1. New Frontier High School Building Management Plan By: Ian ZukowskiIan Zukowski Alexander Lewis Nicholas Facciolo

2. Table of Contents 1.Introduction to SchoolIntroduction to School 2.Teacher IntroductionsTeacher Introductions 3.Learning AidsLearning Aids 4.First Day of SchoolFirst Day of School 5.Learning StylesLearning Styles 6.Classroom ProceduresClassroom Procedures 7.Critical ContextsCritical Contexts 8.School RulesSchool Rules 9.School EmergenciesSchool Emergencies

3. General District Information The New Frontier School District is a K-12 institution with approximately 1,200 students. It is located in a working middle class town, that has light industrial base, agriculture, and small family owned businesses. The community is extremely invested in the district and supports the schools by passing levies.

4. High School Layout

5. Daily Schedule 7:00am - Schools Open 8:00am - Teachers report in to NewNet 8:30am - Students Arrive 8:30am-11:00am - Classes 11:30am-1:00pm - Lunch/Class 1:00-3:00pm - Class 3:00pm - Student Dismissal 3:30pm - Teacher Dismissal

6. Alexander Lewis Hello, my name is Alexander Lewis. I am a graduate of Miami University class of 2015. I earned two bachelor degrees one in Math education and one in math as well as a minor in Spanish. I teach calculus as well as upper-level math electives including linear algebra. I also assist in the directing of the marching band and the orchestra for school musicals, and am the advisor for. Either for help or for a friendly chat in room 200 if you ever want to stop by.

7. Ian Zukowski My name is Ian Zukowski, and I graduated from Miami University in Spring 2015, with two bachelors degrees in Mathematics Education and Mathematics with a minor in Spanish. At the High School I am in charge of Geometry and Pre- Algebra classes. I am also the advisor for Sophomore Class Student Government and head coach for the men’s soccer team. Feel free to stop by Room 212 any time to pay me a visit!

8. My name is Nicholas Facciolo, I am a graduate of Miami University in Oxford Ohio. While there I received my bachelors degrees in both Mathematics Education and Mathematics. I currently teach algebra and pre-calculus at the school. Also I am an assistant soccer coach and the advisor of the Model United Nations club. If you ever need help, I am in room 204. Mr. Nicholas Facciolo

9. Faculty Lead Organizations Sophomore Class Student Government o Ian Zukowski, ian.zukowski@nfhs.nfsd.k12.oh.us ian.zukowski@nfhs.nfsd.k12.oh.us Model United Nations o Nicholas Facciolo, nicholas.facciolo@nfhs.nfsd.k12.oh.us nicholas.facciolo@nfhs.nfsd.k12.oh.us Soccer Program o Head Coach, Ian Zukowski, ian.zukowski@nfhs.nfsd.k12.oh.us ian.zukowski@nfhs.nfsd.k12.oh.us o Assistant Coach, Nicholas Facciolo, nicholas.facciolo@nfhs.nfsd.k12.oh.us nicholas.facciolo@nfhs.nfsd.k12.oh.us Marching Band o Ben Frances, ben.frances@nfhs.nfsd.k12.oh.usben.frances@nfhs.nfsd.k12.oh.us o Assistant: Alexander Lewis, alexander.lewis@nfhs.nfsd.k12.oh.usalexander.lewis@nfhs.nfsd.k12.oh.us

10. New Frontier High School Vision Statement The vision of New Frontier High School is to shape students into adults that will be productive, engaged and informed citizens in this ever changing world.

11. New Frontier High School Mission Statement At New Frontier High School our mission is to produce active and responsible citizens. We do this by engaging students mentally and physically through a well rounded education system. This system requires students to behave in the classroom, be focused on their own studies, and have the creative freedom needed for actual development of learning.

