New Teacher Handbook

Snowflake Unified School

District
Highland Primary
Elementary School

2020-2021

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 Table of Contents

Terms to know 3-6

Teacher Login 7
Morning Duty/Lunch Duty 8
Cafeteria Procedures 9
Recess Duty/Playground Rules/Injuries 10-11
Bus and Parent Pickup 12
Discipline and School Rules 13
Dress Code Policy 14
Classroom Emergency Guide 15-16
Lockdown/Fire Drill Procedure 17-18
Work Room Information 19
Copy Center Procedures 20-21
Work Order Procedures 22
School Master/Cum Folder 23
Classroom Supply Money/PO’s 24
Staff Leave Request Form 25
Staff Travel Request Form 26
Highland Primary’s Daily School Schedule 27
Snow day/Late Start/ Teacher Schedule 28-29
Sample class daily schedule K-3rd 30-33
Daily Math Skills DMS Script 34-35
Parent Teacher Conference Information 36-38
IEP Pro Login 39
AR/STAR Teacher & Student Login 40-43
AZMERIT info 44-52

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 Terms to know

1. Acc.: Abbreviation used for “accuracy” (usually used on reading fluency tests).
2. After School Tutoring: 2:30-3:00 M-TH and work on areas they need strengthening
in. This won’t start until you know your students well and can decide who would
benefit most from the extra help. Jason Owen at the district office runs this program
and will let the school know the starting and ending dates, teachers must track and
submit their hours monthly on a time sheet.
3. AIMS: Old Arizona state test
4. AYP: Adequate Yearly Progress
5. AZELLA: Arizona English Language Learner Assessment
a. Eligible Kindergarten students and new students are administered the
placement test as soon as enrollment
b. All active EL students are assessed in the spring
6. AZ-Merit: Arizona State assessment for the third-grade students. This test happens
in the spring and as a team we are trying to prepare our students for success on this
test each school year, so they are prepared by third grade.
7. BT (Beyond Textbooks): is our curriculum map from VAIL School District and has
a weblink on our SUSD5.org webpage which shows the calendar for objectives by
grade and subject, as well as wiki-page links for some assistance with information to
help teach those PO’s.
8. CNA: Comprehensive Needs Assessment (for new school improvement plans) and
school literacy plans.
9. Comp: Abbreviation for “comprehension”, does a student understand what they
read and do they have the ability to retell what they read.
10. CVC (Consonant vowel consonant): Examples: mom, cat, cot, etc.
11. CVCe (Consonant vowel consonant “e”): referred to as “sneaky e”. The e makes
the vowel says its name. Examples: make, kite, plane, tote, etc.
12. DOL: Daily Oral Language usually including grammar review and additional skills or
concepts.
13. DMR: Daily Math Review outlined in the BT website or as grade level.
14. DMS: Daily Math Skills outlined in the BT website or as grade level.
15. EL (English Learners): Students who are learning to speak and read English. Kaleb
Beecroft is Highlands ELL teacher and Rose Hopper is the EL aid. The term ELL is no
longer used.
16. ELP English Language Proficiency: as in ELP standards
17. EOY: End of year
18. Exemptions to Student Retention: The MOWR legislation was designed with the
understanding that some students face unique challenges to learning. There are four
exemptions to retention for a student who does obtain a sufficient score on the
reading portion of the AzMERIT exam.
1. A student is an English Language Learner or is Limited English Proficient
and has received less than two years of English instruction.

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 2. A student with disabilities has an individualized education plan (IEP), and
the IEP team, which includes the student’s parent/guardian, agrees that promotion
is appropriate.
3. A student is in the process of a special education referral or evaluation for
placement in special education and/or a student who has been diagnosed as having
a significant reading impairment, including dyslexia.
4. A student has demonstrated or subsequently demonstrates sufficient
reading skills or adequate progress towards sufficient reading skills of the 3rd grade
reading standards as evidenced through a collection of reading assessments
approved by the State Board of Education.
19. FEP Fluent English Proficient: as in a FEP student
20. Fluency: the ability to read with speed, accuracy, and proper expression.
21. IAP: Integrated Action Plan also (for new school improvement plans) and school
literacy plans etc.
22. I.E.P. Individualized Education Program: this is a document for students who
have some sort of a recognized disability. To have this document, staff had to have
an SST (defined above) for that student, and that student had to then be tested.
Based on those test results, the student may or may not qualify for an IEP. By having
this document, teachers are able to recognize the disability and can accommodate
the lesson to fit that child’s needs.
23. IEP Pro: Program that the district uses to create, maintain and track IEPs.
24. ILLP Individual Language Learner Plan:
a. Attachment A: ELP Standards are updated quarterly
b. Attachment B: Includes formative assessments information to document the
progress of the active EL student. Completed quarterly.
25. Interventions for 3rd Grade Retained Students: The goal of the Move on When
Reading legislation is to provide each student the level of support he/she needs to
become a strong reader. Students who are retained must receive more than one of
the following interventions:
1. Summer school reading instruction.
2. Intensive reading instruction before, during, and/or after the regular
school day.
3. Small-group, teacher-led reading instruction that may include computer
based or online instruction.
4. Assignment to a different teacher whose most recent performance
evaluation is in one of the top two performance classifications.
26. Monitored: FEP (Fluent English Proficient) Students , who have passed the AZELLA,
but whose progress (via formative assessment information) is still monitored
quarterly.
27. MOWR: Move On When Reading - Arizona’s Move on When Reading policy is
designed to provide students with evidence-based, effective reading instruction in
kindergarten through third grade in order to position them for success as they
progress through school, college, and career. The legislation in A.R.S §15-701, A.R.S
§15-704, and A.R.S §15-211 explains the requirements for pupil promotion, early
literacy instruction, and accountability for student achievement in reading. More
information can be found at https://www.azed.gov/mowr/

