Normandin Middle School




Faculty Handbook




Mission Statement


We are committed to developing a community of learners who are academically proficient, demonstrate strong character and exhibit self confidence.



Vision Statement


The vision of Normandin Middle School is to provide a rigorous learning environment that enables all students to attain the skills, problem solving abilities and conceptual understanding necessary to attain proficiency in all subjects.



Table of Contents


Mission Statement.. 1

Vision Statement.. 1

Statement of Belief. 5

Organizational Beliefs.. 5

Core Committments.. 5

Non-Discrimination Notice. 6

Parental Notification Law... 6



Administrative & Support Positions.. 9

Assistant Principals. 9

Academic Coach.. 9

Guidance Counselors. 9

After School Programs & Activities.. 10

Attendance (Staff) 11

Absence.. 11

Tardy to Work.. 11

Attendance (Student) 12

Homeroom Daily Attendance (Goal: To be computerized before the end of the second quarter) 12

Parent Notes for Absence and Tardy to school.. 12

Period Attendance.. 12


Book Charge Slips. 13

Book Checks. 13

Book Restitution.. 13

Building Security.. 14

Pass Cards. 14

Staff Identification Cards. 14

Classroom Security. 14

Bus Guidelines.. 15

Bus Pass. 15

Late Bus Pass. 15

Late Bus. 15

General School Bus Rules. 15


Common Planning Time. 17

Computers.. 18

Copy Machines.. 19

Corridor Supervision.. 20


Introduction.. 22

Code “A” – Emergency Situations & Intruders. 22

Code “B” – Bomb Threats. 22

Tight Security Procedure.. 23


Decorations.. 25

End of Day Responsibilities.. 27

Fax Machine. 28


Fire Drills.. 30

Furniture. 31

Grade Reporting.. 32

Warning Reports. 32

Report Cards. 32

Verification Sheets. 32

Grading Policy.. 33

Hall Passes - Student.. 34

Homeroom Duties & Procedures.. 35

Homeroom Period.. 35

Lockers & Locks. 35

Specific Homeroom Teacher Duties (Or last period class in some cases.) 36

Homework Policy.. 37

Intercom Announcements.. 38

Inventories.. 39

Furniture & Equipment.. 39

Textbooks. 39

Lesson Plans.. 40

We encourage teachers in the same content and grade level to collaborate and plan lessons that are meaningful and connected to their world.Medication Policy.. 40

Medication Policy.. 41

Parking.. 42

Restrooms.. 43


Special Education Services.. 45

Consult Teaming/Collaborative/Co-Teaching Models. 45

Resource Rooms. 45

Transitional Resource Room... 45

Related Services. 45

Staff Meetings.. 46

Staff Meetings. 46

Department Meetings. 46

Content Meetings. 46

Student Behavior Procedures.. 47

Summons for Assistance.. 47

Office Referrals. 47

Student Pedestrian Traffic Procedures.. 48

General Procedures. 48

Restrooms - students. 48

Lockers. 48

Student Records.. 49

Substitute Teacher Folder.. 50

Suicide Ideation.. 51

Supplies.. 52

Textbooks.. 53


A Video Release form must be completed and approved by the floor administrator or in their absence the Academic Coach or principal. (Appendix N)Appendix A.. 54

Appendix A.. 55

Programs, Activities & Advisors. 55

Appendix B.. 56

POD Meeting Minutes Content Guide.. 56

Appendix C.. 62


Formal Observation Year.. 63

Professional Improvement Plan.. 64

Individualization Year.. 65

Formal Observation/Evaluation Report.. 67

Appendix D.. 71


CORI Check Cover Sheet.. 72

DCF FORM... 74

Appendix E. 75

Field Trip Request.. 75

Form A.. 75

Appendix F. 78

Bussing Memo.. 78

Appendix G.. 79

Transportation Request.. 79

Appendix H.. 80

Warning Card Add/Delete Sheet.. 80

Appendix I 81

Report Card Add/Delete Sheet.. 81

Appendix J. 82

Classroom Sign-Out Sheet.. 82

Appendix K.. 83

Normandin Middle School.. 83

Locker to Homeroom Assignments. 83

Appendix L.. 84

Lesson Plan Template.. 84

Appendix M... 86

Supply Inventory Sheet.. 86

Appendix N.. 63

Video Request Form... 63




Statement of Belief

            In my many years in education, I have come to the belief that young people, especially those at Normandin Middle School, are respectful, honest, courteous and in general all around good people.  The problem that some times arises is that they simply do not know or understand how to make good choices.

            Positive choice making begins at home and transmits into lifelong good citizens.  How do we begin?  We begin by teaching and modeling respectful, honest and courteous behavior.  When we don't, our children get confused.  The staff at Normandin Middle School will place additional emphasis this year on teaching and having high expectations for all.