12. District Belief System Contains Four Distinct Areas that will help students know and understand the materials 1.Total Quality Management Model 2.Integrated Model for Knowing 3.Collaborative Strategic Plan 4.Performance Pyramid

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

14. Total Quality Learning Management Model The students performance is determined, not by the teachers information that they present. But by the students perception of the teacher. The teacher needs to gather the learners engagement, cooperation, and the students caregiver’s confidence in the teacher.

15. Integrated System Model of Knowing Point of Wonder Point of Knowing 1 2 3 1. Multiple Intelligences 2. Cognitive Styles 3. Teachers and Technologies Point of Wonder Learning Path Elapsed Time

16. Integrated System Model of Knowing The goal is to bring students from the point of wonder to the point of knowing. The point of wonder begins the with a student in a class thinking “why, or how” something is true. As teachers it is our goal to help the students know what they wonder about through understandings of multiple intelligences, cognitive styles, and technologies. The optimal learning path has the shortest time from wonder to knowing.

17. Collaborative Strategic Plan Learner Community Strategic Plan Explicit Curriculum Information Teaching Teams/ Parents Quality Service Knowing Learner Styles and Strategies Integrated Learning Systems Learner Engagement Adult Learner Style Entrepreneurship Peer Coaching Life Long Professional Development Learner Performance Gains on Proficiency Tests

18. Collaborative Strategic Plan The model from the planning stages to the learner performance stage has three separate paths. These paths include a curriculum, learning, and professional track. Curriculum path includes the teacher, curriculum, and teacher knowledge of the subject. The learning path includes learning styles, learning systems, and engagement by the learner. Finally the professional has the adult learner styles, peer coaching, and life long professional development.

19. Performance Pyramid http://performancepyramid.muohio.edu/thep yramid

20. Performance Pyramid Created by superintendent Dr. Douglas Brooks, the performance pyramid is aimed to help school districts improve on proficiency tests and the implementation of new teaching systems. The base areas are interventions that support performance in the higher areas.

21. The First Day of School There are ten things that need to be done on the first day of school to keep cohesion in the school. 1.Greeting 2.Opening 3.Role and Seating 4.Student Information Cards 5.Rules and Procedures 6.Instruction 7.Learning Styles 8.Self Disclosure 9.Closing 10.Post-Instructions 1 23 45 67 89 10 The First Day Timeline

22. 1. Greeting Welcome students as they come in the classroom Make the students feel welcomed and engaged as they walk in

23. 2. Opening Give the students the structure Present the class with the schedule for the day o creates a feeling of competence in the teacher and the students will feel comfortable knowing what is expected of them that day

24. 3. Role and Seating Role and seating can be done at the same time Place the role on the board or the smartboard Take role by having students sit in assigned seats, from there find who is missing This makes the students feel secure and comfortable in the classrooms

25. 4. Student Information Cards This shows the students that the teacher is interested in the students Have students place on their name cards: o Name o Phone Number o Home address o Schedule o Personal Interests From these the teacher will be able to o Find students during the school day o Understand better what their students enjoy and where they are coming from

26. 5. Rules and Procedures Teachers should review the 5 key rules o Entry to the Classroom o Listening to the Teacher o Raising Hands to Ask Questions o Personal Belongings o Exiting the Classroom Be sure to give a rational, consequence, and example of the rule to the class Rules and Procedures should give a routine for students to follow during the coming year

27. 6. Instruction Goals o Give the students the outline for the next few weeks o Review what they already know or retain from the previous year Methods o Review with the students how you will be going about your instruction o Try to mention methods that relate to all of the learning styles Assessment o Describe how and why you will assess the students understanding of the material o Identify reasons for the different ways of assessing o Present the class with the grading scale

28. 7. Learning Styles Assess the students individual prefered learning styles in class, by giving them the cognitive style questionnaire Tell the students why your are doing this and explain that it is for both yours and the students benefits

29. 8. Self-Disclosure Introduce yourself more in depth to the students than just your name and title Make yourself seem human and a person that the students could trust if they were in a difficult situation

