Running Header: BUSINESS EDUCATION LAB MANAGEMENT HANDBOOK

Alana Eichenberg Business Education Lab Management Handbook March 1, 2013 University of Arkansas CATE 4041

Table of Contents Overview Chapter 1. Laboratory Guidelines and Safety A. Business Education Courses B. Laboratory Policies C. Materials for Orienting Students
ECHO Marker Board SAM Testing Site Projector Synchronize LanSchool

D. Apparel Guidelines E. General Safety Information F. Equipment Operating Instructions

PCs MACs Digital Cameras Digital Video Cameras Scanners Printers USB/Flash Drives

G. Liability Issues H. Safety Tests

Record Keeping System

Chapter 2. Laboratory Curriculum Materials A. Sample Lessons B. Sample Activities C. Laboratory Report Format D. Instructional Considerations & Guidelines
Guidelines for Multimedia Presentations Group Presentation Guidelines Provisions for Disabled Students

E. Guidelines for Guest Speakers

Student Guidelines Speaker Guidelines

F. System for Cataloging Laboratory Resources G. Substitute Teacher Guidelines

Student Guidelines Substitutes Guidelines

H. I. J. K.

Student Evaluation & Grading System Attendance and Participation Policy Student Behavior Policy Competency-Based Laboratory Assessment System

Chapter 3. Laboratory Equipment and Software A. Laboratory Maintenance Equipment Purchasing Guidelines B. Minimum Equipment Lists C. Surplus Property Resources D. Equipment Maintenance Records E. Laboratory Guidelines

F. Software and Hardware Guidelines and Registration G. Information Related to Student Use of School Materials and Software Chapter 4. Inventory and Storage A. Laboratory Inventory Tools and Guidelines B. Records for Equipment and Furniture
Consumables Non-Consumables

C. Laboratory Clean-Up Procedures for Students D. Laboratory Traffic Lanes E. Other Environmental Issues that will Impact the Laboratory Environment
Illumination Work Stations Ventilation Utilities

Chapter 5. Facilities Planning A. Guidelines for Developing a State-of-the-art Laboratory B. Proposal for a New Laboratory
Software Hardware Equipment Materials Laboratory Space Drawing of the Ideal Laboratory

References

Overview This Laboratory Handbook has been created with the purpose of guiding and informing business education instructors the best way to manage a lab and teach students. Chapters included in this Lab Management Handbook are laboratory guidelines and safety, curriculum materials, equipment and software, inventory and storage, and facilities planning. As teachers we should always think of our students first. When doing so we must consider the learning environment as well as laboratory hazards. Anything regarding students involvement in learning should have detailed, set guidelines on how to handle every situation. We always want to maximize our students learning.; this book is a tremendous step toward this goal.

Chapter 1 Laboratory Guidelines and Safety

A. Business Education Courses Advertising, Banking & Finance Consumer Lending, Banking & Finance Law, Banking & Finance Operations/Teller Training, Banking & Finance Principles, Business Communications, Business Law I, Business Law II, Computerized Accounting I, Computerized Accounting II, Computerized Business Applications, Advanced Database Applications, Desktop Publishing I, Desktop Publishing II, Enterprise Management I, Enterprise Management II, Fashion Merchandising, Insurance & Risk Management, International Business, International Travel, Introduction to Finance, Introduction to Hospitality, Introduction to Marketing, Introduction to Travel & Tourism, Investments & Securities, Keyboarding (9-12), Keyboarding Applications (9-12), Lodging Management I (Business), Lodging Management II (Business), Management, Marketing, Marketing Management, Multimedia Applications I, Multimedia Applications II, Office Management, Retailing, Salesmanship, Sports and Entertainment Marketing, Advanced Spreadsheet Applications, Travel Destinations, Web Design and Multimedia Production, Word Processing I, Word Processing II, ACE-Approved Computer Applications I (9-12), ACEApproved Computer Applications II, ACE-Approved Computer Applications III, ACE Approved Web Page Design I Associate Design Specialist, ACE Approved Web Page Design II Internet Business Foundations/Network Technology Foundations, Computer Technology: Introduction, Keyboarding (grades 7-8), Keyboarding Applications (grades 78), Career Orientation, ACE-Approved Computer Applications I (grade 8), ACE-Approved Information Technology: Fundamentals, ACE-Approved Keyboarding Connections (grades 7-8) (Wiki Professor Carters Class)

B. Laboratory Policies

Laboratory Policies
Computer Gaming Policy: - Students are not allowed to play any game that involves a gun or weapon of any kind or a being harming a being of any kind Substitute Teacher Policy: -Follow all directions of the substitute teacher. Always check ECHO Agenda. If a student does not attempt the daily assignment, a zero will be given for that days grade. Tardy Policy: -Please be in the room when the tardy bell rings. If you are tardy you must have a note from a teacher/staff member. Cell Phone Policy: -Please turn cell phones off and do not use them during the class period. Hat Policy: -Please remove your hat, cap, or beanie when you enter the computer lab. Printing Policy: -ALWAYS ask permission before printing any document of any sort at any time.

LAPTOP/COMPUTER ACCEPTABLE USE POLICY The School District makes computers and/or computer Internet access available to students, to permit students to perform research and to allow students to learn how to use computer technology. Use of district computers is for educational and/or instructional purposes only. It is the policy of this school district to equip each computer with Internet

filtering software designed to prevent users from accessing material that is harmful to minors.1 For the purposes of this policy harmful to minors is defined as any picture, image, graphic image file, or other visual depiction that: A. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or Excretion. B. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable For minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and C. Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors. D. No student will be granted Internet access until and unless a computer-use agreement, signed by both the student and the parent or legal guardian (if the student is under the age of eighteen [18]) is on file. The current version of the computer use agreement is incorporated by reference into board policy and is considered part of the student handbook(LHS Handbook). Student use of computers shall only be as directed or assigned by staff or teachers; students are advised that they enjoy no expectation of privacy in any aspect of their computer use, including email, and that monitoring of student computer use is continuous. Students must not disable or bypass security procedures, compromise, attempt to compromise, or defeat the districts technology network security or Internet filtering software, alter data without authorization, or disclose passwords to other students. Students who misuse district-owned computers or Internet access in any way, including using computers to violate any other policy or contrary to the computer use agreement, or using the computers to access or create sexually explicit or pornographic text or graphics, will face disciplinary action, as specified in the student handbook and/or computer use agreement (LHS Handbook). The student is allowed to use the technology to access the Internet under the following terms and conditions: A. Conditional Privilege: The students use of the access to the internet/computer is a privilege conditioned on the students abiding to this agreement. No student may use the districts access to the Internet unless the student and his/her parent or guardian have read and signed this agreement. B. Acceptable Use: The Student agrees that he/she will use the Internet/computer access during the instructional day for educational purposes only. In using the Internet, the student agrees to obey all federal and state laws and regulations. The Student also agrees to abide by any Internet use rules instituted at the students school or class, whether those rules are written or oral.

C. Misuse of the access to the Internet includes, but is not limited to, the following: 1. Using the Internet during the instructional day for other than educational purposes 2. Gaining intentional access or maintaining access to materials, which are harmful to minors as defined by Arkansas law 3. Using the Internet for any illegal activity, including computer hacking and copyright or intellectual property law violations 4. Making unauthorized copies of computer software; 5. Accessing chat lines unless authorized by the instructor for a class activity directly supervised by a staff member 6. Using abusive or profane language in private messages on the system; or using the system to harass, insult, or verbally attack others 7. Using encryption software 8. Wasteful use of limited resources provided by the school including paper 9. Causing congestion of the network through lengthy downloads of files 10. Vandalizing data of another user 11. Obtaining or sending information which could be used to make destructive devices such as guns, weapons, bombs, explosives, or fireworks 12. Gaining or attempting to gain unauthorized access to resources or files; 13. Identifying oneself with another persons name or password or using an account or password of another user without proper authorization; 14. Invading the privacy of individuals; 15. Divulging personally identifying information about himself/herself or anyone else either on the Internet or in an email. Personally identifying information includes full names, address, and phone number. 16. Using the network for financial or commercial gain without permission; 17. Theft or vandalism of data, equipment, or intellectual property; 18. Attempting to gain access or gaining access to student records, grades, or files; 19. Introducing a virus to, or otherwise improperly tampering with the system; 20. Degrading or disrupting equipment or system performance;

21. Creating a web page or associating a web page with the school or school district without proper authorization 22. Providing access to the Internet to unauthorized individuals 23. Failing to obey school or classroom Internet use rules 24. Taking part in any activity related to Internet use which creates a clear and present danger of substantial disruption of the orderly operation of the district or any of its schools 25. Installing or downloading software on computers without prior approval of technology director or his/her designee(LHS Handbook) USING THE COMPUTER FOR INTERNET AND E-MAIL Students and parents/guardians understand that Mrs. Eichenberg does not have control over information found on the Internet. While every attempt is made to block access from inappropriate material while the student is at school, the district is not able to monitor student usage of the computer while at home. It is the parent/guardians responsibility to supervise the information that a student is accessing from the Internet while at home. Students should be aware that Internet access and e-mail, and other media that are accessed, created or stored on their computers are the sole property of the District. The District has the right to review these items for appropriateness, and to limit or revoke a students access to them at any time, and for any reason. NO EXPECTATION OF PRIVACY The student and parent/guardians agree that if the student uses the Internet through the districts access, that the student waives any right of privacy the student may have for such use. The student and the parent/guardian agree that the district may monitor the students use of the districts internet access and may also examine all system activities the student participates in, including but not limited to e-mail, voice, and video transmissions, to ensure proper use of the system. The district may share such transmissions with the students parents/guardians(LHS Handbook). CONSEQUENCES OF INAPPROPRIATE USE The use of any district technology is a privilege and not a right. Students are expected to use their computer in accordance with the Laptop/Computer Acceptable Use Policy and any applicable laws. Students violating the Laptop/Computer Acceptable Use Policy are subject to disciplinary action up to and including out of school suspension or expulsion depending on the frequency and severity of the offence, in addition to limited or loss of laptop/computer privileges. Students assigned to OSS (Out-of-School Suspension) for whatever reason will turn in their laptop, chargers, and backpack. Students withdrawing from school will turn in their laptop, chargers, and backpack. Students who leave the District and fail to check in their laptops and related equipment will have felony theft charges filed against them immediately upon the Districts knowledge of such an event. The District will prosecute the occurrence to the fullest extent of the law.

