Fall 2011, ATAMS High School was the first
Alliance to fully implement the model.

BLAST classrooms have three small group learning stations that result in a vibrant, exciting
classroom. All students rotate among the stations during a two-hour block schedule, keeping
them engaged and involved in their own learning:

      Teacher-Led Small Group Instruction: Teachers provide direct instruction with
       individualized attention to a small group of 16 or fewer students.

      Individualized Online Learning: Students learn at their own pace, receiving immediate
       feedback, and taking more ownership of their educational progress. The online digital
       content addresses individual student needs, ensuring that students are neither held
       back nor left behind.

      Collaborative Learning: Students work collaboratively in small groups, creating
       presentations, videos, and other media that demonstrate understanding of real world
       issues, while encouraging peer-to-peer cooperation.

The BLAST model is a mix of learning technologies and interactions resulting in a socially
supportive constructive learning experience. It utilizes digital content and instructional
technology to create a unique classroom environment, which allows students to grow as
independent learners while the teacher focuses on group and targeted, differentiated
instruction. The teacher is no longer the sole distribution mode for instruction. The BLAST
Model results in the following: 1) re-thinking the role of the teacher, 2) allowing each core
teacher to maintain an effective instructional group of 16 students, and 3) maintaining the
block schedule, which fosters an atmosphere of rigor and focus on core subjects while providing
flexibility around elective participation.

Students are issued a laptop daily, participate in in-classroom rotations and are able to fully
utilize one or all of the following learning technologies: distance learning, digital content, online
courses and interactive tools.

BLAST Distance Learning
Distance Learning is a process that creates and provides access to learning when time, distance
or both separate the source of information and the learner. By using video conferencing,
teachers will be able to co-teach, collaborate or deliver “best practice” lessons. A synchronistic
and/or asynchronistic class between campuses leverages human capital.

BLAST Digital Content Providers
Digital Content is a web-based program that personalizes and differentiates instruction.
Students and teachers are able to access content 24/7. Students become highly reflective
learners when there is immediate access to formative and summative data. Web-based
programs respond to individual student data by personalizing their next series of activities and
lessons. The following are web-based programs used by the BLAST Model:

      Revolution Prep
          o Math/English Support, CASHEE Prep, Algebra 1 and Geometry

      Compass Learning Odyssey
          o English 9, 10, 11, 12, Algebra I, Algebra II, AB Calculus, Geometry, H. Algebra,
            PreCalculus, Biology, Chemistry, Physics, AP Biology, AP Chemistry, AP US Gov’t.,
            Civics, Economics, World History, US History

      Apex Learning
          o Credit recovery or courses not provided at the site

      Achieve 3000
          o English, Science, Social Studies, Spanish, ELL, Special Ed

BLAST Online Courses
For selected courses, time is replaced by required activities completed, proficiency achieved
and managed online. Offering online courses expands course offerings at ATAMS. Online
courses are used for initial credit, credit recovery, and elective credit.

BLAST Interactive Tools
Interactive tools are a wide range of tools that are effective, efficient, appealing and stored,
accessed and exchanged through network computers and information systems. ATAMS uses:

      Interactive websites
      Open source (free) textbook publishing

          Applications (apps) for learning
          Open-ended response systems
          Online media editing
          Online team-based learning
          Open educational resources
          Next generation presentation tools

   ATAMS BLAST Signature Practices
   Over the course of the first year, ATAMS developed five signature practices, which enable the
   model to accomplish its mission to personalize instruction and maximize teacher-student

1. Digital Agendas
   The Digital Agenda is the BLAST version of a lesson plan. Unlike a traditional lesson plan, which
   is created by the teacher and sent to administration for approval, the digital agenda is posted
   online after approval for students to access. Upon entering the classroom, students
   immediately download their weekly agenda and begin to work on their assignments. The
   agenda lessons are rigorous enough to challenge students who are ahead of the class. Teachers
   often have an agenda for the following week, which allows students to work at their own pace
   during the Independent station. Conversely, students who are struggling with a particular
   standard can work on mastering it during the independent station so that they are ready to
   rotate back to direct. Clear and concise directions on the digital agenda enable the teacher to
   focus on his or her 16 students in the direct station and minimizes directing students in the
   other stations back on task.