            We expect that all will make good safe choices whether someone is watching or not, and all will be considerate of others and will model this behavior for others.  Last, we expect all at Normandin Middle School to "Do the Right Thing".  This sometimes requires much thought.  The bottom line for all: When we "Do the Right Thing" life becomes so much easier.  One of the criteria for promotion from Normandin Middle School is being able to self-manage; that is, making good choices and being responsible for them when we do not.

            By working together we can make Normandin Middle School the safest and most caring school in America.


Jeanne M. Bonneau, Ed.D.


Organizational Beliefs

The Normandin Middle School believes:

  • Every person should model the expectations established at Normandin Middle School: Be Safe! Be Considerate! Do the Right Thing!
  • Every person should practice self-respect and respect for others.
  • Every person, provided the opportunity, can learn and be successful.
  • In the value of cultural diversity and the unique abilities of every person.
  • In establishing high/challenging expectations for all.
  • The school, in partnership with families and the community, should provide a variety of opportunities, resources, and support to achieve these high expectations.
  • A safe and nurturing environment promotes learning as a life-long process.
  • Dedicated middle level educators, students, and family involvement are the key ingredients for success.


Core Committments


In order to achieve our vision of an exemplary middle school, we the Normandin staff will…

Establish clear, high expectations with specific academic targets for all students.

Provide the support and challenge needed for each child to meet the expected targets.

Work as a collaborative team to continually increase our knowledge and use of research supported strategies to support students academically and behaviorally.

Deliver meaningful, relevant, and differentiated curriculum that prepares all students for the next level of learning.

Systematically assess student learning to drive instruction, set appropriate learning goals, and inform students and parents of progress toward expected targets.

Educate the whole child by providing direct instruction in art, music, physical education, health, computer technology and technology education.

Implement the tenants of the Positive Behavior Interventions and Support (PBIS) model to encourage exemplary behavior and facilitate academic success.

Establish two-way communication within our school community to promote academic excellence and citizenship.

Non-Discrimination Notice


The New Bedford Public Schools provides equal education and employment opportunity without regard to race, color, national origin, religion, sex, disability, or sexual orientation. 


The New Bedford Public Schools complies with all applicable State and Federal Laws, including but not limited to, Title VI, Title VII, Title IX, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and Massachusetts General Laws, c.151B, c.151C, c.76, §5, and c.71B.


The New Bedford Public Schools has duly appointed individuals responsible for the overall monitoring, auditing, and ensuring compliance with this policy.   For compliance issues regarding educational activities, contact the District’s Title IX and Section 504 Coordinator: Dr. Marlene Roderiques, 455 County Street, New Bedford, Massachusetts, (508) 997-4511.  For compliance issues regarding employment activities, contact: Dr. Ronald F. Souza, 455 County Street, New Bedford, Massachusetts, (508) 997-4511.  Individuals who believe they have been discriminated against in any of the District's educational or employment activities can file a written grievance with the appropriate officer.  


Educational Amendments Act, Title IX, 1972

In order to comply with the requirement of Title IX of the 1972 Educational Amendments Acts, the Middle Schools guarantee that no student shall be excluded from participation in, denied the benefits of, or be subjected to discrimination in any of the school’s programs or activities.  This assurance extends to all aspects of the operation of the school affecting students, such as admissions, counseling, classroom procedures, academic and educational programs, athletics, and funding of activities.


Parental Notification Law

General Laws Chapter 71, Section 32A

General Laws Chapter 71, Section 32A,sometimes known as the Parental Notification Law, required that parents and guardians are notified about any curriculum that primarily involves human sexual education or human sexuality issues, and permits them to exempt their children from any portion of that curriculum without penalty.  Schools are to make instructional materials for said curricula reasonably accessible to parents, guardians and others for inspection and review.  At the beginning of each school year parents must be notified that they have the right:

To exempt a child from any portion of the curriculum that primarily involves human sexual education or human sexuality issues, a parent or guardian must provide written notification to the school principal.  This should include course, class or school assembly from which the child is to be exempt

A parent or guardian has the right to inspect and review program instruction materials for these curricula by contacting the principal during regular school hours.


Notification to Parents of Teacher Qualification


The Federal No Child Left Behind Act of 2001 requires school districts that receive federal Title I funding to notify parents of their right to know the professional qualifications of the classroom teachers who instruct their child.


As a recipient of these funds, the New Bedford Public schools will provide you with this information in a timely manner if you request it.  Specifically you have the right to request the following information about each of your child’s classroom teachers:


  • Whether the teacher meets the state qualifications and licensing criteria for the grades and subjects he or she teaches.
  • Whether the teacher is teaching under emergency or provisional status because of special circumstances.
  • The teacher’s college major, whether the teacher has any advanced degrees, and the field of discipline of the certification or degree.
  • Whether paraprofessionals provide services to your child and, if so, their qualifications.