Complaints and Grievances 1. The School District's grievance procedure, including steps to be followed by students to resolve a grievance is as follows. The following procedures will be used for filing, processing and resolving alleged Title VI (race), Title IX (sex), Section 504 (handicap) and discrimination complaints of students. 2. Every student of the Lincoln School District is guaranteed the right to present his grievance, in accordance with the provisions of this policy, free from interference, coercion, restraint, discrimination or reprisal. 3. DEFINITIONS
Discrimination Complaint: A complaint alleging any policy, procedure or practice which discriminates on the basis of race, color, national origin, sex, qualified handicap or age. Student Grievant: A student of the Lincoln School District who submits a complaint alleging discrimination based on race, color, national origin, sex or qualified handicap. Equity Coordinator: The person(s) designated to coordinate efforts to comply with and carry out responsibilities under the civil rights laws and other state and federal laws addressing equal educational opportunity. The Coordinator is responsible for processing complaints. Respondent: The person alleged to be responsible for the violation alleged in a complaint. The term may be used to designate persons with responsibility for a particular action or those persons with supervisor responsibility for procedures and policies in those areas covered in the complaint. Day: Means a working day. The calculation of days shall exclude Saturdays, Sundays and holidays.

4. Filing and Processing Discrimination Complaints 5. Step I - The grievant submits complaint to the Equity Coordinator, stating name, nature and date of alleged violation; names of persons responsible (where known); and requested action. Complaint must be submitted within thirty (30) days of alleged violation. Complaint forms are available in the school office or the Equity Coordinator's office. The Equity Coordinator issues a decision to the student or employee. If the grievant or respondent is not satisfied with the decision, they must notify the Equity Coordinator and request a hearing with the Superintendent. 6. Step II - The Equity Coordinator schedules a hearing with the grievant and Superintendent. The Superintendent issues a decision following the hearing. If the grievant or respondent is not satisfied with the decision, they must notify the Equity Coordinator and request a hearing with the governing board. 7. Step III - The Equity Coordinator notifies the governing board after receiving the request. The Equity Coordinator schedules a hearing with the governing board. A hearing is to be conducted within thirty (30) days from the date of notification to the governing board. The governing board issues a final written decision after the hearing regarding the validity of the grievance and any action to be taken. 8. General Provisions

Extension of Time: Any time limits set by these procedures may be extended by mutual consent of parties involved. The total number of days from the date that complaint is filed until complaint is resolved shall be no more than 180 days. Access to Records and Regulations: The School District shall provide copies of all regulations prohibiting discrimination on the basis of race, color, national origin, religion, sex, age, qualified handicap or veteran upon request. All parties to the grievance procedure shall have the right to examine any and all records relating to the complaint. For the purpose of confidentiality, names may be omitted. Confidentiality of Records: Complaint records will remain confidential unless permission is given by the parties involved to release such information. No complaint record shall be entered in the permanent record file. Complaint records shall be maintained on file for three years after complaint resolution.

9. All parties will be provided with an appropriate amount of time, as established by the governing board, for a general presentation of the situation. 10. Each party will be provided with the opportunity to provide witnesses and evidence and the right to question opposing witnesses concerning the situation. 11. Each party will have the right to be represented in whole or in part by a person of his/her own choosing. 12. The grievant will have the right to a confidential or public grievance hearing (LHS Handbook). I have thoroughly read and fully understand the classroom, computer, Internet, and e-mail rules as well as the consequences that follow if a rule is broken. I agree to completely abide by all of this information. Student Signature___________________________________________ Date____________ Parent/Guardians___________________________________________ Date____________

COMPUTER LAB SAFETY TEST - 1

The Lab, the Internet, Equipment/Software Care, and Ergonomics
NAME PERIOD

TRUE/FALSE: Write True if the statement is correct and False if the statement is
incorrect. 1. ____________ One in five kids will be sexually solicited online 2. ____________ Aisles should never be obstructed

3. ____________ Chat rooms are safe 4. ____________ If there is an equipment problem you should try to fix it 5. ____________ Its okay to give out personal information online since the people dont see you 6. ____________ Blogs are safer than chat rooms 7. ____________ It is okay to plug and unplug equipment in the lab 8. ____________ Scanning disks or thumb drives is only necessary if you using an old computer 9. ____________ Only use a surge protector when there is in climate weather 10. ____________ Good posture is essential in reducing the possibility of injury at the computer station. 11. ____________ Running in the lab is permitted as long as there is no pushing

MULTIPLE CHOICE: Circle the best answer

12. If you see anything on the computer that makes you feel uncomfortable, you should a. Ignore it b. Turn off your computer c. Turn off your computer and tell a friend d. Tell an adult immediately e. Click the help button 13. Its okay to meet someone in person that you met on the Internet if a. You meet in a public place b. They are bringing you a gift c. Its someone from your mom or dads job d. If you take a friend with you e. Its never okay 14. Which of the following is not proper disk or thumb drive care? a. scanning b. sitting on it c. keeping dust free d. all are proper disk or thumb drive care e. none are proper disk or thumb drive care 15. Arranging the workstation includes

a. b. c. d. e.

Adjusting monitor to eye level Adjusting chair height Keeping all other hardware parts within easy reach All of the above None of the above

SHORT ANSWER: Write your responses on the lines provided.

16. What five things should you never share with anyone on the computer? a. ____________________________________________ b. ____________________________________________ c. ____________________________________________ d. ____________________________________________ e. ____________________________________________ 17. To reduce the potential for repetitive stress injury you should use proper a. ____________________________________________ b. ____________________________________________ c. ____________________________________________

18. 23. Identify the following computer hardware components and peripherals:

COMPUTER LAB SAFETY TEST - 1 ANSWER SHEET

The Lab, the Internet, Equipment/Software Care, and Ergonomics
TRUE/FALSE True True False False False False

1. 2. 3. 4. 5. 6.

7. False 8. False 9. False 10. True 11. False

MULTIPLE-CHOICE 12. D 13. E SHORT ANSWER 16. Name, Address, Phone Number, School, Picture 17. Technique, Ergonomics, Posture, Stretching, Furniture, and Equipment 18. Monitor 19. Tower 20. Mouse 21. Keyboard 22. Printer 23. Scanner

14. B 15. D

Alana Eichenberg 16

PLEASE FEEL FREE TO ADAPT THIS TO MEET YOUR NEEDS. THE WEBSITE THAT I USED IS WWW.IKEEPSAFE.ORG - ONCE YOU ARE AT THE SITE: Select For Educators From The Navigation Bar On The Left Then Click On Educational Materials o I used the Review Worksheet What Was That Again? Internet Safety Review and Vocabulary Quiz o I used the Video, Find a Match Memory Game (its timed so they like it), and Internet Panic in the For Kids link on the navigation bar to the left o The kids really enjoyed NetSmartKids Games. We had competitions in the Maze Game, Password Rap, and Picture Puzzle o In Fun Stuff with McGruff they liked the Word Searches, Community Clean Up, and Bike Race Also look at the Dare Activity Center under the For Educators link, I used Activity 4 Remember Im sharing how I used this site last year. I know not everyone has a lab but when youre in one think about rewarding the kids using some of these resources. YOU GUYS ARE AWESOME! KEEP IN TOUCH AND HAVE A GREAT YEAR! ghsbaker.wikispaces.com/.../COMPUTER+LAB+SAFETY+TEST+1.d... http://ghsbaker.wikispaces.com

C. Materials for Orienting Students ECHO

New Tech Network is a nonprofit organization that transforms schools into innovative learning environments. Our project-based learning approach engages students with dynamic, rigorous curriculum. Through extensive professional development and hands-on coaching, our teachers evolve from keepers of knowledge to facilitators of rich, relevant learning. New Tech Network is re-imagining education and the student accomplishments speak volumes (The New Tech Network). New Tech Network (NTN) is a non-profit organization that helps students gain the knowledge and deeper learning skills they need to succeed in life, college, and the careers of tomorrow. We work nationwide with schools, districts, and communities to provide services and support that enable schools to fundamentally re-imagine teaching and learning. Project-based learning is at the heart of our instructional approach. In project-based learning, learning is contextual, creative, and shared. Students collaborate on projects that require critical thinking and communication. By making learning relevant to them in this way, student engagement reaches new levels. This higher level of engagement is associated with better educational outcomes. The smart use of technology supports our innovative approach to instruction and culture. All classrooms have a oneto-one computing ratio. With access to Web-enabled computers and the latest in collaborative learning technology,

Alana Eichenberg 17
every student becomes a self-directed learner who no longer needs to rely on teachers or textbooks for knowledge and direction. We use Echo, an online learning management system to create a vibrant network which helps students, teachers, and parents connect to each other, and to student projects across the country. Finally, each New Tech school maintains a culture that promotes trust, respect, and responsibility. At New Tech schools, students and teachers alike have exceptional ownership of the learning experience and their school environment. Working on projects and in teams, students are accountable to their peers and acquire a level of responsibility similar to what they would experience in a professional work environment. Our approach is working. In 2010-11, NTN schools demonstrate high levels of student engagement and continued growth along several measures of academic progress. Results on college acceptance rates, graduation rates and behavioral indicators point to strong performance levels among many New Tech schools (The New Tech Network).

Marker Board
The students are told the objective of the day and the assignment, along with the major steps of the assignment for the day.

SAM Testing Site SAM is the premier proficiency-based assessment and training environment for Microsoft Office 2007.
Reliable web-based software along with an inviting user interface provide maximum teaching and learning flexibility. SAM builds students skills and confidence with a variety of real -life simulations, and SAM Projects assignments prepare students for todays workplace. Detailed reports provide helpful insight on both individual and class-wide performance. The SAM system includes Assessment, Training and Projects, featuring page references and remediation for Course Technology's Office 2007 textbooks. While students succeed most often from using all of the components, different combinations are available for sale. Interested in adopting SAM for your classes? Contact your sales representative for access to SAM. Already using SAM, and looking for helpful resources? Please note the documents posted at the bottom of this page for your convenience. Also, be sure to visit the "Get Trained" link at the top of this page, where you will find additional information on SAM in the form of webinars, self-training videos, detailed guides, and much more.