30. 9. Closing Conclude the class with a comment that will make the students want to come back the next day Include in the statement what they should do for the next class Wish them a good rest of their day

31. 10. Post-Instruction Remain in the classroom if any students wish to ask questions after class Gather the information from the learning styles activity and evaluate how the majority of students in your class learn best Organize the Information Cards and seating charts to begin memorizing names Plan for the second day of school

32. Five Ways to Manage Your Classroom 1.Clearly Define Classroom Procedures and Routines 2.Teach Students Classroom Procedures and Routines 3.Monitor Student Behavior 4.Handle Inappropriate Behavior Promptly and Consistently 5.Plan Ahead

33. Technology in the Classroom The 21st century is the technology age, thus all of our classroom are equipped with the latest and greatest on this front. Including o Wifi o Computers o Cable Connection o SmartBoard o Voice Amplifier and Microphone o Digital Camera and tripod o Laserpointer o Document Camera o NewNet o Electronic Attendance o District and Personal Websites o Progressbook

34. Wifi The entire building has wireless internet located throughout Computers Each classroom has four computers for the students use during class at the teachers discretion Technology Cable Connection Every classroom has the ability to connect to connect to the district’s cable connection for informational purposes SmartBoard Teachers will have the use of a SmartBoard and connected computer to present notes and lesson materials

35. Voice Amplifier and Microphone To facilitate student learning and to help the hearing impaired in the classroom a voice amplifier will be placed in all rooms. Digital Camera and tripod When it is appropriate to video recorde students and lessons the teacher will have at their disposal a video camera and tripod. Technology Laserpointer For use as a supplementary tool, teachers will be given a laserpointer to use during instruction. NOT for student use! Document Camera Presenting information to the class will be made easier by the document camera. This will allow students to see handouts on the main board or work examples on the board.

36. NewNet The intranet for the district is NewNet. There you can email fellow faculty, and are encouraged to interface with the district Electronic Attendance A district goal is to go paperless when it comes to administrative tasks, thus our attendance is done via the intranet in the school. Technology Progress Book This online based record book allows teachers and parents to view the progress of their students or children throughout the year. Also lesson plans will be posted and reviewed using Progress Book. District and Teacher Websites The district has a website for all parents, student, and community members to see. Included are schedules and information on the district. Teachers are encouraged to create their own and show the community what is going on in their rooms

37. Students all learn differently depending on their preferred learning styles It is important for all teachers to understand these learning styles so as to plan teaching that addresses all of these learning styles as much as possible. Multiple Learning Styles

38. Learning StyleType of PersonComponents Logical-MathematicalScientist, MathematicianUnderstanding by finding numerical or logical patterns to handle reasoning LinguisticPoet, JournalistSensitive to meanings and sounds of words; Understanding of functions of language MusicalComposer, PercussionistAppreciation and ability to produce pitch, rythm, timbre. Appreciation of musical expression SpatialNavigator, PainterAbility to appreciate, manipulate, and navigate around to spatial world for understanding

39. Multiple Learning Styles Learning StyleType of PersonComponents Bodily-KinestheticDancer, AthleteUse of the body and movement to handle object and create understanding InterpersonalPsychologist, SalesmanCapacity to work with others and gain understanding through cooperation IntrapersonalPerson with self- understanding Ability to work on own and reflect on oneself and one’s own strengths and weaknesses to achieve understanding

40. Typical Class Session Opening Optimize Engagement Closing 1. Engagement 2. Review 3. Learning Outcomes 4. Motivation 5. Behavior Expectations 6. Tools and Materials Check 7. Questions LookersListeners DoersSitters 1. Review 2. Reinforcement 3. Preview

41. Teachers are encouraged to engage students in blended learning. Teachers will be instructed on how to use itunes and apple. For help and questions you may follow the following link: http://itunes.apple.com/us/itunes-u/blended-learning-design- blackboard/id424641360 Blended Learning