The New Bedford Public Schools is committed to the principle of diversity in its community and seeks to create an environment in which all people can thrive.  It is essential that all individuals recognize certain guidelines for appropriate behavior -- that which allows each person the freedom to learn and work without fear of intimidation or humiliation.  Behavior that disregards the rights of others is unacceptable and the person engaging in such behavior will be subject to disciplinary action including, but not limited to, suspension or expulsion from school.  In addition, anyone who retaliates against an individual who has brought a complaint of harassment to the attention of the school or who has cooperated in an investigation of a complaint of harassment will also be subject to disciplinary action.


An individual, who believes he/she has been harassed or who has witnessed or learned of the harassment of another person in the school environment, should inform the Principal.  If the individual does not wish to speak to the Principal or if the Principal does not address the problem in an effective manner, the individual should contact the Director of Special Education or the Superintendent of the New Bedford Public Schools, 455 County Street, New Bedford, Massachusetts, (508) 997-4511.


The New Bedford Public Schools will promptly investigate complaints of harassment.  Confidentiality will be maintained to the extent consistent with the school district’s obligations under law and under applicable collective bargaining agreements.  The school district will comply with legal requirements governing the reporting of suspected cases of child abuse and will report suspected criminal activity to the appropriate law enforcement authorities. 


When an investigation has been completed, school personnel will inform the complainant of the results and will file a report with the district’s appropriate compliance officer.




As soon as possible following the occurrence of a act alleging a violation of Section 504, the ADA, c.151B, c.151C,  Title IX, G.L. c.76 §5,  the aggrieved party shall submit, in writing, to his/her Principal a statement describing the circumstances and specifying the nature of the alleged discrimination. The Principal will send a copy of the grievance to either the Student Affairs Officer or Personnel Officer. Within a reasonable time, not to exceed ten (10) days, the Principal shall investigate the circumstances and reply in writing to the aggrieved.

If the grievance has not been satisfactorily addressed at that level, the aggrieved

Party may submit the matter in writing to the Student Affairs Officer or Personnel Officer who will meet with the parties involved to review all facts in the case. Within ten (10) days following this meeting, the Student Affairs Officer or Personnel Officer shall submit a written answer to the aggrieved party.

If the matter is still not resolved, the aggrieved party shall submit in writing, the circumstances of the grievance to the appropriate Assistant Superintendent. The Assistant Superintendent will conduct a hearing at a time convenient to all parties as soon as possible. The Assistant Superintendent will give a written response to the matter ten (10) days following this hearing.

If the case has still not been resolved satisfactorily, then the matter may be submitted in writing to the Superintendent who will give written notice of the action to the aggrieved within ten (10) days following a meeting at which the grievance is considered.

At any time during the process, a hearing may be requested at the Bureau of Special Education Appeals (BSEA) for a matter regarding a student, or a complaint filed with the Office of Civil Rights (OCR) for matters regarding either students or employees.




Sexual harassment is a form of behavior which adversely affects the learning experience. It is prohibited by State and Federal law. The New Bedford School Department also condemns and prohibits sexual harassment by any student or employee.


Sexual harassment does not refer to purely voluntary social activities. It refers to behavior which is not welcomed by the student, which is personally offensive to him or her, and/or which undermines morale and/or interferes with the ability of the student to learn effectively. It is, therefore, against the policies of the New Bedford School Department for any employee or student, male or female, to harass another student sexually, that is, by making unwelcome sexual ad­vances, requests for sexual favors, or other uninvited verbal or physical con­duct of a sexual nature when:


Submission to such conduct is made either implicitly or explicitly a term or condition of obtaining an education:

Submission to, or rejection of, such conduct by a student is made the basis for educational decision affecting the student;

Such conduct has the purpose or effect of interfering with a student’s educational performance;

Retaliation is threatened or undertaken against a student who com­plains that such conduct is interfering with his or her education; or

A hostile or intimidating learning environment is created for the student. Any student violating this policy will be subject to appropriate discipline, includ­ing possible exclusion by the New Bedford School Department.


Any student wishing to file charges should do so through the house office.


Complaint Procedure:

Any member of the school community who believes that he or she has been subject­ed to sexual harassment will report the incident(s) to the Principal.

The Principal will attempt to resolve the problem in an informal manner through the following process:

Within two (2) school days, the Principal will confer with the charging party in order to obtain a clear understanding of that party’s statement of the facts.

The Principal will then attempt to meet with the charged party in order to obtain his or her response to the complaint.

The Principal will hold as many meetings with the parties as is necessary to gather facts.

On the basis of the Principal’s  perception of the situation he or she may:

Attempt to resolve the matter informally through reconciliation; or

Report the incident and transfer the record to the Assistant Superintendent or his/her designee, and so notify the parties by certified mail.