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28. PHLOTE Primary Home Language Other Than English: This is the form that
determines whether a student will be administered the AZELLA placement test. It is
completed by the parent at the time of registration.
29. Phonics: Understanding the relationship between letters and sounds.
30. PI: Parent Involvement
31. PO (Postable Objective): The objective of the week(s) that align with the standard.
What we focus all our teaching and worksheets towards.
32. Prosody: synonym for expression. Reading with prosody is reading with good
expression.
33. Rdg: Abbreviation for “reading”
34. Reading A-Z: Hundreds of different leveled books (& lesson plans to go with them)
you can print them off from the website readinga-z.org. Students have access to
readinga-z.org at home, and there is a free app on both apple & android. It is
recommended to send home login information so students can access these
resources at home.
35. Saxon Phonics: The district adopted spelling and phonics program for all
kindergarten through third grade students.
36. SIP: School Improvement Plan
37. SLD: Specific Learning Disability such as reading comprehension or math
calculation on a child’s IEP
38. SLP: School Literacy Plan
39. Specials: art/social studies/science-STEM/computers/P.E./music. Depending on
the grade level specials are handled differently, consult your grade level leader or
mentor for more information.
40. SpEd (Special Education): Students on an IEP who qualify for extra help. Mary
Hunt is Highland’s Special Education teacher and will pull students out of their
classrooms when they qualify for Special Education.
41. SST (Student Study Team): A meeting teachers have when suspecting a student
may have a learning disability and could qualify for an IEP (defined below). To
prepare for an SST please address your concerns with Mr. Owens, request an SST
packet from Mrs. Hatch and complete the packet a few weeks before the scheduled
meeting and give it to Mr. Owens so he can complete the administration portion
including the observation of the student in the classroom. Be in contact with the
parents prior to completing the SST packet and invite them to the meeting, no
student can be tested for special education services without parent/guardian
authorization.
42. Standard: An overall concept assigned by the state that we use plan out our lessons.
There is usually a new standard & PO every week to two weeks. PO’s and standards
go hand in hand.
43. STAR Early Literacy & STAR Reading: A testing system used for state required
reporting for Move on When Reading (MOWR). There are three reporting periods
per school year. The tests required depend on the grade level and time of year.
44. Student Retention: Students can be retained in the grade’s kindergarten through
third grade. Determination of retention in grades kindergarten through second is
based on a variety of factors including: student achievement which includes reading
level, math proficiency, writing proficiency, age, maturity, suggestions from the

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 classroom teacher, and or special education teacher, principal, and
parents/guardians. In third grade A.R.S. § 15-701 requires that a student not be
promoted from the third grade if he/she obtains a score on the reading portion of
the AzMERIT exam that falls below the cut score established by the State Board of
Education.
Summer School: In grades kindergarten through second grade summer school can
be recommended for students who struggle to maintain their current academic
levels during the summer months. A student who is retained in third grade due to an
insufficient score on the reading portion of the AzMERIT exam can be promoted to
the fourth grade upon completing a summer school program and demonstrating
that he/she is reading at a proficient level on an appropriate reading assessment
administered by the school/district prior to the start of the next school year.
45. Title 1: Is focused reading intervention with the title 1 reading teachers. For the
kindergarten the students are screened and selected based on their reading skills,
they come for either the morning or the afternoon Monday through Thursday (they
attend school all day). In first and second grade the students go for a targeted thirty
minutes of time each day. Third grade eligibility is determined by the classroom
teacher and reading specialist.
46. WPM: Words per minute (usually used on reading fluency tests)

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 Teacher Logins

This login gets you onto your teacher computer and into your google drive account.

User Name: (first name and first initial of last name)@snowflake.k12.az.

Password: Whatever password you choose & it changes every few weeks. It must be 8
characters and include a capital letter and a symbol and a number to help be safe.

Login for SchoolMaster (used for attendance and grades)

User login: (first name and first initial of last name)

Password: (assigned by Shawna Larson in front office)

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 Morning Duty

7:30- until the bell rings (7:50)

 Unlock the gates to the breezeway (there are 2 of them), secure them open
 Students usually put backpacks by classroom doors and go out to playground until bell
rings
 Some students will go to cafeteria that eat breakfast. When they are done eating, they go
out to the playground until the bell rings.
 Supervise the playground until the bell rings.
 Make sure all students are off the playground before you head to your classroom. Your
own students will be lined up outside your classroom door waiting. The other teachers
in the quad will help keep an eye on your class till you arrive.

Lunch Duty

 One of the classified aides will be on the playground each day from 10:55 to 12:00.
 Each lunch hour one certified staff member will assist in supervising the playground
from 11:15 to 11:30, which is the peak period for playground usage.
 It is imperative that the duty teacher arrive no later than 11:15. Also the duty teacher
should remain on duty until the first grade teachers arrive to pick up their
students which is at 11:30.
 Since we have fewer individuals supervising the playground, it is necessary for teachers
to go to the playground as soon as the bell rings to pick up their students. Behavior
problems are more likely to develop when the students are required to wait in line
unattended by their teachers. Therefore, when the bell rings, the teachers should be at
the line-up area to monitor their students and to escort them to the classroom.
 The designated duty teacher should be the first teacher to escort his or her students to
the cafeteria, which will mean that the duty teacher will go to the cafeteria a couple of
minutes prior to the regular start of that grade level’s lunch time. This will give the
teacher time to get something to eat prior to going to the playground. When the third
grade teachers have duty, they will need to take their students to the cafeteria at 11:10
in order to be to the playground at 11:15. This means that they will have to eat their
lunch after their duty on the playground.

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 Cafeteria Procedures

While taking attendance conduct a lunch count, there are typically two options. Count how
many for each one and send in the count through school master. Mark on kid’s hands if they
chose item 1. They have assigned tables that have signs with the teacher’s name. Kids with
home lunches sit down first. Encourage social distancing as much as possible during lunch.

Cafeteria Rules:
 No throwing food
 No hats
 No running or shoving in line
 Clean up your area don’t leave your trash from your lunch on floor or table

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 Recess Duty & Playground Rules

 Each grade level is responsible for supervising their grade level’s morning and
afternoon recess.
 Arrive on the playground a minute or two before your grade level’s recess starts.
 Supervise the playground during recess.
 Wait to leave the playground until the next duty teacher for the next grade level has
arrived.
Recess Times
 Morning recess, times depend on grade level:
o Kindergarten: 9:15-9:30
o First Grade: 9:30-9:45
o Second Grade: 9:45-10:00
o Third Grade: 10:00-10:15

 Lunch recess duty (for Parapros) 11:00-12:00

 Afternoon recess, times depend on grade level:

o Kindergarten: 12:45-1:00
o First Grade: 1:00-1:15
o Second Grade: 1:15-1:30
o Third Grade: 1:30-1:45

Playground Rules

 SAFETY is our #1 Priority!!

 You kind of learn as you go for the most part (it just simply takes experience)
 Take turns on the swings on the blue equipment and other equipment
 No running up the slide backwards or going down the wrong direction or in the wrong
way that could be unsafe in any way
 No running in the breezeway (outside halls)
 NO Balls being bounced in the halls or breezeways
 No sword fighting with sharp sticks, pencils, etc.
 No throwing, sliding, on ice
 No throwing snowballs (HUGE temptation!)
 No tackle football or tackle tag
 No rocks in the air OR on the slide
 No swinging on the handrails on the steps to the playground

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 If the ball is kicked over the fence, they may go get it BUT they have to ask for your
permission first, and then you have to walk over to the fence with them and watch them
go get it.
Discipline
 Some teachers will have students sit on the wall for bad behavior in class. You can also
sit students on the wall if there is bad behavior at recess.
 Some teachers have students walk laps around the playground for misbehaving in class.
 A strategy that seems to work (if they are misbehaving) they have to be your “recess
buddy” for whatever time you feel is appropriate (anywhere from 3 mins to the whole
recess). They have to walk around with you as you take care of playground issues or
have to just stand there with you. If the problem is mild, giving them a warning this
consequence usually takes care of it. It’s a good motivator for them to behave.
 If the problem is something extreme that you can’t handle, send them to the office and
notify their teacher of their behavior after recess is over.
 ALWAYS report bullying to Mr. Owens or the student's classroom teacher depending on
the severity.
 ALWAYS report (for legal reasons) any sexual harassment or misconduct to Mr. Owens
and the classroom teacher
 Tip: take your cell phone out to the playground with you so you can get back up if it is
needed. Put your grade level personnel cell phone numbers in your contact list
including the principal, Mr. Owens.