   Sample Digital Agenda
  Essential Question (s): 1. How can the students use Pascal’s Triangle to expand
  simple binomials
                          2. How can the students use the Binomial Theorem to expand
       binomial expressions
  Standard(s) from Instructional Guide: (TCRP Domains 1-3) Alg II 20.0: The
  students know the Binomial Theorem and use it to expand Binomial expressions that are raised to positive
  integer powers

  Student Objective (s): 1. The students will be able to use Pascal’s Triangle and use
  to expand simple binomials
                     2. The students will be able to use the Binomial Theorem to
      expand binomial expressions

  College Objective: Objective: The students will be able to use the Binomial Theorem in any other
  higher level Mathematics Class in College

  Applications: Recognize and use applications of the Binomial Theorem in real world application problems.

Assessment and Student Reflection:

   1. Exit Slip on each station based upon what was done at that particular station and will
      deal with the respective CST Released questions

                                         Individualized                      •Agenda:
                                             Online                          •1. In your groups use the
          •Agenda:                         Instruction                        collaborative group role
          •1. Do Now                                                          expectations and assign a
                                                                              role to each person in your
          •2. Mini-Lecture on                                                 group and read the
           Pascal's Triangel and                                              following purple math
           the Binomial                •Agenda:                               article on The Binomial
           Theorem                     • 1. Work on 2S.8 Agenda STD           Theorem:
          •3. Work on practice           19.0 Pre-Test on Compass            •http://www.purplemath.co
           Activity Sheet on             Learning. If you score               m/modules/binomial.htm
                                         anywhere BELOW 80% work
           Using the Binomial            on the entire LEARNING LOOP         •2. Watch the following
           Theorem:                      folder that will appear right        videos in order on the
                                         next to the Pre-Test Folder and      Binomial Theorem and use
          •http://kutasoftware.          write the info in your notebook.     them as a tool to
           com/FreeWorksheet             If you scored 80% or above           understand the Binomial
           s/Alg2Worksheets/             80% move to step #2 below.
           The%20Binomial%2            • 2. Watch the following videos
                                         in order on the Binomial            •http://youtu.be/1pSD8cYyq
           0Theorem.pdf                  Theorem and do ONLY ONE              Uo
          •4. Exit Slip,                 video protocol for all 4 videos,    •http://youtu.be/TeE-
                                         please take good notes in your
           Reflection                    notebook:                            ypKj8ZI
                                       • http://www.brightstorm.com/         •3. In your groups create a
                                         math/algebra-                        graphic organizer about
                                         2/polynomials/binomial-              what you just read, don't
                                         theorem/                             forget to list and give credits
                                       • http://www.brightstorm.com/
                                                                              to all of the sites that you
                                         2/polynomials/binomial-              use to create your graphic
           Explicit Direct               theorem-problem-1/
                                       • http://www.brightstorm.com/         •4. Exit Slip, Reflection
            Instruction                  math/algebra-
                                         2/polynomials/binomial-            Collaborative Standards-
                                         theorem-problem-2/                   Driven Activities and
                                       • http://www.brightstorm.com/
                                         math/algebra-                              Stations

2. Station Rotations
   The BLAST model operates through three stations with students rotating every 35-40
   minutes. Desks are numbered enabling a student sitting for example in desk number two at
   one station, to be seated at desk number two in the other two stations. The stations include
   direct instruction, collaborative stations, and independent stations. Direct instruction
   mirrors the ideal traditional classroom setting, long lost with growing school enrollment.
   Teachers work with no more than 16 students at a time on California standards-based
   lessons. Simultaneously, four groups of four students are practicing the same standard on a
   small group project or assignment. This may range from a Biology lab write-up to a World
   War II timeline. Collaborative station encourages students to work together and help each
   other. Station leaders, assigned by the teacher, help their own group as well as the other
   groups stay on task. Lastly, the independent station is where students work on the
   standards via digital content providers such as Compass Learning, Achieve3000, and

    Revolution Prep. Students may utilize headphones to watch instructional videos and take
    Cornell notes in their notebooks. Quizzes and practices may be repeated until “Mastery” is

3. Collaborative Group Role Protocol / Graphic Organizers
   ATAMS Teachers developed the collaborative group protocol to ensure accountability for
   student progress. Students in collaborative groups are as a result assigned roles for project
   completion. Roles are clearly outlined and group members grade both themselves and their
   classmates on how well they complete their roles. Group members switch roles on a daily or
   weekly basis, depending on the activity. Collaborative group protocol forms are collected
   along with the completed project or assignment for a holistic grade.