            The Principal may attempt to gather any more evidence necessary to decide the case, and thereafter impose any sanctions deemed appropriate, including a recommendation to the School Committee for termination or expulsion. All matters involving sexual harassment complaints will remain confidential to the extent possible.

Administrative & Support Positions

Assistant Principals

Assistant Principals have been assigned to each floor of the building by house.  All grade 6 students are located on the first floor.  Houses 1 and 3 are located on the second floor and houses 2 and 4 are on the third floor.  Your primary administrative contact is the Asst. Principal assigned to your floor.


Grade 6 Louise Murphy ext. 525 and Luz Fleming ext. 501

House 1 and 3 Michael Pacheco ext. 507 and Nancy Pacheco ext. 504

House 2 and 4 Stephen Farrell ext. 513 and Elizabeth Laliberte ext. 514


Academic Coach

Academic Coach provides support to the classroom teacher in all areas of curriculum, instruction and assessment.  The goal of improved teaching and student learning is paramount.  The Academic Coach reports directly to the principal.  The Academic Coach is also assigned areas of focus in addition to their overall responsibilities.  These focus areas include Differentiated Instruction, Understanding by Design and the New Bedford Public Schools Mathematics Initiative.  The Academic Coach provides site-based professional development opportunities, models effective instructional practice and promotes the growth of effective middle level academic pods.  They keep staff aware of professional development opportunities at local colleges and other providers. 


Guidance Counselors

Normandin Middle School has a guidance staff of one counselor for each house and one Crisis Counselor.  The house counselors are assigned to a grade 6, 7 & 8 house of approximately 300 students.  This allows for a type of “looping” in providing our counseling services as students generally stay with the same counselor for each of their three years at Normandin.  This “continuity of care” results in a stronger relationship between student, parent, teachers and counselor.  Guidance Counselors report to the Assistant Principal.  Counselors work with students on academics, social/emotional needs and career awareness.  They make referrals to social service agencies as deemed appropriate.  They, along with all building staff, are responsible for the care and supervision of all students.


House 1 – Jay Sullivan ext. 509                       

House 2 – Glen Forgue ext. 519

House 3 – Heather Duane ext. 510      

House 4 – Pam Duphily ext. 517


After School Programs & Activities


We are fortunate in that we provide a large number of after school activities, sports, clubs and organizations for our students.  Staff members are encouraged to serve as advisors to these programs.  A complete listing is included in the Appendices.  The listing may change depending on funding and staff/student interest.


Students are encouraged to seek extra help, complete make-up work and meet behavioral responsibilities prior to attending after school programs.


See Appendix A

Attendance (Staff)


All staff members are expected to be in the building by 7:45 AM each day.  All staff members are to be at their duty station by 7:50 AM.  The contracted work day ends at 2:45 PM each day.



You are required to notify the school department if you are to be absent from work.   Middle school staff members must call the Human Resource Department at 508-994-4343 to report the absence.


A substitute teacher will be assigned to your class by the Human Resource Department and the substitute will be retained until you inform the Human Resource Department of your return to work.  The same telephone number is used to report your return to work, 508-994-4343.  Please remember, you must telephone the Human Resource Department when you are absent and when you return to work.


Staff attendance is very important in order that we provide continuity of care and instruction for our students.  You are a role model for our students; your good attendance will have a positive effect on student attendance.


Tardy to Work

Although the expectation is that you will be on time for work, we recognized that there may be extenuating circumstances in rare instances.  You are expected to notify the school via telephone to the phone of the secretary on your floor in those rare instances (Grade 6-Ms. Fleming ext. 501; Houses 1 & 3-Mrs. Pacheco ext. 504; Houses 3 & 4-Mrs. Laliberte ext. 514).  Please indicate the reason for your tardiness and your expected time of arrival so that we can arrange coverage.  You must check in at the main office and sign the log immediately upon arrival at school.


Attendance (Student)

Homeroom Daily Attendance (Goal: To be computerized before the end of the second quarter)


  • Homeroom teachers are to take daily attendance in their homeroom at 7:55 AM each day. 
    • Teachers only indicate if a student is present or absent in their homeroom. 
    • All students who are tardy or dismissed will be recorded by the clerk in the administrative office.
  • An attendance sheet will be provided to each homeroom teacher each week.
  • Homeroom teachers mark on the sheet in pencil only.  The attendance sheets are sent to the office on your floor at the end of morning homeroom period.
  • Should you have perfect attendance for that particular day, you will still send the sheet.
  • The daily attendance will be emailed to teachers by 9:15 AM.
  • The daily attendance sheets will be placed in teacher mailboxes as soon as possible.