The SAM 2007 System: Assessment, Training & Projects

SAM Assessment
helps evaluate students' proficiency at Microsoft Office 2007 applications. Instructors can build custom exams with SAM to address how students will use Office 2007 beyond the classroom. Content for these hands-on, performance-based questions includes Word, Excel, Access, and PowerPoint, Windows XP, Windows Vista, Internet Explorer 7 and Outlook Includes tens of thousands of objective-based questions from many Course Technology texts

SAM Training
uses rich, engaging interactive learning methods to allow students to learn in the way that works best for them by reading, watching, or receiving guided help. Visual indicators let students know which tasks they've completed, allowing for hands-on training tailored specifically for them. Observe mode allows the student to watch and listen to a task as it is being completed Practice mode allows the student to follow guided arrows and hear audio prompts to help visual learners know how to complete a task Apply mode allows the student to prove what they've learned by completing a task using helpful instructions

SAM Projects
is an online, live-in-the application productivity tool that assesses a students ability to use Microsoft Office effectively. SAM Projects evaluate proficiency at completing Word, Excel, Access, or PowerPoint projects to effectively communicate, solve a problem, or make a decision. Students receive detailed feedback on their project within minutes. Instructors save time by not hand-grading projects and SAM ensures consistency of grading. Additionally, teaches proper file management techniques Ensures that academic integrity is not compromised, with unique anti-cheating detection encrypted into the data files

Alana Eichenberg 18 http://www.cengage.com/samcentral/SAM2007.html Projector

The projector is used for running mini-workshops to show students how to use tools in software programs. The projector shows the students where to find assignments in echo, and tells students what assignments they still need to submit in a word document on the desktop of the projectors PC.

Synchronize
Synchronize is used to monitor the students computers when the teacher is at the front or back of the room. It is used for sending files to students for learning purposes. Synchronize allows the teacher to block the students PCs and display a screen that says eyes to the front. A final, major use of synchronize is to block the Internet on all or certain PCs.

LanSchool
LanSchool is used to monitor students computers when instruction is taking place and students are working on projects. LanSchool allows files to be sent, some or all computers Internet access or laptops all together to be blocked, and allows students and teachers to communicate. Teachers are faced with the challenge and opportunity of using technology to make a difference in students lives. Technology should enable education, not inhibit it. Whether your school district has a 1 -to-1 initiative, bring your own device program, or something in-between, Stonewares web Network and LanSchool can deliver the security, services and teaching tools to let your teachers do what they do best teach (http://www.lanschool.com/about-us). Since 1986, LanSchool has been the premier provider of classroom management and monitoring software. LanSchool's award-winning technology is known worldwide for being reliable, simple and easy-to-use. In 2011, Stoneware acquired LanSchool Technologies, LLC. Founded in 2000, Stoneware is a privately held corporation headquartered in Indianapolis, Indiana. Stoneware created the first web-based IT delivery platform. Stoneware's Unified Cloud Platform allows IT to provide users access their files, applications and services residing on local devices or in private and public clouds with a single password (http://www.lanschool.com/about-us).

D. Apparel Guidelines
Students that fail to follow the dress code will be given alternate appropriate clothing for the remainder of the day to be returned at the end of the day. If they repeat the offences they will be placed in in-school suspension for the remainder of the day. Repeated offenses will result in additional consequences. Penalty: Warning - Expulsion Shorts and skirts are permitted; however, they shall be mid-thigh or longer. Hats shall be worn properly and only outside the buildings. No covering is allowed on the head inside the building at any time for females or males unless prior approval is obtained from the building principal for special circumstances. Clothing that displays messages or illustrations of a profane or crude nature, or advertisements for tobacco, drugs, alcohol, or any illegal substance shall not be allowed. Pants cannot have holes above the knee showing skin or anything inappropriate. Pajamas are not allowed without permission. All students must wear shoes; house shoes are not allowed. Blouses and shirts must be long enough to keep the midriff, back and stomach covered on a consistent basis. Halter tops, tube tops, and camisole tops not allowed. Students shall not wear sagging or low riding pants that reveal undergarments or anatomy. Clothing that reveals cleavage is not appropriate. Sunglasses should not be worn in any building. Professional attire will be required academically for some assignments and presentations (LHS Student Handbook).

E. General Safety Information

General Safety Precautions

The risk of sustaining an electric shock can be reduced by adopting the following practices: A suitable Permit-to-Work system should always be in place and operated, to ensure

Alana Eichenberg 19
the effective isolation of hard-wired equipment before repair or maintenance work commences. Due care must always be exercised when switching off main power supplies to ensure that only the intended circuits are isolated. Lock-off systems must be used, where necessary. Switch off and withdraw the plug on items of portable electrical equipment prior to making any alterations or modifying any circuitry. Do not handle any equipment with wet hands and do not work in close proximity to water supplies or other earthed metalwork where there may be a risk of putting one hand on earthed metal and the other on live equipment. If equipment is suspected of being live, switch off, and have its electrical status tested by a competent person. Record the test. The external metal casing of electrical apparatus and associated cables and conduits must be earthed as a legal requirement. Water and gas pipes, however, must not be used as earth points. Such pipes must be effectively bonded, to ensure that they remain at an equal electrical potential. Checks should be carried out at least annually, to ensure that this continues to be the case. On no account must a three-phase socket outlet be used to supply single-phase apparatus. Where supplies to experimental equipment are obtained from terminals, these must be insulated and a control/emergency switch must be close by. Standard types of electrical fittings, such as 3-pin plugs, sockets and switches, should always be used as specified by manufacturers and in accordance with good practice (e.g. switches must not be mounted upside down and single pole switches must not be wired into the neutral lead.) If it is possible to do so, always use low voltage equipment. The use of high voltage equipment must be strictly controlled, and suitable assessments of risk, and control features, prepared prior to use.

4. First Aid after Electric Shock

Currents of the order of 15 mA at mains frequency passing through the body cause muscular contractions that make it difficult for a person to let go. Currents around 100 mA cause irregular contractions of the heart which are likely to prove fatal. Do not touch the casualty until the current is switched off. If the current cannot be switched off, stand on some dry insulating material and use a wooden or plastic implement to free the casualty from the electrical source. If breathing has stopped, start mouth-to-mouth respiration and continue until the casualty starts to breathe or until medical help arrives.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=116&ved=0C FsQFjAFOG4&url=http%3A%2F%2Fwww.docs.csg.ed.ac.uk%2Fsafety%2Fpolicy%2Fpart3 .pdf&ei=jzQwUabKFaf02gW6toDAAQ&usg=AFQjCNF2cO7WM6LOpKw5vyiPtsBemlGlyQ

In this course, students will be studying and handling electronic components. Students must understand and follow some basic guidelines in order to assure their safety, the safety of their classmates, and the integrity of the computer lab and the equipment in it. At the beginning of each unit, your teacher will deliver a detailed lesson outlining safety guidelines that are specific to that unit. You will be responsible for the content in these lessons, and will be tested on that content. In the meantime, here are some general guidelines for students and parents to review.

Alana Eichenberg 20 F. General Lab Guidelines

During the first days of class, your teacher will identify the following: 1. The location of emergency equipment, including first aid kits, fire extinguisher, and other essential items. 2. The procedures required for fire drills, lockdown and medical emergencies. 3. The machines, tools and classroom areas that are not specifically designated as part of the course, and which are strictly OFF LIMITS. Absolutely NO horseplay running, wrestling, etc. will be tolerated in the lab. Above all, USE COMMON SENSE ... 1. Show respect for the lab, the equipment and your classmates. 2. If you see someone doing something unsafe, stop them and remind them of the correct way to proceed. 3. Report any injuries or damage to equipment to your teacher immediately. 4. If youre not sure how to proceed, ASK your teacher (http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDIQFjAA &url=http%3A%2F%2Fwww.cci-compeng.com%2Fdoc2_safety.pdf&ei=dRAwUarMBep2gXe1IA4&usg=AFQjCNFI3LaV01c_G26hp87LD34MOOEB8Q&bvm=bv.43148975,d. b2I).

G. Equipment Operating Instructions PCs Daily Preparation Tasks

As soon as the students enter the classroom everyone should be logging into their PCs and opening the appropriate program according to ECHO and the Markerboard. Before leaving the classroom, make sure to save everything into the H drive, close all of the programs, and log off of the PC.

MACs DAILY PREPARATION TASKS

Recharge the laptop battery every night. If you are unable to recharge it yourself, check the laptop in to the TECH Department for recharging before leaving school for the day. Bring the laptop to school every day and have it ready to work at the beginning of each class. Students who do not have permission to take their laptop home may pick up their laptop in the designated teachers room each morning, and are required to return their laptop to the des ignated teachers room at the end of each day.

Digital Cameras/Digital Video Cameras

How to use a Digital Camera

Recording
With most digital cameras, taking pictures is the same as with a standard camera: just point the camera and push the shutter button. Most digital cameras have viewfinders but some digital cameras have LCD screens. LCD screens let you see the image before you shoot and allow you to delete pictures you dont want, saving you time, effort, and camera memory. Unlike standard cameras , instead of storing pictures on film, digital cameras use a form of computer memory. Digital camera memory limits vary and may be supplemented with memory cards or specialty storage disks. Adding a good memory card usually costs less than $100. All cameras have some kind of delete feature, which may allow you to delete selected images, or may require that the entire memory must be deleted. Some cameras allow images from the computer screen to saved as digital photos for use in print or video applications. Some digital cameras allow you to actually view the pictures taken with built in LCD screens, without having to connect to an outside viewing medium. Digital cameras usually connect and download to a

Viewing

Alana Eichenberg 21
computer running a camera/imaging program. Some cameras require a computer card installed into the computer, other cameras use the computers USB, serial or parallel ports, some cameras download through infrared, and some connect directly into a computer slot. New cameras store directly on floppy disks or cards that use floppy disk adapters. Certain digital cameras have video output that allow the camera to send out an NTSC or PAL video signal directly through a standard RGB cable to a television, projector or VCR. All digital cameras save pictures in a digital file format, which may be camera specific or standardized, such as PNG, GIF, or JPEG. The format that pictures are saved in will determine the amount of disk space needed to save a picture. Picture files can be converted using a graphics program. If the camera has the ability to output a video signal, video tape can be used to show or archive your pictures. Using your computer, you can print out your images. We suggest that you use either a laser or inkjet printer. New print cartridges, glossy paper, and iron on transfers are available for printing photos with inkjet printers. Once you have your images in your computer, they can be e-mailed as attachments. You can send your image from your fax/modem to any fax machine. Your images can be incorporated into print media, such as posters, signs, reports, banners, certificates, and any other publishable print document. Iron on transfers allow images to be printed on items such as T-shirts, aprons, banners, flags, etc. Depending on the camera, images can be put directly onto video for presentation without a computer. Images can be added to word-processing documents and presentations. Images can also be included on homepages for the World Wide Web. Images should be converted into PNG, GIF or JPEG format for the World Wide Web. Almost any printer can print images, but for the best quality, use a high resolution ink jet or laser printer. Currently there are printers and/or printing accessories specifically designed for printing pictures. To print high quality "photo style" images you should use a printer that can take a photo quality ink cartridge and print onto glossy or semi-gloss paper. Most cameras include their own cables to connect to either a PC or Mac computer, and some cameras include the cables for direct video output. It is possible that you will need to purchase cables, but it is also possible to build your own, with a little work. Most cameras include image handling software. Depending on the software, capabilities may be as simple as view and save or may have numerous picture editing capabilities. Pictures can always be used with the popular graphics and imaging software programs, such as PhotoShop or Corel Graphics. Images are often large files and saving them can take up a lot of your disk space. It is possible to save the images in compressed formats like JPEG or GIF, and save disk room. If you plan to save lots of images, an external drive like a ZIP drive or a CD ROM burner is recommended (http://drscavanaugh.org/digitalcamera/howuse.htm).