Injuries
If a kid gets hurt (and it’s not an emergency) ask them if they need to go to the nurse. Most
of the time it’s not even bad enough for the kid to go to the nurse but it makes them feel
good to go, so it works. If they don’t want to go to the nurse, ask them if they want to sit
down and rest until it feels better (most usually agree, but they’re back up and playing
within a minute).

If there is ever an emergency (broken bone, kid’s unconscious, etc.) call Mr. Owens on his
cell phone or the front office/nurse (x7612). You can also have a kid quickly walk to the
nurse and tell them there is an emergency on the playground and the duty teacher needs
them. If it’s more urgent (you decide what that is) call 911, send a kid to get the nurse, and
call Mr. Owens.

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 Bus/ Parent Pick Up Procedure

 Divide Classes into two groups Bus and Parent pick up

 Parapros and the librarian are out at the buses to help the students get on the correct
color bus, the bus colors are painted on the poles under the awing by the bus circle to
help with bus loading. Most students who ride the buses typically will have color coded
tags on their backpacks to identify which bus they ride.
 The classroom teachers walk the students to parent pick up where their designated
spots were assigned and wait for their ride home.
 Students who walk or ride their bikes home depart from the front of the school.

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 Discipline

Classroom discipline: Refer to your individual class rules and how you will deal with
students that struggle to follow said rules. Most teachers do a verbal warning, possibly
some kind of check mark or name on the board with possible check marks next to the name
and then loss of so many minutes of recess, or other classroom privileges, move their name
on a clip chart, or a loss of a DOJO point. Some students owe classroom money they have
earned for breaking certain rules, etc. For serious infractions, refer student to office and
follow-up with a phone call or email to Mrs. Hatch or Mr. Owens documenting the nature of
the problem for follow up or in case the student needs to be put on a behavior plan, is on an
IEP, or has other issues that we need documentation for. If you’re not sure, ASK someone,
your mentor, another teacher how they deal with various behaviors. Positive
reinforcement works the best.

School Rules

 Students are not allowed to play in restrooms during class time

 Students are not allowed to make verbal threats to other students or staff
 Students are to use appropriate language, always avoiding vulgar, crude, or
derogatory remarks.
 Students are to stay off quad grass in front of classrooms.
 Students are not to remain after school unless they receive permission from their
teacher or parent.
 Students are required to pay for all repair, all damage, or vandalism that they cause
to school property.
 Students are not allowed to shove, hit, tease or wrestle. Fighting is absolutely
forbidden.
 Students are never allowed to bully. Our school has a zero tolerance for bullying.

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 Dress Code Policy

The board authorizes the superintendent to promulgate and enforce school regulation
prohibiting student dress or grooming practices that:
1. Present a hazard to the health, safety or general welfare of the student or others in the
school
2. Materially interfere with school work to create disorder
3. Are counterproductive to or disruptive to the learning process
4. Display inappropriate or immodest slogans or pictures (pertaining to subjects such as
alcohol, cigarette, illegal substances, profanity, vulgarity or indecency)
5. Immodestly expose the chest, abdomen, genital areas or upper leg and buttocks.

The following is a non-exclusive list that are not acceptable:

A. Shorts that are shorter than mid-thigh
B. Spandex shorts—unless worn under clothing
C. Intentional slits, holes or ragged clothing
D. Swimsuits
E. Tank tops
F. Skirts that are shorter than two (2) inches above the top of the kneecap
G. Hats in the classrooms

The governing board’s position is to foster high standards of personal appearance. Extreme
styles not addressed in the policy will be evaluated in terms of their effect upon the student
body, faculty and/or educational process. Student appearance should be neat, clean, and
modest and encourage a good wholesome self-image. Violations of the district’s dress and
grooming standards will result in appropriate disciplinary action being taken, including
suspension. LEGAL REF: A.R.S. 15-341 (A)(1) ANY STUDENT WHOSE APPEARANCE IS NOT
IN COMPLIANCE WITH THIS POLICY MUST COMPLY BEFORE ATTENDING CLASSES.

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 Classroom Emergency Guide
EVACUATION
Evacuate when safer to be outside rather than inside.
Consider evacuation for fire, explosion, building
collapse, bomb threat, fire alarm, or as directed.
● Take keys and personal belongings if immediately
accessible. Do not go to lockers, coat rooms or closets.
● Take student roster and emergency supply bag.
● Follow primary evacuation route. If blocked, use alternate
route.
● Close doors. Do not lock doors.
● If smoke is present, stay low to the floor for better air.
● Assemble at primary meeting point unless told otherwise.
● Account for all students and report missing or injured
students.
● Check with buddy teacher or assistant if applicable.
See Below
SHELTER IN PLACE
Use this procedure in the following circumstances:
animal on campus; weather conditions; hazardous
materials release chemical, nuclear or biological
hazards; or as directed.
● Move all students indoors
● All students report to their assigned room or other
location immediately.
● Close all windows and doors.
● Account for all students and remain in classroom or safe
area.
● Inform front office of unaccounted for and additional
students, staff, or visitors in class.
● Turn off ventilation equipment and/or be prepared to use
wet towels along the bottom of doors or tape around
doors and windows if instructed to do so.
● Remain indoors and do not open doors or windows until
given the all clear signal or additional instructions are
provided.
● Check in with buddy teacher or assistant if applicable.
See Below
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LOCKDOWN
Use this procedure for hostile intruders, hostage
situations, a weapon on campus, or as directed.
● If outside the school buildings, return to the building
immediately (If deemed safest action to take under the
circumstances) or evacuate the area.
● Direct students, staff, and visitors into secure area.
● Lock doors and windows immediately, before locking door
check outside for students/staff/visitors that need a place to
shelter.
● Close window coverings and cover windows if possible.
● Turn off lights.
● Keep students close to the ground, out of sight, and
away from the doors and windows.
● Turn off/ silence cell phones.
● Direct everyone to remain quiet and still.
● Account for all students and report missing or injured
students, email the front office the names of extra students
or missing students.
● Allow no exit or entry into the room once the door is
locked.
● Do not evacuate if fire alarm goes off unless certain (Mr.
Owens will always notify of a fire drill ahead of time).
See Below
DROP, COVER, AND HOLD
Use this procedure for earthquake, explosions,
severe weather situations, or as directed.
● Move all students indoors and out of large rooms such as
gym, auditorium, or cafeteria.
● Move students to interior rooms, hallways, or restrooms.
● Avoid exposed stairwells and large windows and face away
from windows.
● Take cover under desks or tables away from unsecured
bookcases or shelves and to shield from flying debris.
● Drop to the floor and cover eyes by leaning face against
arms.
● Hold on if necessary.
● Remain in this position and wait for instructions for all clear
signal.
See Below
 GUIDELINES FOR PEOPLE WITH ACCESS AND FUNCTIONAL NEEDS
● Assist to nearest safe room, exit or stairwell-do not use elevators
● Hearing impaired individuals may not hear alarms and may require alerting and guidance in emergency
procedures.
● Inform emergency responders of location if assistance is required.