                        Collaborative Group Role Expectations Protocol

            ROLE                                              DESCRIPTION
     Discussion Director                Lead the group in discussion of questions assigned by the
                                         teacher or provided by the author or develop your own
                                            questions over confusing concepts and processes.
       Bridge Builder                   Help the group make connections to prior math concepts
                                     studied in other units, which have been learned earlier in this
                                     class or in previous classes. What bridges or applications can
                                        you make between this information and the “real world”?
 Example Finder and Creator          Find at least 3 good examples that help clarify information in
                                    this section. Create 3 of your own examples for each concept.
     Vocabulary Expert              Find and share complicated or important terms and vocabulary
                                     concepts. Have at least five words from the reading and have
                                       everyone start building their own vocabulary PowerPoint or
                                    Prezi on going presentation, include the definitions and how the
                                    might words be used in test, or what the meaning would tell you
                                          to do in the process. When it is your turn to lead the
                                    discussion, have everyone find the word in the reading and then
                                     talk about what the word might mean. After your discussion,
                                     write down what you think the word means from context, and
                                      then add additional examples/or information about the word
                                                              from the web.
       Process Server                Pay attention to processes and procedures in the section. Be
                                      prepared to share an application of the process or procedure
                                                          that you have created.
Illustrator/Graphic Organizer               Provide a graphic organizer/think map or artistic
           Creator                     representation of the key ideas and processes in the text.
                                    Show your illustration to the others in your group. Ask them to
                                     interpret your diagrams and tell how they relate to the major
                                      concepts and processes in the text, and have them write the
                                    explanation out in full sentences in paragraph from at least one
                                                         Six-sentence paragraph.

4.   Road to Mastery
     Every ATAMS classroom reflects both course content and the teacher’s tastes and
     personality. However, there are some unmistakable similarities in display, whether the
     subject is Physics or English. Each classroom tells the story of student progress. ATAMS
     students are assessed in several ways, including NWEA (Northwest Evaluation Association)
     pre- and post-tests, quarterly Alliance-wide benchmark exams, and the California High
     School Exit Exam (CAHSEE) beginning in 10th grade. Students are also assessed through
     traditional classroom assignments and online tests and quizzes created by the teacher or
     the digital content providers. Every teacher at ATAMS will dedicate a space in their room for
     a “Road to Mastery” wall. This wall will reflect up-to-date data on student progress.
     Students use the terms “Proficient” and “Advanced Proficient” to describe their position on
     the Road to Mastery wall. Teachers will update their walls with new data in easy to
     understand pie charts and both students and teachers will take pride in seeing more and
     more space for Proficient (colored green). By the end of the year, every ATAMS classroom
     will reflect both class-wide and individual student growth from the beginning to the end of
     the year.

 5. Hybrid Learning Management System (HLMS) Dashboard
    The Dashboard is a digital platform that offers ATAMS all of the digital content through one
    integrated, user-friendly platform. Essentially, HLMS enables students and teachers to
    access the entire range of digital content provided by ATAMS with a single username and
    password. The Dashboard is a signature practice for ATAMS because it is a necessary time
    saving tool. The Dashboard makes it easy and fast to navigate through this virtual torrent of
    information, maximizing student learning during each 40-minute rotation. Teachers use the
    Dashboard to assign work and assessments to students in the online station and gather
    results from completed work. The Dashboard also offers filters, which enable teachers to
    determine a student’s holistic score versus their score on a particular standard. Students
    also have access to their own data and take control of their own progress, without having to
    wait for an assignment to be graded, or a report card to arrive in the mail.

 Classroom Display

 While every ATAMS teacher will personalize his/her classroom to their personal style and
 subject matter content, all ATAMS classrooms have some similar elements. BLAST classrooms
 must have a Road to Mastery Wall displaying both student data from the content providers
 and Benchmark data stories. Rooms should also have a Word Wall with key vocabulary, an
 Advisory wall, an ATAMS news wall, and a Student Work wall with graded student work with
 the rubric clearly visible.