Saving

Applications

Accessory Equipment

Scanners Scanning printed text

1. 2. 3. 4. Make sure the scanner is turned on (the power switch is in the back right-hand corner). The green "ready" and "power" lights should be lit. Place your document face-down on the scanner glass and close the lid. The scanner can accept pages up to 12"x8" in size. Under the apple menu, go to the Multimedia Software folder and open the OmniPage Pro 7.0 program. In Process Settings under the Process menu, make sure that "Scan Image" and "Perform OCR" are checked.

Alana Eichenberg 22
5. 6. From the Process menu, choose "Auto," or press the Auto button on the toolbar. OmniPro will scan the page as an image (displaying it in the middle pane) and then convert it to text (in the right pane). Once the page is converted, you can save the text in the format of your choice. From the File menu, select "Save As...", enter a name for the new file, and choose a format for it from the list of choices. You can save the text as a Microsoft Word file, WordPerfect document, plain ASCII text, or several other formats.

Scanning photos, drawings, and other images

Make sure the scanner is turned on (the power switch is in the back right-hand corner). The green "ready" and "power" lights should be lit. 2. Place your photo or drawing face-down on the scanner glass and close the lid. The scanner can accept pages up to 12"x8" in size. 3. Under the apple menu, go to the Multimedia Software folder and open the Adobe PhotoShop program. 4. From the File menu, go to Import and select Deskscan. 5. On the left-hand side of the scanner window, adjust the color selection (use "gray" for black-and-white photos, "lineart" for drawings, "color RGB" for most other images). 6. Select the resolution at which the image should be scanned in. The proper resolution depends on the projected use for the image. If you're planning to display it on the screen (e.g., a picture for a web page), 72 or 100 dpi would be good values to try for regular-sized images; if you intend to print the image, 300 dpi would generally provide the best quality, although a 200 dpi image would also be good and takes up less disk space. 7. Click on "Preview" at the bottom of the scanner window. When the image appears in the right pane, adjust the dashed-line rectangle by dragging its edges until it covers the entire area that you want to scan. Note that anything outside this rectangle will not be scanned. 8. When you finish adjusting, click on "Scan". Once the image is scanned, you can crop the image further and alter in various ways by using assorted Photoshop functions. When you've obtained the final version of your image, select "Save As..." from the File menu and enter a name for the file. (Note: the stuff about best resolution from scanning images was taken from http://www.plustekusa.com/qna/html/resolution.html, which gives more detailed instructions). 1.

http://www.wjh.harvard.edu/wjh/multimedia/scanning.shtml
Printers
-ALWAYS ask permission before printing any document of any sort at any time.

USB/Flash Drives
How 1. 2. 3. 4. 5. to Back Up Data to a USB Flash Drive Insert the Flash drive into a USB port on your computer. Click Start in the lower-left corner of the computer's desktop. Click My Computer. You should see an icon for the Flash drive in the My Computer window. Resize the My Computer window so that when you open the location (window) where the files/folders you want to back up are located, the windows do not overlap each other on the desktop. Open the location of the files/folders you want to back up. (There are many ways to locate your filesuse the procedure you normally use.) Move the mouse cursor over the file/folder you want to copy and hold down the leftside button on your mouse to select the file or folder icon. Drag the icon over to the Flash drive icon. When a small plus sign (+) appears over the Flash drive icon, release the mouse button. A copy of the file or folder will now be located on the Flash drive. To verify that the file or folder has been copied to the drive, double-click the Flash drive icon to open it. The file or folder that you copied should be listed. Repeat steps 6-9 until you have copied all the files or folders you want to back up.

6. 7. 8. 9. 10. 11.

Alana Eichenberg 23

http://www.udel.edu/topics/backups/flashdrive.html
H. Liability Issues LOSS/DAMAGES TO MACs/PCs FIRST OCCURRENCE: The actual cost of repair/replacement or $150--money due before the laptop is returned to the student. SECOND OCCURRENCE: The actual cost of repair/replacement or $300--money due before the laptop is returned to the student. THIRD OCCURRENCE: The actual cost of repair/replacement or $500. Student loses laptop privileges until the financial obligations are taken care of and a campus committee devises a plan for the students possible further use of the equipment. INTENTIONAL DAMAGE: The actual cost of repair. Student loses laptop privileges until the financial obligations are taken care of and a campus committee devises a plan for the students possible further use of the equipment. Administration and TECH department shall determine whether damage to the computer was intentional. I agree to pay for the replacement of my power cords ($90), battery ($150.00), or laptop computer case ($20.00), in the event that any of these items are lost, stolen, or damaged. I agree to pay ALL fines (Library, Lunch, Tech, textbooks, etc.) before I can receive my laptop each year. If the computer is stolen while at home, parents/guardians should immediately report the theft to the local police. This information should also be conveyed to the campus principal at the first opportunity available. A copy of the police report is to be turned in to the principal. Payment plans and work plans may be made with the administrator on a case-bycase occurrence (LHS Handbook). Liability for debts: Students and their cosigners shall be liable for any and all costs (debts) incurred through the students use of the computers or the Internet including penalties for copyright violations. No Guarantees: The District will make good faith efforts to protect children from improper or harmful matter, which may be on the Internet. At the same time, in signing the computer use agreement, the parent and student recognize that the District makes no guarantees about preventing improper access to such materials on the part of the student (LHS Handbook).

Alana Eichenberg 24

I agree to pay for losses/damages if anything happens to the computers as a result of personal poor treatment in accordance with the above liability issue form.
Student Signature_____________________________________________________ Date___________________ Student Signature_____________________________________________________ Date___________________

Safety Test All computer labs must be designed and implemented with safety in mind. All desks/tables in all computer labs need to be equipped with wire trays so that wiring will not hang down and present a trip hazard. Wiring should not lie on the floor across an aisle. If it must, then it must be enclosed in appropriate floor molding. All orders for computer labs (including tables, molding, trays, etc.) must go through IT for approval before purchases are made (http://www.panola.edu/it-services/safety.html).

Working with Computer Hardware

In recent years, school administrators have been able to provide the technology department with older computers that have been retired by the school. This gives our students the opportunity to dismantle and re-configure these computers, install software, create small networks, etc. without violating the Computer Acceptable Use policies. The following rules should be followed when building and configuring computers: Do not under estimate the shock hazard inherent in working computers. Always check for yourself that the computer chassis is off and unplugged before removing the chassis cover. Under no circumstances should the cases of monitors or power supplies be opened. Both contain high voltage storage components that may hold dangerous voltage levels even after being unplugged. Observe the same basic rules of electricity that you would use around your home for example, never use power cords or power bars with a damaged plug or a frayed cord, never overload sockets or power bars with too many plugs, etc. Report damaged equipment to your teacher immediately. Use tools only for the purpose for which they were designed. You should not have to force, pry or bang on covers or components when removing or inserting them. Adhere to all rules regarding static electricity when handling the motherboard, CPU, and other circuit boards containing delicate electronic components. Use caution around computers/ networks, especially in the presence of extra power cables, power bars and network cables. These can be a tripping hazard, and when snagged, can pull computers / monitors off the desk.

Alana Eichenberg 25

Chapter 2 Laboratory Curriculum Materials

Alana Eichenberg 26

Laboratory Curriculum Materials

A. Sample Lessons

Excel
M & M Exercise

Name: ________________________

Objective: Using M & M Candies, students will create a spreadsheet to show the percentage of each color of M & Ms in their package. Students will then create a pie chart to represent this information. Directions: 1. 2. 3. 4. 5. Open bag of M & Ms and count the number of each color of M & Ms that you have. Be sure to write the information down. Create a title for your spreadsheet called M & M Colors. Skip Row 2 then list in Column A the colors of M & Ms in your bag. In Column B write the number of M & Ms of that particular color. Create at the bottom of your spreadsheet, in an attractive manner, formulas that will tally the (1) Total Amount with the SUM function, (2) Highest Number with the MAX function, and (3) Lowest Number with the MIN function. Be sure not to include the totals in the range for highest and lowest numbers. In Column C create a formula that will give the percentage of that color found in your bag. This will be the number of that particular color divided by the total number of M & Ms in your bag. You will have to make the total number absolute by placing a $ before the column and row reference. (Example: =B3/$B$8). The formula will have an absolute value so you will have to add up the total of M & Ms before you figure the formula. Be sure to add proper labels to your spreadsheet. Create a 3D pie chart and embed it in the spreadsheet. Make each slice of the pie chart the appropriate color. Show percentages. No Legend.

6.

7.

8. 9. 10. 11.

Alana Eichenberg 27 12. Print spreadsheet and embedded chart. Remember to include a header with your name.

--------Sent by Dr. Orr---------

Alana Eichenberg 28

B. Sample Lab Activities -------EX- M&M Project

M&M Project Genesis

1. Count Total number of M&Ms. __________ 2. Count number of each color M&M. Color Number Percentage

3. Calculate the percentage of each color in your group of M&Ms. 4. Create pie chart using the information found in your percentage of each color. Remember to color each section the color you are referring to.