42. Online Lectures Student Web Page Design Virtual Education Other Projects Any creative ideas teachers can come up with and get approved Methods of Blended Learning

43. For students and families with an Individualized Education Program (IEP) here are some helpful resources General IEP info http://kidshealth.org/parent/growth/learning/iep.html Online IEP software for student, teacher, and family use http://www.spedassist.com/?gclid=CMKoj- CF6a4CFQgRNAodewIeVQ Solutions and Hardware http://www.k12-solutions.com Individualized Education Programs

44. To keep up to date with student progress and other information such as IEPs, student management, classroom information, and more. Families can access Progress Book. Progress Book is an online software that families can access with all the information mentioned above for the benefit of teachers, students, and parent alike. https://progressbook.swoca.net/General/LoginForm.aspx Progress Book

45. GPA is calculated the following way: grade points total/total credits attempted No classes are weighted and courses GPA is measured on a 4.0 scale Standard letter grades, A, B, C, D, F, are used with +,- used appropriately Teachers are in charge of deciding student grades Other letter in grading system: o N: no grade - see teacher o W: dropped after cut off date o IP: In progress Grading System

46. Grade Scale A+97-1004.0 A93-964.0 A-90-923.7 B+87-893.3 B83-863.0 B-80-822.7 C+77-792.3 C73-762.0 C-70-721.7 D+67-691.3 D65-661.0 E/FBelow 650.0

47. Report cards will be sent home with the student and the end of each semester Also, each midterm, midterm grades will be posted on Progress Book for students and parents to view at home Report Cards

48. Class Rules Critical Contexts Response to Disruptions Hierarchy Classroom Management

49. 1.Be on time in your seat when the bell rings 1.Do not talk while the teacher is talking 1.Raise your hand when you want to be called on 1.Do not touch anything that is not yours 1.Do not leave the room until I have dismissed you Classroom Rules

50. Students are expected to be prepared for class from the very start When everyone is in their seat at the bell class can begin promptly and avoid interuption This gets the whole class moving sooner and smoother Be on time and in your seat

51. It is important for students to hear what a teacher has to say The teacher sets up what is expected for the class each day If a student is talking he/she or others nearby may miss the day’s lesson plan or assignments It is important for all students to hear the teacher to keep the class moving effectively Do Not Talk When Teacher Talks

52. If a student has a question or response to a teacher he/she needs to wait for the teacher to call on him/her This allows for class discussion to remain organized and guided Students blurting out comments without being called on leads to rowdiness and disrupts the class and hinders learning Raise Your Hand to be Called on

53. Everyone has personal property and it is just that: Personal No one should mess with anything that does not belong to them Student’s messing with each other's or the teacher's property is an invasion of property as well as an unnecessary class disruption Do Not Touch Anything That is Not Yours

54. What teachers say in a class is vital from beginning to end When a teacher is summing up a lesson at the end of the class it should not be cut off by the ringing of a bell Student’s need to hear the final words of the teacher for the day to hear vital information Teachers may announce homework at the end of the bell or give an important summary for the day Leaving at the sound of a bell before a teacher sends students off leads to unprepared students the following day Do Not Leave Until the Teacher Dismisses You

55. During each class session there are 8 critical contexts that occur They are the following: 1. Preinstruction 2. Opening the session 3. General instruction functions 4. Transitions 5. Student initiated questions 6. Closing the session 7. Post-instruction 8. Student-initiated disruptions Guidelines and helpful hints for how a teacher should present himself/herself in each context are on the following slides Critical Contexts

56. Make yourself available to students Initiate contact with students Use learner names Discuss personalized topics with students rather than generic conversations 1. Preinstruction

57. Visually scan across the whole class Call to order in routine orderly way Take roll efficiently Academic organizer Behavioral organizer Check that students have materials Check for student understanding 2. Opening the Session

58. Review previous day’s work Presentation of new material Guided practice of new material Corrections and feedback over new material Independent work to practice new material Weekly or extended reviews 3. General Instructional Functions