Parent Notes for Absence and Tardy to school


  • Pupils must bring a note from home for every absence or tardiness.  These notes must be dated, should give a reason for the absence or tardiness, and must list the days absent if the note covers an absence of more than one day.
  • These notes are to be kept on file in an envelope in your desk.  The notes must be kept on file with you for the current school year and for 10 weeks into the next school year.
  • In suspicious cases, parents’ signatures on notes should be checked against the signatures you have on file (letters to parents sent home the first week of school, handbook form, warning report, report cards, etc.)
  • The following is the policy on notes required from pupils sent home by the nurse:  if the pupil returns the day following dismissal all that is necessary is to have the nurse’s dismissal slip returned to school signed by the parent.  The homeroom teacher should be shown this signed slip before it is returned to the nurse.  If the absence extends beyond the day the pupil is sent home by the nurse, a regular note must be written by the parent explaining the absence.
  • No pupil who is tardy in the morning is to be admitted to his/her homeroom without the proper slip from the office, nor is such a pupil to be admitted to any class without the proper slip.  Please note that students are officially tardy after the 8:00 AM bell.
  • You are asked to report to the guidance counselor any information you may have relative to prolonged absence on the part of any pupil.  This information is needed by our attendance officer and guidance counselors.


Period Attendance


  • Teachers must take period attendance at the beginning of each period.
    • You are required to maintain a period attendance record for each of your classes in your rank book.
    • Please be sure to update your attendance daily to reflect any student(s) who may have entered late.
    • Notify the administrative office on your floor via telephone should you have an immediate concern over the absence of any particular student in your class.




Book Charge Slips

A book charge slip must be filled out by every student who receives a textbook.  One slip must be filled out for each book issued.  All slips must be filled out completely and checked for accuracy.  Teachers are to keep the slips until the end of the school year when books are collected.  The slips are used to be certain that students return the books which were issued to them in the beginning of the year and also as proof they received a book if they lose a book.  We cannot charge a student for a lost/damaged book without a book charge slip filled out by them.  Be sure to have new students entering your class during the school year fill out a book charge slip.  Also if a new book has to be issued to a student during the course of the year for any reason, a new book charge slip must be made out and the previous one kept on file if payment is required.


Book Checks

A student book check will be completed at the mid point of each marking term.  The purpose of the book check is to verify our inventory, check on the condition of materials issued to students and to recover missing and damaged materials.

  • Teachers will plan appropriate activities for students to complete while teachers administer the book check.
  • Teachers will compare actual textbook information with the textbook issue sheet information.
  • Teachers will inspect the textbook and/or materials to ensure that they are being cared for by the student.
  • Damaged or lost books must be reported to the Administrative Office on your floor using the appropriate forms.
    • Students are responsible for the textbooks and materials issued to them.
    • Invoices will be prepared and sent to parents for restitution.


Book Restitution

The procedure for any student who has lost or damaged a school textbook is as follows;

  • Send the original book charge slip for the lost or damaged book to the student’s homeroom. Please write the total amount due for that text on the book charge slip. For price list see Appendix F.
  • Homeroom teachers are to inform students of the total amount due as soon as they receive the book charge slip.
  • When a student brings in the total amount due, they are to be sent with their money and the original book charge slip marked with the replacement price to the office on their floor.
  • At the end of the school year, in the event that a student does not bring in the text book replacement fee, the homeroom teacher will send that student’s report card to your floor office with the original book charge slip marked with the amount due stapled to the report card.
  • When a student leaves our building during the school year, it should be noted on the discharge sheet that a student has not returned a book and attach the book charge slip to the discharge sheet with the amount owed.


Building Security

Pass Cards

Pass cards are issued to staff members for building access during normal school hours.  The use of the pass card will allow NMS to maintain a secure perimeter where all doors are locked.  Pass Card doors are located at the main entrance on Felton Street, the entrance in the north parking lot and the entrance on Orleans Street.  Your card is a proximity card.  Wave your card near the pass card box located near the entrance and you will see the indicator light change from red to green.  The door will unlock momentarily and you will have a few seconds to open the door.  The door will automatically lock behind you when closed; please look to see that it does.  You are responsible for your pass card.  Lost pass cards must be reported to the main office immediately.



Staff Identification Cards

Staff identification cards are provided to us from our school photographer.  Staff members are to wear their identification cards on their “breakaway” lanyard at all times except for custodians, plant engineer, kitchen staff and physical education teachers, however they must be visible.  You are responsible for your identification card.  Lost identification cards must be reported to the main office immediately.



Classroom Security

Staff members are expected to maintain a secure classroom.  Personal valuables should be kept under lock and key during the school day and doors are to be locked 100% of the time. 


Bus Guidelines


All staff members must be familiar with the “School Bus Guidelines” for students.