Alana Eichenberg 29

M & M COLORS Red Orange Blue Green Brown TOTAL Highest Number Lowest Number
M & M Colors

4 3 8 4 2

19% 14% 38% 19% 10%

21
8 2

Series1 , Green, 4, 19%

Series1 , Brown, 2, 10% Series1 , Blue, 8, 38%

Series1 , Red, 4, 19% Series1 , Orange , 3, 14%

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C. Laboratory Report Format

Instructions
The standard formatting when conducting research when in high school is MLA style. For this reason, Mrs. Eichenberg expects all student to label every assignment that is physically printed in the upper left corner. This should include your name, Mrs. Eichenberg, the course, and the date all on separate lines. This will allow more practice on part of MLA style formatting, and keep the classroom organized as well as professional. When completing research papers, which will be rare, make sure the entire document is set up with MLA formatting style. 1 Set up your basic formatting. MLA style calls for papers to be double-spaced, in 12-point font and with one-inch margins on all sides. 2 Follow spacing rules. The first line of your paragraphs should be indented 1/2 inch. Use the tab key for this uniform indentation. Place one space after every period, comma or other punctuation mark. Free Check For Plagiarism
Check Your Papers For Plagiarism And Correct Grammar Errors Now!

www.Grammarly.com/plagiarism_check 3 Do not include a title page. Standard MLA style does not call for a title page at the beginning of the paper. 4 Prepare your header. Type in your last name, followed by the page number. When placed in the header, this information should automatically appear at the top of each page. 5 Place your name, your instructor's name, the course and the date in the upper left hand corner of your paper, with each piece of information on a separate line. 6 Center your title directly above your first paragraph. Do not change the font size or style, or bold the text in the title. 7 Include parenthetical references within the text. Place the author's last name, a comma and the page number from your source in parentheses. 8 Create a "works cited" page on the last page of your essay. Include a MLA-style reference for any works you cited within your essay. In formatting this page, center "Works Cited" at the top. Every citation should be on a separate line, and any line after the first line of the citation should be indented using the tab key. 9 Print your essay on 8 1/2 x 11-inch white paper. This is the standard paper size and type required in MLA format. Read more: How to Write a Report in MLA Format | eHow.com http://www.ehow.com/how_6308679_write-report-mla-format.html#ixzz2OUytytRU --- http://www.ehow.com/how_6308679_write-report-mla-format.html WORKS CITED FORMAT GUIDELINES can be found online at --http://www2.liu.edu/cwis/cwp/library/workshop/citmla.htm---

Alana Eichenberg 31

D. Instructional Considerations and Guidelines Guidelines for Multimedia Presentations

Handout:

Rules to Remember When Creating a Power Point Presentation

1. Keep it simple & organized Simple thoughts with simple text and Graphics 2. Do NOT use too much text on a slide (7x7 Rule) a. No more than seven words per line b. No more than seven lines per slide YOU DECIDE: slide layouts i. Note: Use a simple format then explain during your presentation instead of reading the slide to the groupboring! 3. Use a common color scheme throughout all slides 4. Make sure there is PLENTY of time to read each slide before the transition 5. Make sure you do not have TOO MANY special effects which make the slides long and boring. 6. Watch using: a. Swivel Very Long b. Words coming in one at a time or a letter at a time Long and Boring c. Too many sound effects Normally NOT appropriate to use. 7. Consistent slide transitions 8. Body text same font 9. ALWAYS embed videos into Power Points switching between browser and program wastes too much time

Evaluating multimedia presentations A PowerPoint presentation is just another form of communication, and the same rules apply to multimedia that apply to writing or verbal communication. This article offers guidelines for using and assigning multimedia presentations in the classroom and includes a rubric based on the Five Features of Effective Writing.
By David Walbert

Four rules for multimedia presentations in education

1. Communication is everything. First, always remember that a presentation aid is a vehicle for communication. It is not a work of art unto itself. It is not designed primarily to entertain or to display artistry, though artistry and entertainment can aid communication. Before you design a

Alana Eichenberg 32 presentation whether or not you use multimedia software ask yourself What am I trying to communicate? What ideas, information, or emotions do you want your audience to take away? (Before you assign your students a presentation, ask yourself what you want them to communicate and make sure they ask themselves the same question.) Every decision you make from that point forward should take into account the answer to that question. Does the music from Chariots of Fire communicate something important about your topic, or is it just pleasant to listen to? If the latter, its irrelevant and therefore distracting. Does that piece of clip art communicate anything at all, beyond the fact that the presenter owns a nifty collection of clip art?
Eschewing clip art doesnt necessarily mean avoiding visuals or being boring. Consider taking original photographs or creating custom diagrams that serve literally to illustrate your topic rather than merely to decorate it. Then, explain those images verbally in your presentation and invite the audience to ask questions about them.

2. Technology is only a tool. If the slideshow has no value apart from its content, neither does the technology. We have an obligation to teach not just the use of technology, but the appropriate use of technology. Before you use presentation software to teach something or ask your students to use it in a presentation, ask yourself: Does the use of multimedia presentation software add value to the presentation? If you cant name the way in which the presentation is enhanced by the use of multimedia slides, dont use them. Youre wasting your time. This principle extends to all classroom use of technology and, for that matter, to any product you could ask students to create to demonstrate their knowledge or to share it with their peers. Whether its a database, a spreadsheet, a Web page, a traditional oral presentation, or something visual like a poster or a diorama, ask yourself what value the medium adds to the content. Does the medium enhance the content? Communicate it more effectively than a simpler medium (such as text or speech)? Make it easier to analyze and evaluate content you needed to work with anyway? If not, why choose that medium? I realize that the curriculum demands that we teach students to create multimedia presentations. But they shouldnt be taught in isolation, because they wont (or shouldnt) be used in isolation in real life. Mrs. Eichenberg might consider giving students several options for visual aids for their presentation depending on the lesson so she, and ask the students to choose the format most appropriate to their content and then assess them on the effectiveness of their choice. 3. Communication goes both ways. Third, because everything in a K12 classrooms is supposed to be a learning experience, Mrs. Eichenberg encourages discussion and debate about presentations. The impact of PowerPoint is often to shut down conversation, not to facilitate it, because while you can argue with a person, you cant argue with sound bytes. Think about the phrase bullet points as if youre shooting ideas at your audience, which in a way you are. Dont shoot ideas at your audience, and dont let your audience shoot ideas at one another! Only so much information will fit on a PowerPoint slide, so presenters should always elaborate orally on the text and images in their presentations (dont forget 7x7 rule), and the audience should be expected to listen and respond thoughtfully to that oral elaboration not just to the bullet points on the screen. To facilitate interaction between presenter and audience, consider adding question cues or discussion prompts to the slideshow. Special slides could offer topics for discussion,

Alana Eichenberg 33 specific questions, or simply an invitation to the audience (Questions?). Discussion slides could have a common appearance that sets them off from the rest of the slideshow and lets the audience know that their contribution is wanted. The Five Features of Effective Writing: focus, organization, support and elaboration, style, and conventions, in that order.

The six features of effective presentations: a rubric Focus

Whats the point of this presentation? What primary information is the presenter trying to convey, what argument is he/she making? How clearly does the presentation reflect the focus? Ignore the appearance of the slides for the moment.
4 points 3 points 2 points 1 point 0 points The presentation had a clear and consistent focus. I came away knowing exactly what point the presenter was trying to make. By the time he/she finished, I understood the presenters point clearly, but I had some doubts along the way. I am fairly certain what point the presenter was trying to make, but Id like further clarification. On further reflection, I think I can figure out what the point of this presentation was, but I shouldnt have to work this hard. I have absolutely no idea what this person was talking about.

Organization Are the slides presented in an order that makes logical sense and supports the focus of the presentation? Is the overall plan of the presentation evident and consistent? Is the information on each slide presented in a logical manner, with clear titles, headings, paragraphs, and bulleted or numbered lists?
4 points At every point in the presentation, I knew exactly where the presenter was and where we had been, and I had a sense of where we were going. I never lost sight of the presenters focus. I generally knew where the presenter was and where he/she was headed, but there were a couple of places where I was a little confused. Some of the slides may not have been clear, and a couple seemed outside the focus of the I was never totally lost during the presentation, but several of the slides were unclear or confusing, and there were several places where I wasnt sure where the presenter was headed. Several of the slides seemed to deviate from the main point, and it was sometimes difficult to tell what was a page title, what was a heading, and what was regular text. By the time the presenter finished, I understood what the focus was, but most of the slides seemed jumbled. I was lost during most of the presentation. Few if any of the slides seemed logical when presented.

3 points

2 points

1 point 0 points

Support and elaboration Is there enough supporting information or arguments in the presentation to make the main point effectively? Were any of the slides (or the content on the slides) irrelevant to the presentations focus? Consider not only text, but images. If images accompany the text of slides, do they support the presenters point, or are they merely decorative? If the presenter summarized his/her argument with bullet points, did he/she elaborate on them orally or merely read what was on the screen?
4 points 3 points 2 points There was plenty of supporting information, evidence, images, etc. to make the presenters point. I am thoroughly convinced! The presenter provided enough support for his/her argument, but some images seemed extraneous or purely decorative, and a couple of bullet points needed further clarification. There was a fair amount of supporting information, but it was too sparse. The presenter

Alana Eichenberg 34
did not sufficiently elaborate on many of the bullet points, and the images added little to my understanding of the issue. The presenter relied too heavily on short bullet points in the multimedia presentation and didnt provide sufficient oral elaboration. The images were purely decorative and added nothing to my understanding of the issue. The presenter gave virtually no evidence at all for his/her argument. And what was with that clip art?!?

1 point

0 point

Style With respect to a multimedia presentation, style refers both to the style of the writing and to the appearance of the slides. Do word choice, sentence fluency, and voice reflect the presenters purpose and audience? Similarly, do the layout and design of the slides, the fonts, and the images reflect the presenters purpose and audience? If its a serious presentation, for example, fonts should carry some visual weight go with something simple, like Times or Verdana, rather than something cute like Chalkboard and amateurish clip art should be avoided in favor of images that convey meaning and thoughtfulness of purpose. The layout of the slides placement of headers and titles, for example should be clear and free of ornament that distracts from the content of the presentation. Obviously, clashing colors or color schemes involving more than three or four colors should be avoided in almost any case. In short, keep it simple. Certainly you want the appearance of the slides to be interesting, and the presenters personal voice can still come through, but the content has to come first. Unnecessary clip art, overly bright and distracting colors, big headers that crowd the text of pages, and so on will only distract the audience. Theres plenty of room for embellishment in the accompanying oral presentation.
4 points The text and the visual design were clear, interesting, and appropriate to the purpose and audience of the presentation. Fonts, colors, etc. seemed well chosen to reflect the presenters purpose and aided in my ability to process the visual content of the presentation. The text and visual design were clear and interesting but somewhat inconsistent in style. Although the design may not have distracted from the content, it also did not enhance my ability to understand the presentation. The layout and color choices distracted somewhat from the content of the presentation, and some of the images were purely decorative and seemed out of place. At times I found myself staring at the screen and forgetting what the presenter was talking about. The text of the slides was reasonably clear but uninteresting. Fonts and colors were inconsistent; text was dull and inappropriate to the presenters purpose (too informal, for example). Colors, fonts, and layout seemed almost random. The design was confusing and made it difficult to understand (or even find) the content of the presentation.