 Opportunities for Training and Support
     The BLAST Learning Coordinator ensures the proper implementation of a fully blended
 learning model. The responsibilities of the BLAST Learning Coordinator include training teachers

on digital content providers, giving real-time support to students in the Independent station,
acting as a liaison between teachers and administrators, researching and compiling best
practices in the BLAST classroom, and reporting these findings during professional development
meetings and to fellow BLAST schools.
     The BLAST Learning Coordinator is expected to become an expert on the model with the
ability to train teachers on digital content providers and provide real-time support when issues
arise. When teachers need administrative support, the BLAST Coordinator will step in
temporarily if an administrator is unavailable. This person will often push into a classroom that
is struggling to follow protocol and work with students themselves, once again maximizing the
teacher’s time in direct instruction. Because the BLAST Learning Coordinator is not a teacher’s
aide, he or she might move into two or three classrooms during one block period, ironing out
issues quickly and without disrupting the flow of the rotational model.


Professional development (PD) takes place each Wednesday afternoon from 1:30 to 3:30,
unless otherwise noted. Students are let out for early release at 1:30 and teachers reconvene to
discuss signature practices, evaluative roles, teacher/staff support, expectation protocols, and
for identifying, discussing and planning the needs of at-risk students. Professional development
allows administration and teachers to view their work from a collaborative mindset. Each PD
agenda is outlined by the principal and is led by staff members based on their practice and
specialty. As seen in the PD agenda below, each meeting begins with a “check in” question,
department reports, and leads into specific panels led by teachers and administration. While
each PD meeting is unique, the objective is to discuss better practices and support for each
ATAMS staff member.

Please keep the following in mind:
   PD starts promptly at 1:45 p.m., unless otherwise specified.
   Have the PD Agenda downloaded prior to your arrival.
   Bring your computer and any relevant material.
   If you have been asked to present a piece, be prepared and bring all relevant material.
   Always take notes on your PD Agenda and send notes to Dr. Tubbs’ email at the end of the
   PD ends promptly at 3:30 p.m.

Important PD Items:
   Check-In
   Ice-Breakers
   Departmental Reports
   Attendance Reports
   Enrollment/Recruitment Updates
   Student Services (counseling and special education updates)
   Physical Plan Requests / Updates
   Sotomayor News
   PD Meeting Continues
   Every PD Meeting is guided by essential questions; these questions set the goals and
    objectives for each collaborative gathering. Every week, ATAMS strives to target different
    topics including, but not limited to, the following: student achievement, educational
    performance, behavior, examinations, assessments, and support.

Sample Agenda

    Item           Objective(s)                                       Time          Notes

               What was your biggest “Ah ha” moment this                       All Staff
               year? Share with the person next to you and        5 minutes
               come back to share out loud.

                                                                               Rina Ventura -
                                                                               Attendance Clerk
                                                                               Christine Kasandjian-
                                                                               Resource Teacher
               Attendance                                                      Rolando Torres-
               Enrollment                                                      Campus Aide
               Student Services (counseling, special education)   20 minutes   Javier Berazza - Plant
               Physical Plant                                                  Manager
               Sotomayor News/Rumors                                           Richard Thomas-
                                                                               Assistant Principal
                                                                               Yesenia Nungaray-
                                                                               College Counselor

               LAUSD Report
Evaluations    FSG Case Study                                     15 minutes   Mickie Tubbs, Principal
               SRI Case Study
               What students are doing and saying! My Access                   English Teacher
My Access      Writing Dashboard                                  10 minutes

NWEA           Logistics                                                       Richard Thomas,
                                                                  10 minutes   Assistant Principal
Testing        Importance of showing growth
               Summer Bridge                                                   Richard Thomas
               Credit Recovery                                    15 minutes
               AP Pre Work
               Why?                                                            Mickie Tubbs
Uniforms       What?                                              10 minutes
               How to message?


Teachers will provide a personalized learning environment at ATAMS through the Advisory
course, which is a core value in the Alliance educational model. Students learn best in small
learning communities where their education is personalized, where they know their teachers
and where their teachers and all adults in the school know them. The Advisory Teacher as a
result will strive to connect each student with a personal learning team and will encourage
student voice in all aspects of the school. In the advisory period no student is allowed to “fall
through the cracks” of anonymity.