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 Lockdown, Fire Drill & Evacuation Procedure
When unlocking the doors in the morning put magnet over the hole and lock the door
again.
If lockdown happens pull magnet and the door is automatically locked but students can
enter the door throughout the day.

Lockdown:
1. An announcement will be made from the office indicating that the school will be on
lockdown mode. Any instructions that can be given will be given then.
2. All students and staff will remain where they are at the time of the lockdown
announcement.
3. Teachers will lock their doors and close their blinds. Turning off lights and move to
a safe area of the classroom.
4. Teachers will account for all the students in their care and notify the office of any
missing students and where they should be, and any students/staff that came into
their room right before the doors were locked, teachers should send an email to the
front office staff. Substitutes will call the office, or the office will call them.
5. The office will check the restroom and cafeteria areas and escort students in those
locations to the office or to the appropriate classrooms, whichever is feasible.
6. If students are on the playground at the time of the lockdown announcement, these
students will go immediately to their classroom unless other arrangements are
determined to be more appropriate.
7. All students and staff will remain in their designated areas until the “all clear” is
announced.
8. The school will hold periodic lockdown drills. The school will make these drills as
non-traumatic for the students as possible.

Fire Drill Procedure:

1. In a conspicuous place in your classroom, post a fire escape map with the
designated- fire escape path(s) clearly highlighted.
2. Teachers should have a roster hanging by their door with their red and green cards
so that as the teacher walks out the door the teacher can grab the roster and color-
coded cards.
3. Review with your students what they should do in case of a drill or real fire. Please
explain to your students they are to exit the building from wherever they are at the
time of the drill. (They are not to return to the classrooms for personal items)
4. When the fire alarm sounds, have your students file from the classroom in an
orderly manner. The teacher (or adult aide) should be the last person from the
room. Prior to leaving the room, double check that all students have left the room
and are accounted for. Turn off the lights, this lets Mr. Owens know that your class
has exited the classroom. We have been asked by the fire department to leave the
doors unlocked so if there is a fire, they can get into each room quickly and make
sure all rooms are clear.

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 5. Once students have gathered at the designated area the teacher will take roll to
make certain all students are accounted for.
6. An administrator, or assigned teacher, will walk around to check on all classes.
Please have your “Red” or “Green” card held up so we can determine everyone is
accounted for. (A red card lets us know a student of students are not with the
homeroom class. A green card suggests all students are accounted for)
7. At the conclusion of the drill, a whistle will be blown, indicating to students and staff
to return to their classrooms.
8. There will be one fire drill held for each month of the school year.
Evacuation:
1. An evacuation drill will proceed in a similar fashion as a fire drill.
2. Rather than pull the fire alarm, the office will announce that the school is to be
evacuated. The announcement will also provide instructions relative to the students’
gathering their coats or other belongings.
3. Students and staff will congregate in the same locations that they use for a fire drill.
They will wait there until they receive further instructions.

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 Workroom Information
 Copier machine
o Extra paper is found in the workroom in the cabinets under the island counter
(sometimes they run out, in that case you can’t really do anything unless you
want to use your personal printer)
o If it gets jammed talk to Luanna in the office (or ask whoever is in there)
o Login Info
 Type in password using the keypad
 The password is (last 4 digits of phone #-assigned by Luanna)
 Then touch “enter” on the screen
o Printing more than one
 Type on the keypad number of copies
 Click blue start button on keypad to print
o Printing separate pages or collating
 Click “finishing” on the screen
 Click “sort” on the screen
 Click “ok”
o Printing front to back
 Click “duplex/combine” button on touch screen
 Click “1 sided to 2 sided” on screen
 Click “ok”
o To log out
 Hit the “access” button on the keypad 2 times
 Scanning on the workroom printer
o Hit the fax/scan button above the keypad
o Find teacher's first name using touch screen arrows or alphabet keys on the
touch screen
o Click your name on the touch screen
o This will scan the information to your teacher email
o There is an option to do a doubled sided scan (duplex settings)
o To log out
 Hit the access button on the keypad twice (top right hand corner)
 Laminator
o The on switch is on the back
o Takes about 15 min to warm up
o When warming it up put the “Please leave laminator on” paper on the top (found
in workroom by laminator) so another teacher doesn’t turn it off thinking it was
accidently left on.
o When you have your papers lined up hit the “Run” button
o Hit the “Stop” button when your paper is just barely visible on the other side
o Cut off your strip of laminated paper using scissors (there should be a pair in the
workroom)
o Don’t forget to turn off the laminator when you’re done!
o If you need help, ask for it!!

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 Copy Center Procedures
 Prefers to receive PDF files, this retains the formatting. The copy center can't
guarantee if you send a Word or similar files that you will receive it the way you
want as we may not have the same version of Word.
 Please don't share from Google docs or if you do know that sometimes the
formatting from it to the printer messes up also.
 Make sure your subject line has all the information we ask especially your school so
we know where it goes.
 Please don't name each job the same thing, this makes it very difficult for us to find
the correct file if you need more copies of it or have a question on it.
 Don't put ASAP as a date, this does not tell us when you need it and it will go to the
bottom of the list and we will get to it only after those sent in before it are
complete. If you need it that day put that as the date and we will do our best to get it
out to you before the High School Kids deliver it.

For questions on deliveries please contact Aaron Huish he over the YTP. We print it and
box it up, the YTP class is in charge of picking it up from us and delivering it to you. He will
be able to help you out with that.

Teachers wishing to make color copies or copies on card stock can do so, there is a fee,
inquire with the copy center for the current rate, and it can be charged to your classroom
supply funds.

Teachers can also purchase reems of paper for a small fee, the price can be charged to your
classroom supply funds.