Bus Pass

Students who qualify for bus transportation will be issued an official “orange” bus pass.  This pass must be in their possession at all times and must be shown to the bus driver before they are allowed to ride the bus. 


Late Bus Pass

A “Late Bus Pass” must be issued by you to allow a bus student to take the late bus.  Late bus passes may only be issued to qualified bus students who present to you their “orange” bus pass.   You must request to see the student’s “orange” bus pass before issuing a Late Bus Pass.  The Late Bus Pass is not transferable to any other student.


Late Bus

Late buses depart the Normandin Middle School campus daily at 2:50 and again Tuesday – Friday only at 3:20 PM.  Students will be seated in the cafeteria, east end, for late bus arrival unless otherwise designated by a school administrator.  All late buses will arrive at the North entrance.  Please direct your late bus students to the cafeteria upon dismissal from your activity.  Your students should remain with you under your supervision during your after school session or activity.  Dismissal from your after school session or activity should be as close to the above times as is reasonable for the student to reach the bus before departure.  Early dismissal from your after school session or activity causes supervision issues in other areas of the school and therefore should be avoided.


General School Bus Rules

The following general school bus rules are intended to provide safety, order and discipline for students and staff while being transported by school buses.

  1. Only students who qualify for bus transportation may take the school bus.
  2. All school rules apply while students are on our school buses.
  3. The driver is in full charge of the bus and students.  All students must obey the driver promptly.
  4. Students are to wait for the bus on the sidewalk until the bus comes to a complete stop.
  5. Students are to board and leave the bus in single file.
  6. Students are to remain seated until they reach their destination.
  7. Students are not to put any part of their body out of the bus window.
  8. Students are not to eat on the bus.
  9. Bus windows will be opened by the driver or his aide.
  10. No objects are to be thrown on or off the bus or extended out of it.
  11. Students are not to damage the bus in any way.
  12. Smoking is not permitted on the bus at any time.
  13. Students are expected to observe the rules of courteous, considerate behavior on the bus at all times.
  14. Fighting, vulgarity, loud noise, and other aggressive behavior are not permitted on the bus.
  15. Students who refuse to obey promptly the directions of the driver or aide, or refuse to obey regulations may forfeit their privilege of riding on the bus for a specified period of time.

** Reference New Bedford Public Schools Policy JFCC-R




Lunch 1   6th Grade

10:48 – 11:18 – North Hall Way


   Lunch 2   2nd Floor

11:22 – 11:52 


  Lunch 3   3rd Floor

12:11 – 12:41


Classes will proceed to and from the cafetorium following SAFE walking style staying together as a class - by twos – actively supervised by all POD teachers; walking to the right; using quiet – six inch voices.


All 2nd and 3rd floor classes will descend the northwest staircase. Students on the south side will pass through the UA hallway on their floor to get to the proper stairway.


Entrance will be through the first set of doors nearest the descent staircase.

First class enters and follows the perimeter along the windows, escorted by their teachers, until they get to their tables.

All classes will have assigned tables.

Led by their teacher, they go directly to their seats once they are vacant.  Once students are seated, teachers proceed to their own lunch.


The cafetorium will be divided into zones, and students will be called to get lunch accordingly.

Regardless of what class they come from, or who escorts them to the cafetorium, students will sit at their assigned tables unless directed to sit elsewhere by a cafetorium staff member.

Via Positive Behavioral Intervention and Support, we should all be encouraging cafetorium neatness and give positive reinforcement for compliance.  Remember to employ 4 to 1 processes, 4 positive reinforcements for every 1 direction addressing a negative student action.


 Dismissal back to class. (Should take no more than two minutes.)

After the teachers’ lunch is over, they will go to their assigned tables and check for readiness to dismiss.

All teachers will check all of their pod’s tables, positively reinforcing students keeping their tables and floors clean.

When students are ready, teachers lead their “assigned tables” to the staging area for their zone. 

Zone 1 nearest the stage will line up near the stage

Zone 2 in the middle will stage in the hall between the cafetorium and the gym

Zone 3 will stage near the area just past bookstore in the Unified Arts hallwayIMPORTANT Zone 3 students will exit through the 3rd doors in the rear, but will leave door #1 free for students entering for the next shift.


All students will return to class using the southwest stairs and those going to lunch down the northwest stairs, guided by their teachers through the first set of cafeteria doors directly to their tables. 


Please remember:  SAFE walking style staying together as a class – by twos – actively supervised by all POD teachers – walking to the right – using quiet six inch voices.