The advisory teacher will focus on four primary areas: 1) Personal Development, 2) Social
Responsibility, 3) College and Career, and 4) Community Building. They will serve as students’
counselors for four years so that they are connected to a consistent adult for guidance with
studies, student relationships, and planning for college. All students will be well known and
supported through advisory groups, both academically and personally. A credentialed teacher
serves as advisor and will work with the same students through graduation. The advisory
structure will provide a small focused support group to motivate and support each individual
student’s progress. Advisory signature practices include weekly grade reflections on Mondays,
“Community Circle” discussions on Fridays, and quarterly inter-advisory community building
activities. ATAMS Advisory lessons build upon the Character Counts Six Pillars of Character,
including Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship.

Teacher Evaluation Process – TCRP

All ATAMS teachers will be evaluated once a semester using the TCRP framework. This process
is designed and implemented to support teacher and student growth. Below is the rubric.
                   Domain 1: Data-Driven Planning and Assessment
Standards                                                        Indicators
   1.1 Establish standards-based learning          A) Selection of learning objectives
   objectives for instructional plans              B) Measurability of learning objectives
                                                   A) Design and sequencing of learning
   1.2 Organize instructional plans to
   promote standards-based, cognitively
                                                   B) Creating cognitively engaging learning
   engaging learning for students
                                                   experiences for students
   1.3 Use student data to guide planning          A) Lesson design guided by data
                                                   A) Knowledge of subject matter to
   1.4 Use knowledge of subject matter
                                                   identify pre-requisite knowledge
   content/skills and learning processes to
                                                   B) Addressing common content
   plan for student learning
   1.5 Design assessments to ensure student        A) Selection of assessments
   mastery                                         B) Progression of assessments
                                                    C) Self-monitoring
                           Domain 2: Classroom Learning Environment
   2.1 Create a classroom/community
                                                    A) Value of effort and challenge
   culture of learning
   2.2 Manage student behavior through              A) Behavioral expectations
   clear expectations and a balance of
   positive reinforcement, feedback, and            B) Response to behavior
   2.3 Establish a culture of respect and           A) Interactions between teacher and
   rapport which supports students’                 students
   emotional safety                                 B) Student interactions with each other
   2.4 Use smooth and efficient transitions,
   routines, and procedures to maintain             A) Routines, procedures, and transitions
   instructional momentum
                                      Domain 3: Instruction
   3.1 Communicate learning objectives to           A) Communication of the learning
   students                                         objectives of the lesson

                                              A) Checking for students’
                                              understanding and adjusting
3.4 Monitor student learning during
                                           B) Feedback to students
                                           C) Self-monitoring

                                                 B) Connections to prior and future
                                                 learning experiences
                                                 C) Criteria for success
                                                 A) Execution of lesson cycle
 3.2 Facilitate Instructional Cycle
                                                 B) Cognitive level of student learning
                                                 A) Questioning
 3.3 Implement instructional strategies,         B) Academic discourse
 share best practices, and ensure                C) Group structures
 continuity in student learning.                 D) Resources and instructional

                         Domain 4: Professional Responsibilities
4.1 Engage in critical reflection,           A) Accuracy
constantly revising practice to increase     B) Use in future planning
effectiveness                                C) Acceptance of feedback

                                            A) Participation in a professional
4.2 Engage in collaborative                 community
relationships with peers to learn and       B) Professional development
                                            C) Shared commitment
                                            A) Ethics and professionalism
4.3 Uphold and exhibit the CMO norms
and expectations                            B) Norms described by school/CMO
                                            A) Initiation of meaningful
4.4 Develop two-way communication
with families about student learning
                                            B) Responsiveness to parent inquiries
and achievement
                                            and communication

Student Policies

Student Uniform Policy
All school personnel are expected to enforce the school uniform policy. Any questions
regarding students’ proper adherence to the uniform policy should be discussed immediately
with an administrator. For a detailed description of the Uniform Policy, see the Student/Parent

Attendance and Tardy Policy
Students at ATAMS must attend school every day and arrive on time to all classes 100% of the
time. Absences must be verified. All written notes used for verification of a tardy or absence
must include the student’s full name and grade, as well as a contact phone number.

Students with 10 unverified absences in one semester or 15 in the past twelve months will be
referred to the Student Attendance Review Board (SARB). Regardless of whether an absence is
verified, unverified, excused, or unexcused, parents or guardians must always notify the school
of the student’s absence. All absences must be cleared in the Main Office by the Attendance
Clerk before 7:30 a.m.