3 points

2 points

1 point 0 points

Conventions For a multimedia presentation, this includes the conventions of writing (grammar, spelling, and usage) as well as the layout of slides, legibility, and timing. Was the text free of errors in grammar, spelling, and usage? Had the presenter edited carefully or were there sloppy errors? Was the layout of the pages consistent and clean? Was the text easily readable, and headings clearly distinguished from regular text? (When we evaluate fonts with respect to conventions, were looking just at whether theyre readable, not whether theyre attractive or otherwise suitable to the presentation.) Notice that I have assigned

Alana Eichenberg 35 only one-fifth of the total points to all of these qualities together. You may think this is extreme, and of course youre free to change it.
4 points 3 points 2 points The presentation was easy to read; text was free of errors. There were one or a few errors in grammar, spelling, or usage, but they did not detract from the content. Text was clear and easily readable. There were several errors in grammar, spelling, or usage. Text was not as readable as it could have been the face may have been "cute" rather than readable, or the size may have been too small for ease of reading. Some images may have been difficult to see. Layout of the slides may not have been consistent throughout the presentation, resulting in some confusion. The presentation was riddled with sloppy errors that detracted from the content. The layout of the slides was inconsistent and made comprehension difficult, and the text was often difficult to read. Problems with grammar, spelling, usage, layout, and font choices made this presentation nearly incomprehensible.

1 point

0 points

(And one more:) Presentation skills Because PowerPoint presentations need to be accompanied by a real, live human being to be effective (be honest now have you ever really learned anything from one of these awful printouts of PowerPoint slides?), youll need to evaluate the presenters skill in speaking and in responding to the audience. To cover that fully would require another article and another rubric, but consider the following in how the oral portion of the presentation relates to the multimedia portion: Did the presenter rely on the text on the screen, or did he/she clearly understand and communicate information and ideas a couple of levels deeper than mere bullet points? Did he/she read the text on the screen or speak independently, leaving the bullet points merely for the audiences reference? How did he/she respond to questions from the audience with confidence or with uncertainty? by repeating the bullet points in the presentation or by elaborating with additional information or a new perspective?
4 points The presenter gave a clear, thorough, convincing presentation apart from the PowerPoint. The PowerPoint enhanced the presentation and was useful as a reference, but I felt that the presentation would still have been quite good without it. The presenter welcomed questions from the audience and responded thoughtfully. The presenter spoke well and with confidence but occasionally read bullet points without sufficient elaboration. In some cases, he/she diverted from the script a little too much I was uncertain of the connection between what he/she was saying and the information on the screen. His/her responses to questions were good but could have been stronger. The presenter spoke with some confidence but relied heavily on the text on the screen. This probably would not have been a strong, coherent presentation without the PowerPoint to hold it together. The presenter mostly read the bullet points on the screen, only occasionally elaborating on them. He/she looked at the screen as much as at the audience and faltered when responding to questions from the audience or speaking independently. The presenter merely read the bullet points on the screen, then referred back to them in response to questions. It seemed almost as though he/she had never seen the PowerPoint before today.

3 points

2 points

1 point

0 points

Teaching Students to Evaluate Presentations

When Mrs. Eichenberg assigns and evaluates multimedia presentations thoughtfully, she is not only trying to help students to learn how to design and give presentations more effectively. She hopes to help students develop the ability to evaluate

Alana Eichenberg 36 other peoples presentations which may be an even more critical skill. As students, you may give few formal presentations in their lives, but you will watch plenty of them in the form of television news, political speeches, and so on. Critically evaluating your own presentations will help you learn to see through the razzle-dazzle when watching a presentation in which the accompanying visuals are as likely to obscure the facts as to illuminate you. To encourage all of you to think more critically about presentations, Mrs. Eichenberg might ask students to evaluate one anothers presentations based on this rubric. Of course, Mrs. Eichenberg will make sure that their criticisms are offered constructively. ----- http://www.learnnc.org/lp/pages/647-----

Provisions for Disabled Students E. Guidelines for Guest Speakers

When a guest speaker visits the classroom students should be on their best behavior. All class rules apply. I expect all classes to behave even better for guests than they do for me. Before the visitor comes, the students will be warned. This will include general preparation procedures, such as learning about the guest speakers career and preparing questions students may want to ask when the visitor arrives.

Alana Eichenberg 37
50-01-01 Rvsd: 9/8/06

Guest Speaker Agreement & Guidelines

The learning environment of schools and classrooms should be maintained and care must be exercised to respect the diverse views and values of all students. The speaker and the school or district representative agree to the following terms and conditions for speaking to school students. 1.A legitimate and reasonable connection between the adopted curriculum and the guests presentation must be established. 2.With the exception of school-sponsored fund-raising events, promotion of a business, distribution of advertising, or collection of students names, addresses, or phone numbers is prohibited. 3.The religious viewpoint of all students must be respected. The role of any speaker is to provide education and explanation, not to promote religious, cultural or lifestyle viewpoints. Therefore, while factual information on politics, a religion, a culture, or an ethnic group may be presented, proselytizing for a particular political, religious, or cultural viewpoint or an alternative lifestyle is not permitted. 4.Materials and presentations must not denigrate a student on the basis of creed, culture, race, gender, or national origin. 5.Information presented must be accurate. 6.Appropriate attire, language, and behavior are required. 7.School officials have the right and the responsibility to interrupt the presentation with a warning and/or to stop the presentation for any violation of the agreement. 8.This completed form must be on file with the site administrator PRIOR to any presentation.

Guest Speaker Name ______________________________ Address ____________________________________________________ Phone Number____________________ Company Represented (if any)______________________________ Guest Speakers Signature____________________ Date _______________ District/School Staff Representative Name______________________ Date _______________ District/School Staff Representative Signature_________________________ Date __________ Administrator Signature _________________________ Date_______________ For School Use Only
Sexual Predator Screening Completed __________________________________ Signature of Person Completing Screening _____________________ Date Completed

----- https://www.santarosa.k12.fl.us/files/50-01-01GuestSpeaker.pdf-----

Alana Eichenberg 38

F. System for Cataloging Laboratory Resources G. Substitute Teacher Guidelines

Effective Interventions for Academic Problems Jim Wright (www.interventioncentral.org)

The substitutes of Mrs. Eichenbergs will be provided with an information binder designed explicitly for use by my substitute instructors. The binder includes: A student seating chart (including pictures of each student and their name) Building floor plan Copies of hall passes and office referral forms Phone numbers that the substitute should know Updated lesson plan (and how to access the lesson plan on computer if it is not updated) School wide emergency procedures List of responsible students that can be trusted in each class for more information Substitute Teacher Feedback Report Preparation of Class Effective Interventions for Academic Problems Jim Wright (www.interventioncentral.org) 9 Substitute teachers are an extension of the schools teaching staff and should be accorded the same respect as when I am present. My expectations for student behavior are no different when a substitute is covering the room than when I am present. Substitutes who cover the classroom will keep a close eye on student behavior and will deliver a report back to me at the end of the day. If the substitute decides that the classroom behavior has been sufficiently positive, he or she can inform me that the class has earned a reward. If any student should misbehave in the presence of the substitute, that student will later need to write an apology letter to the substitute. The students will be shown sections of the Substitute Teacher Feedback Form. In particular, emphasize the substitutes power to decide (a) what individual students merit special mention for positive or negative behaviors and (b) whether the entire class deserves a collective reward for appropriate behavior. Students will also be shown a Sample Apology Letter to Substitute Teacher. Tell the class that any students singled out by the substitute for misbehavior will be expected to write a letter of apology to the substitute. Parents/Guardians of anyone who misbehaves may also receive a call from me, depending on the severity of the misbehavior, to discuss the childs problem behaviors. Furthermore, the parents/guardians will need to read through and sign the students letter of apology to verify that they read through it and talked the situation over with the child. Effective Interventions for Academic Problems Jim Wright (www.interventioncentral.org) 10 References A special thanks to Cheryl Wlodarski, a teacher at a middle school in Central New York for contributing many of the ideas in this substitute-teacher strategy!
Effective Interventions for Academic Problems Jim Wright (www.interventioncentral.org) 11

Alana Eichenberg 39

Substitute Teacher Feedback Report Date:________________________ From: ______________________, Classroom Teacher, ________________________ Dear Substitute Teacher: Hi! I want to make sure that you had a good experience today while covering my classroom. Please take a moment to complete this sheet. If something did not go well or students misbehaved, I will use your feedback to correct the situation in the future. Thank you! 1. What overall information, if any, would you like to share about how the day went? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. [Optional] What are the names of students in the class today who: were especially helpful and well-behaved? ___________________________________ ___________________________________ presented behavior/discipline problems? ___________________________________ ___________________________________ ___________________________________ Do you feel that the class as a whole behaved well enough to deserve a reward? ___Y ___N ___________________________________ 3. What would you recommend that I or other staff in the school do in the future to make your substitute teaching experience a smoother and more rewarding one? ___________________________________________________________________________ ___________________________________________________________________________ 4. [Optional] Please include your name and mailing address, phone number or email if you would like me to contact you to talk further about your experience in my classroom today: Your Name: _______________________ Ph: _______________ Email: _________________ US Mail Address: _____________________________________________________________ Effective Interventions for Academic Problems Jim Wright (www.interventioncentral.org) 12

Sample Apology Letter To Substitute Teacher Dear Ms. Smith:

Alana Eichenberg 40 [1] My name is Thomas Morlin. I am a student in Ms. Eichenbergs classroom at Everywhere High School. [2] On May 8, Ms. Eichenberg could not be in the classroom, so you came in as a substitute teacher. [3] Being a substitute is hard, because you dont know the students names and sometimes students act silly when there is a substitute in the room. [4] During the class, I misbehaved. [5] I made a face at you and told another student that I didnt like you. The other kids laughed. [6] I apologize for acting so badly when you were teaching our class. [7] The next time that I have a substitute teacher in my classroom, I will speak respectfully and not make faces. Sincerely, Thomas Morlin -------------------------------------------------------------------

[8] Dear Parent(s): Please read this letter and discuss with your child how to improve his or her classroom behavior when a substitute teacher is in the classroom. Then sign the letter and have your child return it to me. Thank you. Mrs. Eichenberg, Teacher Signature of Parent(s): ____________ Date:___ Paragraph 1: Introduction The student: 1. Introduces self. 2. States the date the teacher was out of the classroom and the substitute teacher took his/her place. 3. Presents two reasons that being a substitute teacher can be difficult Paragraph 2: Body The student: 4. Acknowledges misbehaving 5. Describes misbehavior Paragraph 3: Conclusion The student: 6. Apologizes for the misbehavior 7. Describes plan to improve behavior for the next time that a substitute teacher covers the classroom 8. (Optional) Must review the letter with parent(s) and return with their *Adapted from Wlodarski, C. (2001). Tips to help your substitute teacher stay sane. ----http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&ved=0CEAQFjA DOAo&url=http%3A%2F%2Fwww.jimwrightonline.com%2Fpdfdocs%2Fsubtchr.pdf&ei=Z odPUZ31HPG02AXY_YCoDA&usg=AFQjCNFpmY_AZtWXTxf5FNREG_ZW1rXu6A&bvm=bv.4 4158598,d.b2I-----

H. Student Evaluation and Grading System

During the first week of classes, Mrs. Eichenberg shall provide students and parents with a written syllabus of learning expectations and grading criteria in clear, easily

Alana Eichenberg 41 understandable language, indicating how summative assessment throughout the grading period will be calculated into course grades. Mrs. Eichenberg shall also discuss classroom assessment practices with students, in an age appropriate manner, at the beginning of instruction. Grades should be based on impartial, consistent observation of the quality of the student's work and his/her mastery of course content and objectives. All practices related to communication about student achievement should be carried out according to the best current understanding and application of the research. Mrs. Eichenbergs policy and procedures on grading and reporting practices, are based upon the principles that

Individual achievement of clearly stated learning targets should be the only basis for grades, providing an accurate reflection of what each student knows and can do; the effectiveness of the communication is determined by the accuracy of the information about student achievement. Other characteristics (effort, behavior, attendance, attitude, etc.) should not be included in grades but should be reported separately. Different users and decision makers of achievement data need information in different forms at different times in order to make their decisions. Grading and reporting should always be done in reference to specified achievement targets, comparing students' performance against a standard rather than against other students in the class (on a curve). Grades should be calculated to ensure that the grade each student receives is a fair reflection of what he/she knows and can do, emphasizing the most recent summative assessment information. Consideration shall be given to the use of appropriate grade calculation procedures to ensure that assigned grades reflect the intended importance of each leaning goal.