Common Planning Time


Interdisciplinary teaming refers to the organizational structure of a core of teachers assigned to the same group of students. A variety of configurations have been successful ranging from 2 - 5 team members in two, three, four or five subject areas. Teaming provides the structure to support two essential aspects of middle level education: (1) a positive psychosocial environment that allows flexibility and variety (Keefe et al., 1983), and heterogeneous grouping of students (MacIver & Epstein, 1993) and (2) a structure to plan and deliver a curriculum that balances academic and humane factors (NMSA, 1995).  Because teachers share the same students and have a common planning period, they are able to respond more quickly to the needs of individual students though collaboration, meeting jointly with parents, and designing thematic units which foster the transfer of ideas among disciplines and increase relevance.


At Normandin Middle School we use our common planning time to have formal POD meetings which are documented in POD Meeting Minutes that are submitted to the principal, assistant principal and academic coach for review and provide documentation for our School Improvement Plan progress.  A POD Meeting Minutes Content Guide is provided for you. (See Appendix B)


The teaching POD will cover the following areas during common planning time over the course of each week.


  1. *Monday:  POD Management Issues; Parent Conferences; Creating an exemplary Middle School Team.
  2. Tuesday:  Curriculum Issues; NBPS curriculums, curriculum mapping, interdisciplinary instruction.
  3. *Wednesday:  Instruction Practices; Skillful Teacher, Differentiated Instruction, Understanding by Design, Best Middle School Practices, integrated instruction and Effective Teacher Meetings. (Led by Academic Supervisor, teacher, administrator and/or consultant.)
  4. Thursday:  Curriculum, instruction, assessment, looking at student work developing common assessments.
  5. *Friday:  Parent Conferences; Individual Student Success Plans, Modifications for students, Review of at least three (3) student IEP’s with suggested modifications. The development of Interdisciplinary Integrated Units of study. (Attended by Guidance Counselors)


*Each pod will be responsible for two 47 minute periods of building supervision during these times.



Teachers are issued a laptop computer by the school district for use in school and at home.  The security of this computer is the responsibility of the teacher in the same manner that all classroom equipment is the responsibility of the teacher.  Teachers must keep their laptop under lock and key overnight.  Do not leave your laptop in the docking station overnight.


This is also true of other technology devices:  Elmo, focus projectors, overhead projectors, etc.


Copy Machines


Copy machines are located in the Faculty Dining Area, the Teacher’s Workroom on the first floor (Room 105, second floor (Room 200), third floor (Room 300) and the Library.  Please read all directions carefully.  You can clear minor paper jams by following the directions on the copier. 


DO NOT under any circumstance attempt to change toner or fix the machine on your own.  


Should you have difficulty with the machine you must call the administrative office on your floor for assistance.  There will be three training sessions for repairing minor problems (Please watch for posting on trainings). At least one teacher on each pod and/or each content area must be trained.


Corridor Supervision


Staff members are expected to supervise students during all passing periods to provide for the safety, order and discipline of our school.  Staff members should position themselves in the corridor near their classroom door in such a manner as to view the classroom and the corridor.  This includes student arrival to school, student passing during regular passing periods, student dismissals and other times that students are in the corridor.


Important to remember:  After homeroom period and during the course of the day except for emergency evacuation: The stairs on the Northern side of the building will be strictly for “DOWN” traffic.  The stairs on the Southern side of the building will be strictly for “UP” traffic.

Remember: First few days will be drill, drill, and more drill:  We all know students have to be taught the routine.  Teachers should always be consistently visible at their locations and when necessary redirect.  Stairwell supervision is of the utmost importance.


Transition homeroom to class: Once students enter the building in the morning they will be directed to their designated stairways. Students using the wrong stairway should simply be redirected.


House 1 and 2 students should be near the South stairways.  These are the only students who will use these stairs.  House 3 and 4 should be near the North stairway.  (This is the only time this stairwell will be an “UP” stairs.)These are the only students who will use these stairs. 

During the morning homeroom period both stairways will be up. The middle stairs near the second and third floor office suites are not to be used by students before or after school except for students signing in late.

Students are allowed to use the middle stairway during the school day if they are accompanied by an adult, have a pass, or emergencies to the nurses office.

This will be reinforced during the homeroom class for the first couple of days of school.


Transition class to class: Students have to be taught that the bell does not dismiss.  Remember it is you as the teacher who will dismiss your students.  Please be visible at a set place outside of your class until halls are clear.  Then bring in your next class.


Students will all leave the class together in an orderly fashion and single file to the right on to their next class.

Once outside students will line up at a predetermined place in a single file near their next class.

Again remind the students: North is down and South is up.  There will be visuals posted to limit confusion. 

This has been carefully planned.  There is absolutely no need for any student to go through another House other than their own to get to any class. 

6th grade students will only use the North stairs to come up for Unified Arts and the South stairs to return to class.  

Any class that is to use the Library will also follow the Stairway procedures.  Please remember there are other classes in session and as such the Halls are to be viewed as the “Quiet Zone”. 