20
21
 Work Order Procedures

If you have an IT issue, please contact either Valerie Binnie (2 nd grade) or Brian Weir (3rd
grade), they are the two site IT techs, they can help you trouble shoot your issue. If they
cannot address it they will tell you what to do next, usually it entails emailing Luanna and
asking her to put in a work order for it to be repaired. Please be as detailed as possible so
the IT team knows the situation.

If you have a maintenance issue, discuss it with Mr. Owens first, he might be able to help. If
you need light bulbs changed or some other issue that he cannot help with, he will instruct
you to ask Luanna to put in a work order. If you notice a safety issue either in a classroom,
hallway or the playground please notify Mr. Owens.

After the 2009 budget cuts, there were changes to the maintenance and custodial practices,
please keep these items in mind: It was decided that teachers would take out trash bags tie
them shut and put them in the outside trashcans each day, and then reline their trash cans.
Clean the white boards. Wipe down the desks, put chairs up on days your room is to be
vacuumed, and clean large items off the floor that won't vacuum up.

Follow all COVID-19 cleaning procedures and sign the checklist daily, turn the completed
checklist into the office at the end of each month.

22
 School Master

Attendance: Shawna in the front office or your mentor will show how to take attendance
in school master.

Gradebook: Shawna in the front office or your mentor will show how to enter assignments
or assessments into gradebook.

Progress Reports: Are printed from Gradebook and your mentor can show how this is to
be done. Make sure to change the dates so it selects the correct grading period (quarter).

CUM Folder

Cum Folder information to be completed

On the front cover:

Complete the column with grade, teacher name, building, and school year. Write “See
report card” in the grades area. Write in the grade that the student will be promoted to in
the next school year.

Inside at front:
Check to make sure a current year picture is included

Inside:
At the FRONT put a copy of the report card and any other information your grade level
adds to the CUM folders.

23
Classroom Supply Money and Purchase Requisition Orders
 Purchase requisitions need to be filled out so Luanna can turn it into a purchase
order. They are available in office and you can use your classroom supply money to
order things, usually from WalMart (use a WalMart card and shop directly at the
store in Taylor or Show Low) School Specialty, Lakeshore, Really Good Stuff, etc.

 A limited amount of money in the entire district can be spent on Amazon, if you
want to order off Amazon do it early.

 All supply must be used up by the spring, or it will be gone. Luanna will let you know
when the deadline to submit your orders is. Supply money becomes available in July,
you can put in purchase requisition requests early.

 A good tip is to purchase supplies like homework folders, classroom work folders,
etc. in the spring for the following school year, and purchase pencils, crayons,
markers, notebooks, etc.. in the fall at Wal Mart during their back to school sales
with the district WalMart card, to save some money.

 There is a sample Purchase Request. Get them from Luanna in the front office and
turn them back into her. She will then turn it into a P.O. or purchase order with Mr.
Owen’ signature.

24
 Staff Leave Request Form

1. Request the time off from Mr. Owens by asking him about it.
2. Let Mrs. Hatch know that you will need a sub, and the date.
3. Fill this out the online time off request form.
4. Mrs. Hatch or Mr. Owens will approve it on the online system and schedule the
substitute teacher.
5. You must go back in and approve the hours yourself once Mrs. Hatch or Mr. Owens
approves it.

If you are sick, call Mrs. Hatch first thing in the morning or in the evening if you know
ahead of time that you will need a substitute. Do Not Text her, she says she doesn’t always
hear it, but will hear her phone ring. If she does not answer, call Mr. Owens. Please do this
as early as possible, 6am is an appropriate time to call her.

25
 Staff Travel Request Form
Discuss travel request with Mr. Owens and then complete this form.

26
 Highland Primary’s Daily Schedule

Teachers get to school……………….7:30 AM

First Bell…………………………….....7:50 AM
Tardy Bell……………………………...7:55 AM
AM Recesses

Kindergarten………………...9:15 to 9:30 AM
First Grade…………………..9:30 to 9:45 AM
Second Grade……………....9:45 to 10:00 AM
Third Grade………………….10:00 to 10:15 AM

AM Kindergarten dismissed at 10:45 AM

Lunches

First Grade……………...10:55 to 11:30 AM

Second Grade…………..11:10 to 11:45 AM
Third Grade……………..11:25 AM to 12:00 PM

PM Kindergarten arrives at 11:30

PM Recesses

Kindergarten………………..12:45 to 1:00 PM
First Grade………………….1:00 to 1:15 PM
Second Grade……………...1:15 to 1:30 PM
Third Grade………………...1:30 to 1:45 PM

Dismissal

All Grades…………………….2:20 PM
Teachers go home…………..3:30 PM

Friday Early Release Schedule

First, second, and third graders have the same schedule as above except there are no PM
recesses and all students are released at 1:00 PM.

AM Kindergarten……..7:55 AM to 10:05 AM
PM Kindergarten…….10:50 AM to 1:00 PM

27
 Schedule for Snow Days/ Late Starts

Two hour late start:

First Bell……………...…..…..9:50 AM
Tardy Bell……...………….….9:55 AM

AM kindergarten………9:50-11:45 AM
PM Kindergarten…………12:30-2:20 PM

Dismissal

All Grades…………………..2:20 PM

Kids shouldn’t be at school any earlier than 9:40. Breakfast will NOT be served when
there is a late start.

Memo From Hollis Merrell, Superintendent on October 26, 2020

Any time there is a chance of having snowy or icy road conditions, a few of us begin driving
roads between 4:00 and 4:30 a.m. We try to make a decision by 5:30 a.m., as we have
buses that begin rolling out of the yard by 6:00 a.m. Our decision is based upon whether it
is safe to transport students, and if our campus parking lots, sidewalks, and drop off
locations are safe and have been cleared. The three options that we have are:
1. Hold school on a regular schedule
2. Call a two hour delay
3. Cancel school for the day (snow day)
If the decision is to hold school on a regular schedule, no announcements will be made. If
we have a two hour delay or school is cancelled, I will send out a message on our School
Reach system. I will first set up a phone message and then will also send a text and e-mail
message. We will also put notices up on our website and on the Marquee’s in Taylor and
Snowflake as soon as possible. If your phone number or e-mail has changed, please notify
your child’s school so you can receive these notices.

Many people call with questions regarding our two hour delay schedule. A two hour delay
means exactly that. School will start two hours later than the normal schedule and you can
expect the buses to make stops two hours later as well. One scenario that could occur is
that we could call a late start before 6:00 a.m. and then change it to a cancellation prior to
school starting if conditions don’t improve or get worse. If weather conditions call for a

28
late start on a Friday, we may choose to call a snow day rather than have a late start and
early release on the same day.