Please note that students who are absent 10 or more times from class are in grave danger of
receiving a grade of NP and will likely need to repeat the course in summer school or at another
time outside of the regular school day. A parent conference to discuss class progress is

A change of address must be reported to the school in writing within 30 calendar days. Failure
to report a change of address, false address, or inaccurate residence information may result in
an inability to register or a significant delay in your student’s progress toward graduation.

            Cause of absence                                 Verification
                 Illness                                 Signed doctor’s note
   Exclusion from school (suspension)           Signature from a school administrator
      Medical/dental appointment                         Signed doctor’s note
          Quarantine of home                       Written verification from Health
                  Funeral                      *Time allowed: one day within the state;
  (Death of a member of the immediate              three days outside of California
    Other justifiable personal reasons        Verified by attendance clerk and approved
  (Appearance in court, attendance at a                by a school administrator
funeral service, observance of a holiday or

           religious ceremony, etc.)

 Tardy Policy
 A student is considered tardy when he/she:

        Is not in his/her seat in the classroom or seated
        Outside the classroom without a signed school pass when the tardy bell rings.
        Comes from off campus and does not arrive at class before the tardy bell rings.

 For a tardy to be considered “excused,” there must be written documentation of a
 doctor/dentist appointment, immigration appointment, driver’s license appointment, or
 appearance in court. Students must have an appointment card or a note written on the
 doctor’s/dentist’s stationery stating the date and time of the appointment.

         1-2 tardies = one hour detention (same day) or lunch/nutrition cleanup duty
         3-4 tardies = call or letter sent home plus detention and/or lunch/nutrition cleanup duty
         5th tardy = parent conference home plus detention and/or lunch/nutrition cleanup duty
         6th tardy = One-day suspension from school, with a parent conference` upon the
         student’s return

 Any pupil subject to compulsory full-time education or to compulsory continuation education
 who is absent from school without a valid excuse, or who is late for more than 30 minutes is
 considered “truant.” When parent conferences and all other efforts to prevent truancy fail, a
 referral is made to the Student Attendance Review Board and subsequently to the District
 Attorney’s Office. The student and parent or guardians may be subject to prosecution for an
 infraction or misdemeanor.

Student Services
ATAMS Teachers demonstrate empathetic understanding of students and their problems; making
effective use of pertinent information about students in appropriate teacher/counseling
procedures; working effectively with specialized counseling services. Through the early
identification of at-risk-students, counselors and teachers alike will aim to reinforce successful
and appropriate behavior. Students will be provided with support through individual, group, and
peer counseling. Make accommodations/modifications or implement other positive behavioral
supports when necessary if the student receives a failing grade for the grading period. If the
student refuses to attempt work or complete work, or truancy is a concern, there must be
student and parent communication along with implementing positive behavioral reinforcement
and consider counseling to address these issues.

Date     / /____
Name of student:                                                Resource Student? ( ) Yes ( ) No
Conference with: _____________________________________ Relation to Student: _______________
         The Student has been placed under “Probationary Status” for the following reason(s):
☐ Academics:
Student is currently:
    ☐ Below Unit Requirement for Grade Level       ☐ Has received 2 or more Fails in previous semester
    ☐ Currently receiving NP’s in the following courses:
     Courses                  Teacher                    Comments

☐ Attendance:
   ☐ Excessive Tardies                ☐ Excessive Truancies        ☐ Excessive Absences
   Currently, the student has ______ unexcused absences and ______ unexcused tardies.

☐ Behavioral:
    ☐ Abusing Hall Pass             ☐ Defiance                                 ☐ Threatening/Bullying another
    ☐ Fighting                      ☐ Disrespecting staff                      ☐ Excessive disruptive
classroom behavior
    ☐ Excessive uniforms violations ☐ Excessive Horseplay                      ☐ Violation of California
Education Code 48900
    ☐ Other: ___________________________________

Explanation of incident:

Plan of Action
In order to be removed from “PROBATIONARY STATUS” student will (Check all that apply):
     ☐ Receive a grade of “C” or better in all courses during: __ Fall Semester       __Spring Semester
__Summer School
     ☐ Attend credit recovery classed offered through APEX
     ☐ Attend mandatory tutoring sessions for the classes that I am currently receive a grade of “NP”
     ☐ Progressively show improvement on progress report (e.g. 5TH, 10TH week progress report card) leading
to final report card
     ☐ No longer be late, absent, or truant for the remainder of the semester/summer school
     ☐ Must submit a progress report commencing ___/_____/____ and terminating ___/_____/____ to
     ☐ Other: _______________________________________________________________________