---http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=21&ved=0CDkQFjA AOBQ&url=http%3A%2F%2Fedservices.cuhsd.net%2Fdocuments%2FGrade%2520BP%2 520%2520AR%25206-2309%2520for%2520posting.doc&ei=0IlPUfqqBJLg2wWvtIGoCQ&usg=AFQjCNG5SNfgbAmz Rvlp5KY0dntYZ_5kFg&bvm=bv.44158598,d.b2I-----

Student Evaluation
Principles for Student Evaluation a. Students shall be graded on actual achievement in relation to district curriculum standards. b. The Normal Distribution Curve shall not be used in the determination of grades. A predetermined number of specific grades (A's through F's) shall not be established. c. The following areas of student growth shall be evaluated separately: (1) Achievement of Curriculum Standards

Alana Eichenberg 42
(2) Citizenship and work habits (including tardiness and nonattendance) e. Students in remedial or special classes shall be graded in relation to the standards set for their individual improvement and achievement as described in their IEP (Individual Educational Program). These students may receive a course grade with a "DS" designated to indicate use of a differential standard. f. The teacher shall prepare in writing and distribute to each student and parent the requirements and standards for successful completion of a grade level/course and clearly explain to students and parents the method utilized in evaluating students' progress and achievement. g. The teacher shall maintain an official record of grades, attendance, punctuality, conduct, and effort or study habits. The record should be sufficiently comprehensive to provide a basis for the assigned grades. The assigned grade for the content area should reflect the student's achievement of content standards. h. The parent and the student shall be notified of the student's progress at regular intervals. i. Students and parents shall be notified in time to make a difference when the student is in danger of receiving an unsatisfactory or failing grade. The Grading System a. Guidelines for evaluation of student academic achievement. (1) Criteria for determining grades shall be based on achievement of district defined content standards. This may be demonstrated by any of the following: (a) Organizing and presenting material in written and/or oral form that effectively communicates achievement of standards. (b) Contributions to class discussion and group participation. (c) Successful completion of tests, examinations, or other assessment tools including observation of performances relative to defined standards. (d) Application of facts and principles to new and unfamiliar situations. (e) Evidence of initiative, originality, and/or creativity related to the curriculum standards. (f) Application of learning from one discipline to another. (g) Participation in long term research based or collaborative assignments when required as part of the demonstration of standards achievement. (2) Use of "Incomplete" (INC) (a) An "INC" may be assigned if the student has not completed sufficient work for evaluation by the teacher within a given grading period. (b) All "Incomplete" notices, prior to issuance, shall have the approval of the principal or counselor. (c) Illness often is a major factor in assigning an INC. (d) An "Incomplete" mark must be removed before the close of the quarter or the next regular session following the issuance of the INC. (e) The teacher shall take into consideration work demonstrating achievement of standards that is made up or not made up by the end of the grading period following the issuance of the INC before assigning the actual grade. b. Guidelines for evaluation of student citizenship. (1) Parents will be notified when student conduct falls below acceptable standards of behavior prior to issuance of the report card. (2) Criteria for determining marks specific to student conduct: (a) Obeys rules, respects public and personal property. (b) Maintains courteous relations with teachers and fellow students, and works without disturbing others. (c) Maintains an acceptable attendance record without excessive truancy or tardiness. c. Guidelines for evaluation of student effort and work habits. (1) Parents will be notified when a student's work habits falls below acceptable standards prior to issuance of the report card. (2) Criteria for determining marks specific to effort, work and study habits, not content grade: d. Report of Attendance (1) Parents will be contacted regarding unverified student absences according to the locally-developed school attendance plan. (2) Parents will be notified when student absences are interfering with the student's achievement. e. Progress Reports

Alana Eichenberg 43
(1) In addition to regularly scheduled report cards, students and their parents shall receive prior written notice at the mid point of the grading period or in time to make a difference when: (a) The student is in danger of receiving an unsatisfactory or failing mark or any indication of not achieving content standards in an academic area. A student may not receive a failing grade at the quarter or semester without prior written notice. (b) The student is in danger of receiving an unacceptable mark in citizenship or work habits. (2) A notice should be issued to a student and his/her parents when the student is working below his/her potential or needs improvement. (3) Teachers are encouraged to send "Commendation" reports to parents to indicate that a student is demonstrating excellence in work and/or activities or has shown unusual progress. (4) Conferences are encouraged among students, parents and teachers to expand communication regarding student progress. Where students are at risk of not meeting standards or performing below potential, special effort should be made to hold parent, student, teacher conferences. (f) Assignments Submitted After Final Due Date (1) Assignments submitted late for reasons of illness, bereavement, professional services, religious holidays, suspension, or other extenuating circumstances shall be accepted by the classroom teacher. (2) Mrs. Eichenberg shall establish a reasonable due date. High School (Grades 9 through 12) Progress Reports a. At the secondary level, a report of student progress in each subject shall be made four times per year. (1) The report at mid-semester shall evaluate student progress toward achievement of standards, and the final report shall reflect student performance on standards. (2) Semester and course grades shall be recorded on the student's permanent record. d. Grading in Academic Subjects for Students with Special Needs in Other than Accelerated or Regular Groups or Classes (1) Students with identified special needs shall be graded in relation to the criteria established by the district and to the standards of the content area. (2) To acknowledge a student's progress and achievement in relation to his/her capabilities, the teacher, when warranted, may assign a passing grade even though the work does not meet grade-level norms. In such cases this shall be noted on the permanent record. (3) Should a student's quality of work reach his/her grade level norms, the teacher and/or the counselor concerned should consider transferring the student to the next highest group or class. e. Summer School: The grading regulations for summer school at the secondary level shall be same as that for the regular session.

----- http://www.gamutonline.net/district/arcadia/DisplayPolicy/114083/5-----

Grades/Evaluation Of Student Achievement

Grades for achievement shall be reported based upon student mastery of the standards for the course content for each marking period as follows: Levels of Achievement Grade Points

Grade

Alana Eichenberg 44
Outstanding Achievement (Advanced Proficient) Student assessment evidence demonstrates exemplary performance in relation to the California State Content Standards or course standards. The evidence is characterized by deep understanding of the subjects content, and demonstrates excellence in the knowledge and skills addressed during the grading period. Competent Achievement (Proficient) Student assessment evidence demonstrates skilled performance in relation to the California State Content Standards or course standards. The evidence is characterized by solid understanding of the subjects content, and demonstrates proficiency in the knowledge and skills addressed during the grading period. Adequate Achievement (Basic) Student assessment evidence demonstrates satisfactory performance in relation to the California State Content Standards or course standards. The evidence is characterized by generally accurate understanding of the subjects content, and demonstrates basic knowledge and skills addressed during the grading period. Limited Achievement (Below Basic) Student assessment evidence demonstrates minimal performance in relation to the California State Content Standards or course standards. The evidence is characterized by limited understanding of the subjects content, and demonstrates below basic knowledge and skills addressed during the grading period. Insufficient Achievement (Far Below Basic) Student assessment evidence demonstrates unsatisfactory or no mastery of California State Content or course standards. The evidence is characterized by a lack of understanding of the subjects content, and demonstrates far below basic knowledge and skills addressed during the grading period. Incomplete Student has not had sufficient time/opportunity to demonstrate achievement on standards addressed during the grading period

4.0 grade points 3.0 grade points 2.0 grade points 1.0 grade points

0 grade points 0 grade points

Incomplete Grades An Incomplete is given when a student's work is not finished because of illness or other excused absence. Under special circumstances, and as approved by the principal, an Incomplete may be given when students have not fully mastered the standards for that grading period. When/if the student achieves an acceptable level of mastery, the teacher may adjust the students grade for the grading period in which the Incomplete grade was initially issued to reflect the more recent level of achievement. If not made up or changed by the final semester, the Incomplete shall become an F. Parent Notice regarding Students in Danger of Failing Whenever it becomes evident to a teacher that a student is in danger of failing a course, the teacher shall arrange a conference with the student's parent/guardian or send the parent/guardian a written report. Grades for Citizenship and Effort Grades for citizenship and effort may be reported each marking period as follows:

Alana Eichenberg 45 Levels of Performance

Outstanding Student always comes to class prepared; has no unexcused absences; obeys all classroom and schoolwide rules and has no referrals; follows dress code; completes all homework and class assignments; participates in classroom discussions and activities; is always polite and respectful of other students and adults. Above Average Student comes to class prepared; has no more than one unexcused absence; obeys classroom and schoolwide rules and has no more than one referral; very rarely violates dress code; completes nearly all homework and class assignments; participates in classroom discussions and activities; is polite and respectful of other students and adults. Satisfactory Student usually comes to class prepared; has no more than two unexcused absences; obeys most classroom and schoolwide rules and has no more than two referrals; on occasion violates dress code; completes most homework and class assignments; usually participates in classroom discussions and activities; is generally polite and respectful of other students and adults. Needs Improvement Student often comes to class unprepared; has a few unexcused absences; occasionally disobeys classroom and schoolwide rules and has three-four referrals; sometimes violates dress code; completes some homework and class assignments; infrequently participates in classroom discussions and activities; is sometimes impolite and disrespectful of other students and adults. Unsatisfactory Student rarely comes to class prepared; has several unexcused absences; frequently disobeys classroom and schoolwide rules and has more than four referrals; often violates dress code; completes little to no homework or class assignments; almost never participates in classroom discussions and activities; is frequently impolite and disrespectful of other students and adults.