Predicting the weather can be a real challenge. In addition to driving roads, I also follow
the weather forecasts and watch the weather on radar. However, it will be impossible to
make the “perfect call” every time. Most of the time we get it right, but sometimes we don’t.
Many times, schools around us in higher elevations have snow accumulation early in the
evening and can make decisions at that time. While that does occasionally happen here, it
is more common in our area to see snow accumulation or icy roads develop early in the
morning when the temperature drops. That situation creates challenges as we try to make
a decision by 5:30 a.m. (a lot can and does happen between 5:30 and 8:00 a.m.) A few
times we have decided to hold school on a regular schedule because the roads were clear
and there was no snow, only to have it start snowing heavily around 7:00 a.m. causing
dangerous road conditions. We hope under those circumstances, parents will make
independent decisions about their student’s safety and keep them home until road
conditions improve.

Sincerely,

Hollis J. Merrell
Superintendent

Teacher Work Hours

Daily Schedule

Arrive……………………...…...7:30AM

Lunch……………………...when the grade level you work with has lunch

Dismissal……………………....3:30PM

29
Sample Kindergarten classroom Daily Schedule

30
 Sample 1st grade classroom Daily Schedule

Monday Tuesday Wednesday Thursday Friday

7:50-8:10 Morning Tubs Morning Tubs Morning Tubs Morning Tubs Morning Tubs

8:10-9:00 Phonics Lesson Phonics Lesson Phonics Test Phonics Lesson Phonics
Lesson

9:00-9:30 Spelling List Spelling List Spelling List Spelling List Spelling Test
Reading Reading Reading Reading Reading DFA
Objective Objective Objective Objective
Lesson Lesson Lesson Lesson

9:30 – Recess Recess Recess Recess Recess

9:45

9:45-10:55 Reading Reading Reading Reading Math Lesson

Groups Groups Groups Groups

10:55- Lunch Lunch Lunch Lunch Lunch

11:30

11:30- Title 1 Reading Title 1 Reading Title 1 Reading Title 1 Reading Title 1 Reading
12:00 Intervention Intervention Intervention Intervention Intervention

12:00- Handwriting Handwriting Handwriting Handwriting Write Me Back

12:30 Writing DMS DMS DMS Book

12:30-1:00 Math Lesson Writing Writing Writing Free Choice &

Show & Tell

1:00-1:15 Recess Recess Recess Recess Clean up/

Dismissal

1:15- 1:45 Library Math Lesson Math Lesson Math Lesson

1:45-2:15 Specials Specials Specials Specials

2:15-2:20 Clean up/ Clean up/ Clean up/ Clean up/

Dismissal Dismissal Dismissal Dismissal

***Library is on Monday-times dependent on the individual teacher’s assigned time.

31
 Sample 2nd grade classroom Daily Schedule
Monday Tuesday Wednesday Thursday Friday

7:50-8:05 DOL (morning DOL (morning DOL (morning DOL (morning DOL (morning
Work) Work) Work) Work) Work)

8:05-9:00 Grade Level Grade Level Grade Level Grade Level DFA’s:
Reading Reading Reading Reading Reading and
Groups Groups Groups Groups Math if
applicable

9:00-9:45 Phonics Lesson Phonics Lesson Phonics Lesson Phonics Lesson Phonics test

9:45- Recess Recess Recess Recess Recess

10:00

10:00- DMS and Spelling Spelling DMS DMS and

10:30 writing Pretest and Pretest and Friday Five
DMS DMS

10:30- AR AR AR AR AR Pay Day

11:05

11:10- Lunch Lunch Lunch Lunch Lunch

11:45

11:45- Handwriting Handwriting Handwriting Handwriting Handwriting

12:00 DMR DMR DMR DMR DMR

12:00- Math Lesson Math Lesson Math Lesson Math Lesson Free Choice &
12:45 Show & Tell

12:45-1:15 Math Math Specials Specials Clean up/

continued or continued or Dismissal
writing writing

1:15- 1:30 Recess Recess Recess Recess

1:30-2:15 Reteach and Writing Writing Writing

Enrich

2:15-2:20 Clean up/ Clean up/ Clean up/ Clean up/

Dismissal Dismissal Dismissal Dismissal
***Library is on Tuesday-times dependent on the individual teacher’s assigned time.

32
 Sample 3rd grade classroom Daily Schedule

Monday Tuesday Wednesday Thursday Friday

7:50-8:05 Morning Morning Morning Morning Morning

Munchie Munchie Munchie Munchie Munchie

8:05-9:20 Reading Group- Reading Group- Reading Reading Spelling Test

Story of the Story of the Group- Group- Reading DFA
Week, Vocab, BT Week, BT Skill, BT Skill, BT Skill, AR
Skill small group fluency, small comprehensio Math DFA
instruction group n, small group
instruction instruction

9:20-9:40 Library 9:25-10 BT Skill/ BT Skill/

Grammar/DOL Grammer/DOL

9:40-10:00 Library 9:25-10 Spelling Spelling Spelling

10:00-10:15 Recess Recess Recess Recess Recess

10:15- Phonics/Title1/ Phonics/Title1 Phonics/Title1 Phonics/Title1 Engineering/

10:35 DMR /DMR /DMR /DMR Study Hall

10:35- BT Journal Writing Journal Journal

10:40 Skill/Spelling/ Writing Writing
Grammar/DOL
Journal Writing

12:00- Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
12:20

12:20- DMS DMS DMS DMS Clean Desks/

12:35 Auction

12:35-1:30 Math-Review, Math-Review, Math-Review, Math-Review,

Whole Group Whole or small small Group small Group
introduction of Group instruction/ instruction/
BT skill instruction centers centers

1:30-1:45 Recess Recess Recess Recess

1:45-2:15 Specials Specials Specials Specials

2:15-2:20 Clean up/ Clean up/ Clean up/ Clean up/

Dismissal Dismissal Dismissal Dismissal

33
 “DMS” Daily Math Skills Procedure
SCRIPT: Daily Math Skills: ELEMENTARY SCHOOL

Materials needed: script, practice sets/sheets, math probe for each student, individual
progress chart/graph/log, digital timer, answer key, document camera or overhead

Do the following steps:

~Say, “It’s time for our Daily Math Skills. Today we’ll build our fluency in the area of
(skill on which you are working). Remember, if you are fluent in something, it means
you are both fast and accurate!”

~Say, “Get together with your math partner.”

~Set the timer for 3 minutes. Say, “Decide who will start as Player and who will start as
Coach today. Coaches read the problem out loud. Players, after the coach reads the
problem, work the problem while saying the steps out loud. Coaches, listen and give
your Player feedback if he or she makes a mistake or doesn’t know a step.
Remember, during practice, our focus is on accuracy. Ready? Begin.” Start the timer.

~Walk around the room and monitor students to ensure they are actively engaged in
reading the problems (Coach), saying the process (Player), and providing feedback (Coach).

~When the timer rings say, “Stop practicing and switch roles.”

~ Set the timer for 3 minutes. Say, “Remember, Coaches read the problem out loud.
Players, after the coach reads the problem, work it while saying the steps out loud.
Coaches, listen and give your Player feedback. Remember, during practice, our focus
is on accuracy. Ready? Begin.” Start the timer when you say Begin.