I, ______________________________ (student), understand the reasons as to why I have been place on
“PROBATIONARY STATUS” and I also understand that I must follow the Plan of Action provided to me. I
further understand that failure to meet or adhere to any conditions as stated under the Plan of Action will result
in my voluntary withdrawal from Alliance Technology and Math Science High School. We will revise my
“PROBATIONARY STATUS” on ___/___/___ to determine my progress.


________________________              _____________________               ___________________________

               Student                                                                  Parent/Guardian                                                     Administrator/ Counselor

Suspension / Expulsion Matrix

         BUL-3819                                               LOS ANGELES UNIFIED SCHOOL DISTRICT                                                                       ATTACHMENT E
         August 21, 2007                                             Student Health and Human Services
                                          MATRIX FOR STUDENT EXPULSION RECOMMENDATIONS: E.C. SECTIONS 48900 AND 48915
                                                                                 (State Law: Applicable to School Principals)
        Category I†                                 Category II†*                                                                    Category III*
    Student Offenses with                       Student Offenses with                                                            Student Offenses with
 Almost No Principal Discretion               Limited Principal Discretion                                                    Greatest Principal Discretion

 Principal must immediately sus-     Principal must recommend expulsion when           Principal may recommend expulsion when any of the following occur at any time, including, but not
 pend and recommend expulsion        any of the following occur at school or at a      limited to, while on school grounds; while going to or coming from school; during the lunch period,
 when any of the following occur     school activity off campus UNLESS he or           whether on or off the campus; or during, or while going to or coming from, a school-sponsored activity.
 at school or at a school activity   she determines that expulsion is
 off campus.                         inappropriate.

 1.   Possessing, selling, or        1.    Causing serious physical injury to          1. Caused, attempted to cause, or threatened to cause physical injury to another person.
      furnishing a firearm.                another person, except in self-defense.        (Unless, in the case of “caused,” injury is serious. [See II.1.]). E.C. 48900(a)(1)/(2);
      E.C. 48915(c)(1);                    E.C. 48915(a)(1); 48900(a)(1), maybe           48915(b)
      48900(b)                             also 48900(a)(2)                            2. First offense of possession of marijuana of not more than one ounce, or possession of alcohol.
                                                                                          E.C. 48900(c); 48915(b)
                                                                                       3. Offered, arranged, or negotiated to sell a controlled substance, alcohol, or any other intoxicant
                                                                                          and then sold or delivered a substitute substance represented as a controlled substance. E.C.
                                                                                          48900(d); 48915(b)
 2.   Brandishing a knife at         2.    Possession of any knife or other            4.   Caused or attempted to cause damage to school or private property. E.C. 48900(f); 48915(e)
      another person.                      dangerous object of no reasonable           5.   Stole or attempted to steal school or private property. E.C. 48900(g); 48915(e)
      E.C. 48915(c)(2);                    use to the pupil. E.C. 48915(a)(2);         6.   Possessed or used tobacco. E.C. 48900(h); 48915(e)
      48900(a)(1) and 48900(b)             48900(b)                                    7.   Committed an obscene act or engaged in habitual profanity or vulgarity. E.C. 48900(i); 48915(e)
 3.   Unlawfully selling a           3.    Unlawful possession of any con-             8.  Possessed, offered, arranged, or negotiated to sell any drug paraphernalia. E.C. 48900(j);
      controlled substance.                trolled substance, except for the               48915(e)
      E.C. 48915(c)(3); 48900(c)           first offense of less than an ounce         9.  Disrupted school activities or willfully defied the valid authority of school personnel. E.C. 48900(k);
                                           of marijuana. E.C. 48915(a)(3);                 48915(e)
                                           48900(c)                                    10. Knowingly received stolen school or private property. E.C. 48900(l); 48915(e)
                                                                                       11. Possessed an imitation firearm. E.C. 48900(m); 48915(e)
 4.   Committing or attempting       4.    Robbery or extortion.                       12. Engaged in harassment, threats, or intimidation against a pupil or group of pupils or school district
      to commit a sexual assault           E.C. 48915(a)(4); 48900(e)                      personnel. E.C. 48900.4**; 48915(e)
      or committing a sexual                                                           13. Committed sexual harassment. E.C. 48900.2**; 48915(e)
      battery (as defined in                                                           14. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence.
      Section 48900[n]).                                                                   E.C. 48900.3**; 48915(e)
      E.C. 48915(c)(4); 48900(n)                                                       15. Made terroristic threats against school officials or school property, or both. E.C. 48900.7; 48915(e)
 5.   Possession of an explosive     5.    Assault or battery (as defined in Penal    16. Willfully used force or violence upon the person of another, except in self-defense.
      (as defined in section 921           Code sections 240 and 242) upon any            E.C. 48900(a)(2); 48915(b)
      of Title 18 of the U.S.              school employee. E.C. 48915(a)(5);         17. Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a
      Code). E.C. 48915(c)(5);             48900(a)(1) and (2)                            disciplinary action. E.C. 48900(o); 48915(e)
      48900(b)                                                                       †18. Any behavior listed in Category I or II that is related to school activity or school attendance
                                                                                          but that did not occur on campus or at a school activity off campus. E.C. 48915(b)
                                                                                      19. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma.
                                                                                          E.C. 48900(p); 48915(e)
                                                                                      20. Engaged in, or attempted to engage in, hazing, as defined in Section 32050. E.C. 48900(q);
         *   For Categories II and III, the school must provide evidence of one or both of the following: 1) Other means of correction are not feasible or have repeatedly failed to bring
         about proper conduct, 2) Due to the nature of the act, the student’s presence causes a continuing danger to the physical safety of the pupil or others.
         ** Grades 4 through 12 inclusive.                                                                                                                                       Revised: 07/07