Grade

Grade Points 4.0 grade points 3.0 grade points

2.0 grade points

1.0 grade points

0 grade points

Peer Grading At their discretion, peer grading of student tests may be used, papers and assignments as appropriate to reinforce lessons. ---http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=21&ved=0CDkQFjA AOBQ&url=http%3A%2F%2Fedservices.cuhsd.net%2Fdocuments%2FGrade%2520BP%2 520%2520AR%25206-2309%2520for%2520posting.doc&ei=0IlPUfqqBJLg2wWvtIGoCQ&usg=AFQjCNG5SNfgbAmz Rvlp5KY0dntYZ_5kFg&bvm=bv.44158598,d.b2I-----

I. Attendance and Participation Policy

As a teacher I recognize that regular attendance in class, participation in class activities and interaction between student and teacher are an essential and integral part of the learning process. Classroom participation is vital to the instructional process and must be considered in evaluating the performance and content mastery of students. I will comply with state laws on student attendance in the classroom.

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The purpose of this Attendance Policy is to support students as learners. Explicit goals are: To develop personal responsibility, accountability and positive behaviors to ensure college readiness and future employment To recognize that learning and social growth occur within the classroom environment, so attending and taking part in class is fundamental to student success To ensure that the policy is another means to teach students rather than as a punitive measure To ensure that all components of the policy function in accordance with the state truancy and compulsory attendance guidelines Given that the purpose of the policy is to ensure that all students are successful as students, it is the expectation of my classroom that all students are to attend all classes, unless they have a valid reason to miss class. To receive credit, student absences cannot exceed more than nine absences per year, unless the absences are waived and the course work completed towards required content and performance standards in accordance with this policy. The attendance policy must have meaningful consequences, while still providing opportunities for students to continue learning and remain engaged in school. Student Academic Requirements To earn credit in any course, a student is obligated to: 1. Fulfill the course requirements as defined by the content and performance standards for the course; 2. Maintain at least a 95% attendance rate in all courses (no more than nine (9) absences in a year or four (4) during first semester and five (5) during second semester). Attendance at school on every day that school is in session is required of every student in this classroom. Successful academic performance depends upon the student's presence in the classroom and upon the dialogue, which takes place among student, teacher, and all of the students in the class. A. General Attendance Reporting 1. The student or his/her parent or guardian is generally required to call the students High School Office on the day of absence and notify the office that the student will be absent. When the call-in procedure is not followed, a call to the student's home will be made. 2. If a student is participating in a school-approved field trip, he/she will be regarded as present on the day of the field trip. Absences due to out-of-school suspensions Make-up work provisions within a two-day period will be granted for days of suspension, unless school has policy regarding this situation. Earlv Dismissal 1. All early dismissals shall be regarded as absences for each class that is missed. 2. If a student desires early dismissal from school or a class, he/she must present a written request from his/her parent or guardian indicating the time and the reason for early dismissal to his/her High School Office prior to the beginning of classes for the day. The students parent/guardian must come to their High School Office to dismiss him/her. Follow schools policy. Illness During the School Day Illness during the school day will be regarded as absences from the classes not attended. C. Exceptions Absences from school that will be considered as exceptions are determined by the students High School Principal or Assistant Principal. Exceptions are those absences represented by the following explanations: 1. An extended illness or hospitalization (five (5) or more consecutive school days) that is accompanied by a signed doctor's note detailing the illness and the recuperation period. 2. Absences that occur because of a chronic illness documented by a medical diagnosis through the School Nurse's Office and completion of a chronic illness form. 3. Absences due to the exercise of religious obligations on those days of religious observance as authorized by the Department of Elementary and Secondary Education.

Alana Eichenberg 47
4. Absences due to funeral leave in the case of a person in the immediate family. The term "immediate family" shall include only the student's mother, father, guardian, sister, brother, grandparent, or relative living in the student's house. F. Parent Notification of Cumulative Absences Parents will be notified of total absences from a class by way of the progress reports and report cards issued approximately every five weeks. At the third absence in a semester or course, the student and his/her parents or guardians will receive a notification from the school to arrange a meeting to discuss the impact of further absences. G. School Functions A student may not participate in a school function unless he/she is in attendance during the regular school day.

----http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0CF0QFjAH &url=http%3A%2F%2Fwww.lawrence.k12.ma.us%2Ffiles%2FPolicies%2FHSAttendanceP olicy.pdf&ei=hopPUfm5BcHk2AXq54HwBw&usg=AFQjCNEeZNmPLnwX3KZQ4_upo00pey VAbw&bvm=bv.44158598,d.b2I-----

J. Student Behavior Policy

Procedures for Entering the Classroom There is a specific way I want you to enter the classroom. I expect you to follow these procedures: 1. You are not to stand or wait around in the hallway. 2. Enter the classroom quietly without running or pushing. 4. Take your assigned seat 5. Logon to your PC 6. Wait for further instructions from the teacher If You Are Absent It is your responsibility to make-up any assignments or tests in a timely manner when you return from an absence. Follow this procedure: 1. Join the activity in progress. If you dont know what to do, raise your hand and wait until I reach you. 2. During the last 5 minutes of class or during privileged time copy the missing activities. You may get this information from a responsible classmate. 3. If you need to make-up a test you must make arrangements with the teacher during the last 5 minutes of class. Tests can only be made up before school or during lunch and only if previous arrangements have been made. E-mail assignments If you have access to the Internet at home you may e-mail me at: axp026@gmail.com and ask for missing work. You can also e-mail work if possible. Procedure for the End of Class and Class Dismissal Right before the bell rings everyone should: be in assigned seat, be quiet, gather all their materials and wait for the teacher to dismiss the class. When We Have a Visitor A. When we have someone come into our classroom who is not part of our class (teacher, administrator, student, parent) you are expected to follow the same classroom rules and procedures. You are expected to be polite to the visitor. Do not talk to the visitor unless he/she is talking to you directly. Continue working on your assignment as usual.

Alana Eichenberg 48
B. If the visitor needs to speak to me privately, I expect you to remain in your seat without talking until I finish speaking with the visitor. When You Finish Early A. If you finish all of your assigned work early you may a) read independently b) work on an assignment for another class c) write d) draw e) work on extra credit. DO NOT TALK OR DISTURB OTHERS. Restroom Policy A. In order to control the amount of traffic leaving my classroom a maximum of 3 people may go to the restroom during any given period. You may go to the restroom only if: b) the class is working on Individual Seatwork (no passes during Teacher or Guest Lecture) c) you have not abused this privilege in the past Mrs. Eichenbergs PHILOSOPHY: Any behavior which interferes with Mrs. Eichenbergs ability to teach, or any student's opportunity to learn will not be tolerated. To make it possible for the students to learn and for the teacher to teach, each student will consistently demonstrate: 1. Preparation (includes on-time arrival with appropriate materials) 2. Participation (in all activities, according to expectations and established guidelines) 3. Consideration and respect (for self and others) REWARDS Individual and group privileges, creative activities, positive contacts with parents, free reading time, games, other appropriate recognition PENALTIES A student who fails to abide by these expectations automatically chooses with his or her: 1st offense: loses 5 points on a daily grade 2nd offense: loses 5 points on a daily grade and is pulled into the hallway 3rd offense: loses 10 points on a daily grade, is pulled into the hallway, and has their parents contacted. SEVERE CLAUSE: In the event of severely inappropriate behavior, the offender will be referred to the office immediately. INDIVIDUAL DISCIPLINE PLAN: An individual discipline plan will be written and enforced for any student who is a habitual or severe offender. HELP: If you need assistance, raise your hand. LABEL: Label all work to be turned in with 3 lines: name, date, class. Supply a title. TARDY: Come in quietly, check in according to procedure, and quickly get on task. CHEATING: Do your own work. The penalty for cheating/plagiarism is a grade of 0. In addition, the teacher may assign a failing grade of 50 for the grading period. LATE WORK: Assignments received one day late will lose 5 points on their final score of their assignment. APPROPRIATE BEHAVIOR Common sense tells you when actions, words, etc. are inappropriate or unacceptable in society. This classroom is a place where only appropriate words and actions are acceptable. Please use good judgment when speaking or writing. This applies to everything you do while in this class. My signature indicates that Mrs. Eichenberg has discussed these procedures with me and that I understand them, and I agree to abide by them. My parent/guardians signature indicates his or her understanding of these class rules and also gives me permission to view PG-13 movies in class that are related to the subject matter being studied.

Alana Eichenberg 49
Student Signature _______________________________________________ Date____________________ Parent/Guardian Signature ________________________________________ Date ___________________

---http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CFYQFjAG &url=http%3A%2F%2Fwww.mrsdrobnis.com%2Fpdfs%2Fmrsdrulesandproc.pdf&ei=lYxPUcznNYrPqgHf6YG4Dw&usg=AFQjCNHrLuipJWdNddWR6rCuFK YBSI_ZZg&bvm=bv.44158598,d.b2I-----

K. Competency-Based Laboratory Assessment System

SAM TESTING This is a web site where you can complete production tests, so instead of asking questions and completing a hand written test, you use this site to train and take exams that look like your PC screens. This site allows you to work in software through the trainings and tutorials created by the teacher or by the book test made with questions to match its material. 1. We will visit this site at: SAM2007.course.com-Before we can begin any training or tutorials for assessment, the class as a whole needs to visit this site and create a login individually. We will use your first name_last name as a user ID, and you set your own password then join the course you are in created by Mrs. Eichenberg. 2. Passwords: If you forget the personal password you created for this site, you can have it emailed to yourself through providing your username which is your first name_last name in this course. 3. Training: Training is a review of the materials we have learned, and is a study guide for the exam. When we login to train for an exam, we will select the class we are in and assignments from the menu. This will pop up a window when you click on it. At the bottom of the window you will have three options: Observe, Practice, and Apply. Observe option will give an example question/instruction at the top of the screen, and it will show you how to complete the task. The Practice option will allow you to read the question and physically practice completing the task yourself as many times as you need to until it is completed correctly. Finally, the Apply option poses the question/task, and you have three chances to complete it correctly. (Note that you must complete the apply section on every single section,
or the online software will report to Mrs. Eichenberg that you did not do or complete the training)

4. Exams: Exams are the actual production assessments. When creating the exams, Mrs. Eichenberg chooses to create a matching training automatically, so every single question on the exam should have been reviewed in the training. Advanced options are available when creating the exams including restricting days and times it will be available for students, passwords to access the exam, creating own questions instead of using suggested questions from a word bank, etc The software also automatically will generate multiple different organized reports for Mrs. Eichenbergs records. SAM will be used ALL year, and is important to know how to navigate.