~As students practice, pass out the day’s probe face down to each student. When the timer
rings, say, “Stop practicing and return to your seats.”

~ Say, “Write your name at the top of your paper. Don’t turn your papers over yet.
Start on the first problem and work across, row by row. Don’t skip any problems. If
you don’t know an answer, make your best guess and go on to the next problem. Now
our focus is on both accuracy and speed!”

34
~Set the timer for 2 minutes. Say, “Turn your papers over and put your pencil o the
first problem. Ready?” Wait 1 second then say, “Begin.” Start the timer as your say
‘begin.’

~Walk around the classroom and actively monitor students to ensure they are working
row by row, and not skipping problems or skipping around.

~When the timer rings say, “Put your pencils down and hold your papers up in the air.”

~ Say, “Trade papers with your neighbor. As I say the correct answers, put a slash
mark through any incorrect digits.”

*(Be sure that students have been taught how to correctly score probes.)

~Briskly read each answer aloud. An overhead or a document camera with the key may be
used to supplement reading the answers but it may not be replace reading answers aloud.

~Say, “Get your own paper back and rework any problems you missed. Raise your
hand if you need help. If you didn’t make any errors, work additional problems.” Set
the timer for 1 minute. Say, “Ready? Begin.” Start the timer.

~Walk around the classroom and monitor students to ensure that they correct each of their
mistakes or work additional problems.

* (If you observe that students are consistently having difficulties knowing HOW to do the
skill, prepare and teach a mini-lesson on that math computation skill the following day.)

~After the timer rings say, “Now record your score on your daily progress chart.” (This
can be modified according to how you have your students track personal progress, e.g. a
log, graph, or chart.)

~Celebrate class wide progress and individual growth!

**Determine a method for your class to monitor class wide progress toward a class
wide median in the Mastery range. Provide incentives and rewards for individual
and class wide growth.

35
 Parent Teacher Conferences Information

Parent teacher conferences occur at the end of first and third quarter. This is a time to meet
with each parent, discuss their student’s progress, strengths and any concerns the teacher,
parent or student might have.

There are multiple ways to do sign ups electronically including:

Signup.com
Signupgenius.com
Blooms.com (parent communication app)
Google Form

Other ways include sending out sign up times and having the parents respond back.

Mr. Owens asks for a sign in list at the completion of parent teacher conferences so he has a
record of who attended and who did not.

Sample forms are provided on the next page, many more can be found online or to suit your
individual needs.

36
37
38
 Teacher Access to IEP’s
For Highland Primary for the 2020-21 school year

Here are the simple instructions on how to access each of your student’s IEP’s to see a
“snap shot” view of the IEP. This snap shot will give you the information needed to
accommodate for those students who have IEP’s in your classroom. Please take time to
look at them. If you make copies, just remember to put them in a secure place. If you
should have question or problems accessing the system, please call me…Cindy x7728
1. Log on to: www.e-ieppro.com/SFUSD/IISPortal
2. The screen will appear as follows:

USER Password: iisfsu5

SELECT Group: Use the drop down box to select Highland Primary
GROUP Password: 061234
3. Upon Login, you will have access to a list of students with Locked In-Force IEP’s at
your school, simply clicking on the Student ID hyperlink will give you access to the
information sheet.

39
 AR/STAR Teacher Login
1. Click on green Accelerated Reader box 2. Click “I’m a Teacher/Administrator”

3a. Type teacher login name: (first name and first initial of last name)
3b. Type teacher password: same login as teacher computer (select login)
4. Then select either...

Accelerated Reader (orange box)

 Program for books they read called AR
 Comprehension quizzes for AR books
 Teachers set goals for students based on reading abilities
 If students reaches goal, they get to attend an AR Party
OR
 STAR reading (blue box)
 Reading assessment that gives a level or grade equivalency for
each student.
 Gives their ZPD (Zone of Proximal Development) which gives the level range they
can successfully, independently read books from

To get test results click on “Reports” → then “Summary” (see below)

40
5. Then select whichever class the student
is in, or if you want to see all of them leave
the search on “all classes” and click “view
report”

9. Then wait for report to generate

(looks like this)

10. To print click on the printer icon in

top right corner

Student version of STAR Test

1. Click on (green) Accelerated Reader box 2. Click on I’m a student

3a. Type: firstnamelastname (first name & last name smashed together lowercase)

41
3b. Type password: hpk3 (select login)
4. Then select STAR reading, click on the blue box on the left
5. Then type monitor password: admin

6. Then select START the test will

automatically start (see below)
7. If need to stop the test click the STOP
button in top right corner- the monitor
password is also admin

p.s. the questions get harder or easier as the

student answers them

Student AR login to take quiz

1. Click on (green) Accelerated Reader box 2. Click on I’m a student

3a. Type: firstnamelastname (first name & last name smashed together lowercase)
3b. Type for password: hpk3 (select login)

4. Accelerated Reader

5. Click on Manage Books and Quizzes

42
6. Click on Reading Practice quizzes

7. Then type in either the name of the book or the AR Quiz # and select the search icon on
Right side of search bar
8. Click on Take Sample Quiz

9. Quiz will automatically

start...read question and select
best answer by clicking a,b,c,d and
then the next button

***************To extend time on a STAR test for a student that is on an IEP (usually no
other exceptions) Home, STAR, Go to Preferences, Student Preferences, scroll down to
change time limit (Extend Question time Limit), (edit) pull up class (ex Mr. Smith) select
individual student, click box next to student’s name, go to the extend tab, and click select
apply changes button, ****************

43
 AzMerit
 Becoming a Test Administrator
 How to log in students
 Example Testing schedule
 Tips & Tricks

To become a certified Test Administrator (TA) go to

1. http://azmeritportal.org/
2. Click on the apple tab that says
“Educators and Test Administrators”
3. Click “Test Administer Certification“

4. The
browser should then open a new tab that looks like
the picture below. Your login is your school email
address, and your password (air-ast)can be found in
your email under “AIRAST-DoNotReply” (it may be
in your spam)

5. The training takes about 30 minutes, and there

is a small multiple choice question quiz at the end
(you can retake the quiz as many times as you
like without having to redo the training)

6. Make sure to print your TA certification when

finished!

44
Teacher/TA Login

1. Go to http://azmeritportal.org
2. Click the apple tab that says
“Educators and Test Administrators”
3. Click Administrator “Spring 2017
AzMERIT Tests”
4. Login using
your email and
password
5. Select the plus
sign next to either
ELA or Math

6. Select the plus

next to “Grades 3-
8”

7. Select which test you

want, and then the green “Start
Operational Session”

8. Your screen will look like this,

only your students names and
SSID #’s will be in the boxes. To
stop the test session, click the
“STOP” button next to the
Session ID number.