Cellular Phone Policy
ATAMS recommends and encourages students to not bring any electronic devices to school.
Parents should contact the school during family emergencies to avoid calls that disrupt the
classroom learning environment for other students. Students who bring cellular phones and
other electronic devises to school, must store them away with the volume off for the entire
instructional day.

Students may NOT call on their personal phones for a parent/guardian pick-up during the
instructional day for any reason other than a school emergency as determined by
administration. Students who do not follow this rule will have their phones confiscated.
Confiscated cell phones are ONLY returned the last Wednesday of each month after the
student has completed two hours of community service. Only a parent or guardian may collect
any item confiscated from a student.

Closed Campus
ATAMS is a closed campus—all students are required to remain on campus once they arrive on
campus. Students will only be released off-campus at the end of the school day or if a
parent/guardian signs their student out for the day.

Assessment of Threats
All threats – verbal or written – made against the school or the lives of others will be taken
seriously. All employees have an obligation to report any threat to a school administrator.
Threats will be investigated immediately. If substantiated, threats will result in administrators
subjecting the perpetrator(s) to legal action. Students making threats will be subject to
disciplinary action such as suspension and/or expulsion as well as legal action.

ATAMS Positive Behavior Support Plan



                (100% of students)

              100% of students
                            ACTION                                 WHO
Standards-based rigorous instruction                         Teacher
Firm, fair, and corrective discipline managed in classroom   Teacher
Positive and proactive discipline in classroom               Teacher
Effective classroom management                               Teacher
Positive reinforcement                                       Teachers and Staff
Active monitoring and supervision                            Teachers and Staff
Parent phone calls                                           Teachers and Staff

              10-20% of students (at-risk)
                          ACTION                                    WHO
Student Success Team                                         Advisor
Daily Behavior Logs (checked at end of day)                  Student
                                                             Admin (check)
Weekly parent phone check in                                 Advisor
Community Service                                            Student
     Anger Management
     Gang Intervention
     Counseling
     Social Skills Teaching
Follow up SST Meeting                                        Advisor

              3-5% of students (high-risk)
                        ACTION                       WHO
Behavior Contract and Management Plan         Advisor
    Initial                                  Student
    Official                                 Parent
    Final                                    Teachers
Daily Behavior Logs (checked at end of day)   Student
                                              Admin (check)
Weekly parent classroom observation           Parent
Community Service                             Student
     Individual and Group Anger Management
     Gang Intervention
     Individual and Group Counseling
     Social Skills Teaching
     Special Assignment Class
Follow up Contract Meeting                    Advisor


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