59. Provide non-verbal cue of transition Provide verbal cue of transition Continue scanning entire class Explain expectations for next activity Signal the start of the transition Monitor the noise level 4. Transitions

60. Establish access to student questions Actively listen to student questions Be considering towards the student Probe, inquire, and extend off initial question 5. Student Initiated Questions

61. Signal closing of the class Review performance of students Provide motivation for students Preview the next session Answer any questions 6. Closing the Session

62. Dismissal of the class Visual scanning of the class Be accessible to students Conference to concerns regarding students or material 7. Post-Instruction

63. The way to address this context is described in the following slides in the response to disruptions hierarchy 8. Student Initiated Disruptions

64. The way to respond to specific disruptions is based on frequency of disruption and severity of disruption. This hierarchy describe how to respond to disruptions based on frequency. If a disruption is severe enough, such as harassing the teacher, some of the early steps may be skipped. First things first: Go over rules and procedures on the first day of school After this follow the subsequent actions depending on the number of times a student has broken a certain rule 1st offense - Remind the whole class of the rule 2nd offense - Establish proximity to the offender as well as other nonverbal cues such as eye contact. This increases accountability of the student and should help end disruptions Response to Disruptions Hierarchy

65. 3rd offense - Proximity and verbal cues. If the disruption persists, establish proximity this time. Also, make a statement of expectation about the class rules specifically to the student. Do not ask a question, but rather say something like, “I know what you are doing. You need to stop…” This should be quiet and spoken only for the specific student to hear. 4th offense - After class conference. If the problem persists, approach the student once more and tell him/her you wish to speak with them after class. During this after class discussion find out what is causing the problem and how to resolve it. Both student and teacher should be seated to set a “safe space.” This discussion should be calm and focused on finding a solution. Response to Disruptions Hierarchy

66. 5th offense - Before class warning. During the pre-instruction context of the next class session,meet with the problem student. Explain that you have completed a detention slip without a signature and they have choices to make about consequences. 6th offense - 8. Immediate dismissal from class. Some student misbehaviors require immediate dismissal or a hall conference with the teacher. This is always dependent on the school rules. Sometimes you can put a student in the hall. Sometimes you can’t. You need to know what you can do. Response to Disruptions Hierarchy

67. If the disruptions persist beyond this point or the severity of the offense calls for it teacher may need to resort to the following actions: Meeting with school disciplinarian. This is when an immediate meeting with the school disciplinarian may be in order. This is a student who has been disrespectful or continually refused to do what you have asked. Parent email/phone call. Call parents or caregivers. Review the infraction and the steps you have taken to reduce the misbehavior. Ask for help in improving student behavior. Document this call. Response to Disruptions Hierarchy

68. Parent Conference. Ask the building principal or counselor to invite parents to a conference that includes the student. Talk about the choices that the student has made to get to this point. Bring in your documentation and the student work. Leave with an agreement. In here. In-school suspension. Normally, these are rooms set aside to hold students who can’t manage a regular classroom. Students do homework. They are supervised. They are not in your classroom Saturday School. Our school has a Saturday program designed to ruin the weekend and deter misbehavior. It has been effective. Response to Disruptions Hierarchy

69. Out-of-School Suspension. This usually takes an official action by the school board. The student is removed from the district. Expulsion. This usually takes an official action by the school board. The student is expelled from the district. Response to Disruptions Hierarchy

70. Classroom attendance has been linked to student achievement in research and is therefore a necessity for student learning. Classroom attendance is a serious matter to staff at New Frontier High School, and faculty should use the following procedures to record attendance. Attendance Policy

71. Attendance Policy: Reporting Students will not be excused for absences without a prior phone call or communication from their parent/guardian. Parents/guardians are encouraged to call the attendance office within the 24 hour period preceding their child’s absence. A phone call is required for every day that the student will be absent.