45
 This is the
Session ID # - it
will be different for
each test session.
Sudents will need

Logging a student in

1. Log onto the computer/laptop (make sure CAPS Lock is ON! Or teach them about the
shift key to make a capital letter)
User: K3HP
Pass: ABC1234!
2. Make sure the volume on the computer is ALL the way up (otherwise they won’t be
able to hear the read-out loud part on their tests, and you’ll have to re-log them in)
3. Click the AZMERIT icon on the home screen
4. The Sign In page will ask for the student first name,
Student Session ID, and Session ID. The students will
have a ticket with their name, and SSID. Have them type
both in. [if their ticket gets lost, their SSID# is in SchoolMaster under child’s
primary data view on the left side called “other (SAIS) ID”]. As a TA, you will be
given a Session ID # in the top right corner of the screen (refer to picture on previous
page). Write on the board for students to type in on login page.

Once Students are logged on and taking the test, be sure to have them click somewhere on
the screen every twenty minutes so they do not get logged out. If they do, you will just have
to go through the process of logging them back
in.

6. To end a student's test, select the red stop sign

button at the top left of their screen that says
“End Test”. (refer to the picture on the previous
page)

It will then bring you to a page where its shows

all the questions of the test. Each question should

46
be blank - meaning no yellow flags are exclamation marks. Yellow flags means the student
marked it for review, while (!) means it is missing an answer, or it is incomplete. Make sure
all questions are complete before submitting the test.

SAMPLE AZ Merit Rotation Review Concepts

Reading
Analyze Characters
Author’s Point of View
Comparing and Contrasting
Context Clues
Fact/Opinion
Figurative Language
Illustrations
Key Details (Matrix and which support the main idea
Literal/Nonliteral
Main Idea
Nonfiction organizational Features
Play/Poem/Story
Plot
Plot and Resolution
Prefixes/Suffixes
Sequencing
Test Taking Strategies
Text Evidence
Theme

Math
Area (Regular)
Area (Irregular)
Attributes of Shapes
Borrowing
Comparing Fractions
Create an Equation
Elapsed Time
Fractions on a Numberline
Graphing/Using a Data Table
Mass/Capacity
Measurement to the Nearest ¼ in
Missing Numbers in an Equation
Money
Patterns
Perimeter
Properties of Multiplication
Two Step Word Problems
Test Navigation/Tool Use

47
 Test Tricks and Tips
Before Testing:
~Check your password early every day. Their password was suddenly changed one
morning during testing last year.

~Schedule one test at a time on the morning of testing. Leave your computer on the site
that you use to schedule the test. When the students log in, this site will be used to approve
them.

~Write the code assigned to you on the board for your students to use when they log in.

~Make sure you have reviewed the weird pull down menu at the end of the reading sample
test. This type of questions were a problem last year.

~Make a grid (similar to what we used for Galileo) for students to work math problems out.
I'll find mine from Galileo and can put a copy in your box. We will have to turn these in after
testing, so they should write their name on the top.

~Students can use a post-it or ruler to help them keep track while they are typing their
writing response. So, if you want students to use something, have it ready before we begin
Monday. They said the writing prompts are assigned randomly (there were three or four
different prompts last year), but all have multiple stories to read before writing. Donna said
she had students that did not finish typing last year, so the writing test could very well be a
full day test.

During Testing:
~Tell students to "Never, never, never use the pause, stop, or end buttons." Have them
raise their hand when they have finished all the questions. They should not push submit
until you are behind them (and have made sure they have answered all questions and
reviewed them).

~If something happens during testing, like an internet glitch, students should log in again
using the same code they used originally.

~They had the kids eat lunch in their classroom last year, but are not planning on doing it
this year (food + computers = disaster). They are going to just leave the laptops and have
the kids log in again if needed. Again, do not push the pause button during this time. When
their test is paused, it will automatically submit after 20 mins (not good).

~They are going to have two adults in each classroom, so if someone needs to use the
restroom or leave the classroom for something else, there will be someone to proctor.
Maybe we can arrange for coverage for restroom breaks around our normal recess time?

48
~Donna said that we can clarify or answer questions to students who are confused. I did
find that we could answer questions about directions on page 17, but it also says we can't
answer questions about content.

To redo the training video:

1. Go to AZMeritportal.org
2. Click on Educators and Test Administrators on the left hand side
3. Click on Test Administrator Certification

When you go to schedule your test, you'll need to do the following:

1. Go to AZMeritportal.org
2. Click on Administer Spring 2017 AZMERIT Tests

Most likely, you will get an error message saying you need to disable popups. If so, here are
the steps:

1. Click on the three dots underneath the red X in the upper right hand corner.

2. Click on Settings

3. Scroll to the bottom and click on Show Advanced Settings.

4. Scroll until you see the Privacy Category.

5. Click on Content Settings under Privacy.

6. Scroll down until you see Pop-Ups.

7. Click allow all sites to show pop-ups.

8. Click Done at the bottom.

9. After testing, we will want to go in and change this back to don't allow pop-ups.

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 AZMerit Score reports & access
to access AZMerit School and student test scores go to:
1. http://azmeritportal.org/
2. next click on Educators & Test Administrators tab (with the apple icon)

3. then click on Online Reporting System

4. now Login: first name first initial of last name@snowflake.k12.az.us

password: (same as school w/ 1)

5. click on Score Reports button

6. click on ELA section on the button that show 59% under Percent Passing column

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7. select teacher to see class scores or individual student scores such as Mr. Smith click
on name

8. make sure popup box has these things selected click on each
button and change to ELA, Grd 3, (change Roster to Student),
(change Subject to Scoring Categories) , current admin, then click
on View
button at bottom
can also click on teacher when on main page to show average
scale score performance in each category if select Highland
Primary button in green up above instead of a particular teacher

9. Then it will show a whole class report of students ELA

breakdown scores… if click on individual student button will show a breakdown of that
student

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 Definitions
Achievement Level Descriptions for Overall Test

Level 1 (Minimally Proficient) (2395-2496): Your student shows a minimal

understanding of the expectations for his or her tested grade. Your student is highly likely
to need support to be ready for ELA in the next grade.

Level 2 (Partially Proficient) (2497-2508): Your student shows a partial understanding

of the expectations for his or her tested grade. Your student is likely to need support to be
ready for ELA in the next grade.

Level 3 (Proficient) (2509-2540): Your student shows a strong understanding of the

expectations for his or her tested grade. Your student is likely to be ready for ELA in the
next grade.

Level 4 (Highly Proficient) (2541-2605): Your student shows an advanced

understanding of the expectations for his or her tested grade. Your student is highly likely
to be ready for ELA in the next grade.

AZMerit Score Reporting Categories

Reading for Information
Reading for Literature
Writing for Language
INC indicates an incomplete test
INV indicates an invalidated test

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