72. Attendance Policy: Excused Absences These absences must be called in to the attendance office no later than 4:00pm on the day of absence in order to be considered excused. Students should pick up a Prearranged Absence Pass in the attendance office prior to leaving during the day for excused absences. The pass serves as a pass out of class, and a pass to be allowed back to school after returning from their absence.

73. Attendance Policy: Excused Absences The following reasons qualify absences as excused: Field trips College visits Family death Religious holiday Court hearing Illness or appointments Jury duty Driver license tests

74. Attendance Policy: Unexcused Absences Unexcused absence is defined as when a student is absent for any period due to a circumstance not defined as excused. The individual teacher will decide how students will be affected by these absences in class in terms of classroom work and grades. Any students with an unexcused absence are restricted from participating in extracurricular activities on the same day as the absence. After 5 unexcused absences, a parent/guardian conference will be held to discuss action that can be taken to prevent further absences.

75. Attendance Policy: Unexcused Absence 1 st instance of unexcused absence: Warning and note sent to parents 2 nd instance of unexcused absence: The student is assigned after school detention to make up work from the missed class. 3 rd instance of unexcused absence: The student is assigned one day of “in-school” suspension. A conference is scheduled with parent/guardian to discuss the behavior. 4 th instance of unexcused absence: The student will be assigned one day of “out-of-school” suspension. A second conference is scheduled with a parent/guardian. 5 th instance of unexcused absence: The student will be assigned three days of “out-of-school” suspension. A third conference is scheduled with a parent/guardian. 6 th instance of unexcused absence: The student’s name will be given to the New Frontier Police for pick-up

76. Attendance Policy: Make-Up Work Regardless of whether an absence is excused or unexcused, students are to be held responsible for completing any tasks assigned by the teacher on the day of their absence. This make-up work can take the form of a different test or assignment covering the same material, or it can be the same assessment.

77. Attendance: Tardiness A student is considered tardy when they arrive late to a scheduled class. 1 st tardy: A warning 2 nd tardy: A detention 3 rd tardy: An out-of-class suspension Please refer to your handbook for further consequences.

78. Academic Honesty Academic dishonesty is any type of cheating that occurs in relation to a formal academic exercise. Teachers must communicate to students their individual policies on academic honesty. Academic dishonesty is a serious matter for NFHS, and students should face consequences when acting without academic integrity. Teachers will be provided with assistance so they can evaluate student responses for academic dishonesty.

79. Electronic Use Students may not use cell phones on school grounds during the academic day. Personal electronic devices, such as portable music players, may not be used unless permission has been given. Students are required to sign proper-use agreement forms before they are able to use school-provided iPads or other electronic technology. Students may only use school-provided electronics for educational purposes. Food and drinks are prohibited around school technology. Teachers are recommended to set an example for students and abide by similar rules.

80. Social Media Teachers are discouraged from adding students on social media websites. Teachers are prohibited from disclosing information about specific students on social media. Teaching requires professional behavior at all times. It is expected that teachers do not post compromising pictures or information on social media accounts.

81. Student Dress Code The length of shirts must be long enough that they cover the midriff and must be able to tuck into shorts, pants, skirts, etc. Skirts and other pants must exceed the length of the 5th finger (pinky) when the student puts their hands at their sides.

82. Student Dress Code No shirts are to be worn that promote the use of alcohol, drugs, or other illegal substances. No hats are to be worn during the school day. The use of hats, bandanas, and other head garments, unless given consent by the school district for religious or personal purposes, are to be taken off prior to the start of the school day. Pajama pants, slippers, halter tops, tank tops, tube tops, and other provocative clothing are NOT permitted.

83. Staff Dress Code: Women Dresses and skirts should be no shorter than three inches above the knee. No shorts; capris must be below the knees. No jeans or t-shirts. No tank tops, tube tops, or clothing that bares the midriff. Shoes and sandals with a back strap are allowed; beach style flip-flops or athletic shoes are not acceptable. No hats are to be worn during the school day.

84. Staff Dress Code: Men All shirts worn must have a collar, which include button down and golf shirts. Suits and sport coats are permitted. Teachers are encouraged to wear ties. No shorts, jeans, or t-shirts. Shoes and sandals with a back strap are allowed; beach style flip-flops or athletic shoes are not acceptable. Facial hair should be kept neat and clean. Hair length should not impair vision or go below shirt collar. No hats are to be worn during the school day.

85. Student Discipline Sequence of Disciplinary Action: 1.Discussion and counseling with classroom teacher; a.Warning b.In-school/After-school Detention c.Parental involvement 1.Referral to a Student Services Administrator/Counselor 1.Referral to Assistant Principal 1.Referral to Principal

86. In-School Detention In-School Detention is an option for teachers to send students that are misbehaving in their class. The in-school detention room (Room 156) is a quiet area supervised by Ms. Brighton where students can regain their composure. If the teacher chooses to send a student to in-school detention they need to use the following procedure: o Tell the student that they will be going to the in-school detention room. o Call the in-school detention room to alert them that the student will be arriving shortly. o Send the student to the room with a copy of notes and homework or other assignments from the day.

87. After-School Detention After school detention goes from the end of the last bell to 5pm, and can be located in the in-school detention room (Room 156), or the individual teacher’s classroom. Student must bring work to complete during detention. Students’ are NOT permitted to sleep during the allotted time. Listening to an iPod/radio is not permitted. No talking during detention.

88. Food and Drink Policy Water is permitted in the classroom in closed containers; juice, Gatorade, and soft drinks are not allowed. No type of food is allowed in the classroom*. All food must be kept in the cafeteria area at all times Gum is not permitted during class times. *Food may be allowed in the classroom with the teacher’s approval.

89. Staff Attendance Each staff member of New Frontier High School is permitted 5 sick days each semester. The staff is also allowed 3 personal days each semester in case of emergency. Staff must be present at least thirty minutes prior to the beginning of the school day. Staff members are required to allot at least two extra hours per week before or after class for students to come in for extra assistance.

90. Bullying/Harassment Policy Students are required to attend the informational session on the meaning of bullying and its consequences. All parents and students should be encouraged to report harassment to school officials. All staff members at NFHS are required to report harassment incidents to their supervisor. Once a harassment report has been received, an investigation will occur. After an incident has been investigated, the form of discipline will be chosen.

91. Tornado and Fire Emergencies Throughout the year there will be several drills to help students learn the procedures for Tornado and Fire emergencies. When the fire alarm sounds, students are to exit the building in a quiet and orderly manner. When the tornado alarm sounds, students should go to the closest room that is deemed safe and follow proper tornado safety procedures. Teachers are required to supervise the procedures and ensure that students are following the safe and proper protocol.

92. Lockdown/Intruder Emergency “The school is under lockdown until further notice” will be announced over the school PA system. Teachers need to immediately lock their classroom doors after checking hallways for students. Teachers will turn off classroom lights and have students arrange themselves so they are not visible from the doorway. All students and teachers are expected to remain silent while the lockdown is under effect. “The school is officially clear. Classes may now resume” will be announced over the school PA system to signify that the lockdown has concluded.

93. Contact Information Teachers: Mr. Nicholas Facciolo nicholas.facciolo@nfhs.nfsd.k12.oh.us Mr. Alexander Lewis alexander.lewis@nfhs.nfsd.k12.oh.us Mr. Ian Zukowski ian.zukowski@nfhs.nfsd.k12.oh.us

94. Contact Information School Administration: Principal: o Dr. Boss doug.boss@nfhs.nfsd.k12.oh.us Asst. Principal: o Dr. Second bob.second@nfhs.nfsd.k12.oh.us Location: 111 Main Street New Frontier, OH 45000 Website: www.nfhs.nfsd.k12.oh.us