7th and 8th grade teachers, your time periods will be extended.  For ease of transition, you should post your scheduled times in your rooms.   You will be on a Monday through Friday cycle. Holiday classes will not be made up.  For Unified Arts, the 6 day cycle applies.  To avoid confusion, teachers are encouraged to also post the days in their rooms.


Transition class to Cafeteria:  Stairwell procedure applies again. North down, South up.  All Houses will pass through the Unified Arts corridor once during the lunch transition.  Remember the hall is the “Quiet Zone”.


Students are to proceed two by two quietly down the North Stairs:

You will lead your students through your assigned doors and to their assigned seats.

At the end of lunch, you will pick up your students. Their area should be clean.  Exit the Cafeteria via your assigned door and lead them two by two to the South Stairs.


Transition class to lockers:  Remember the “transition class to class” piece and reinforce the halls as the “Quiet Zone”. 


7th grade before lunch

8th grade after lunch


Transition class to home: There will be no homeroom period at the end of the day for 7th and 8th grade.


Teachers will have a list of all bus students.  These are the only students who will be at their lockers for the first dismissal.

Bus students will proceed down the North stairs to buses, escorted by the Unified Arts teachers.

Special Education Consults and Paraprofessionals will supervise the halls and stairs.

Classroom teachers will remain with their students until the announcement for walkers and parent pickups are made.

Upon the dismissal of these students: Houses 1 and 2 South stairs. (This will be the only time this will be a “down” stairs.  Houses 3 and 4 North Stairs.

Any student who is remaining after school must be held until walkers leave.  All students in the corridor after whole school dismissal must have a pass.

Remember for this to work we ALL have to be on the same page.  Consistency is key




The Security Codes described below are in place to provide for a uniform warning system at all New Bedford Public Schools in the event of a crisis situation.  A uniform code system provides for easy code recognition during a crisis by students, staff, teachers and administrative personnel who may be attending, working at, or visiting the different schools throughout the district.


You must have your classroom keys with you at all times.  Classroom locks that are not working properly must be reported to the main office.  The following Security Codes will replace all existing code words contained in the Individual School Crisis Plans – Warning and Notification section of the New Bedford Public Schools Emergency Operations Manual. (Sept. 3, 2003)



Code “A” – Emergency Situations & Intruders

In any emergency situation the following announcement will be made over the school intercom, “Emergency procedure Code A is in effect.”  All activities will stop until the Code A is cancelled and the all clear is given. 

The entire staff is to secure their room or areas of supervision.  Lock your classroom door and any other access to your room.

The administrators and designated personnel will secure the corridors and restrooms. 

Students are not to be given permission to leave the classroom during a Code A emergency procedure.

Students with written authorization to be out of the classroom are to report to the nearest classroom, house office, or main office until the Code A is cancelled.

Teachers are to bring any students in the corridors into their classroom.

Teachers will move students as far away as possible from any windows or doors.

Students should not be moved from the classroom or evacuated unless instructed to do so by the administration or police.

Unauthorized or unknown persons in the building should be brought to the attention of the administration and/or security.

The teacher should only open the door to a known person an administrator or the police.

Teachers are expected to take an accurate attendance count for use by administration if the need arises.


Code “B” – Bomb Threats

In this emergency situation the following announcement will be made over the school intercom, “Emergency procedure Code B is in effect.”  All activities will stop until the Code B is cancelled and the all clear is given. 

Access to the building will be restricted to emergency response personnel and school administration.

The ENTIRE STAFF will conduct a visual search of the open areas under their supervision for unidentified objects.

The CUSTODIAL STAFF will immediately check corridors and restrooms assigned to them by the Senior Custodian.

Students are not to be given permission to leave the classroom during a Code B emergency procedure.

During evacuation from the building during a bomb threat the following instructions shall be adhered to:

Do Not Use radios, walkie talkies or activate the fire alarm or other electronic bell signals.

Do not turn lights on/off or close windows/doors (open windows and doors if possible.

Do not touch suspicious objects or lockers.

Be sure to advise students to take their backpacks, book bags, etc. when leaving the classroom during evacuation.

Be sure to take the class roster with you.

Teachers are expected to take an accurate attendance count, once students are assembled a safe distance from the building, for use by the administration if the need arises.


Tight Security Procedure

When it becomes necessary to implement tight security for the remainder of the school day, the following will be announced over the P.A. system.

“Tight security procedure will be in effect for the remainder of the school day.”

Teachers should leave their classroom doors open while conducting class for additional visibility and supervision of the corridor.

Teachers with classrooms near Fire Alarms should arrange among themselves for the supervision of the Fire Alarms five (5) minutes before and five (5) minutes after passing periods.

Strict enforcement of permission slip procedures is expected of ALL faculty members.





All staff members are responsible for maintaining the Normandin Middle School Binder containing the curriculum at their grade level.  All staff members must follow the curriculum guides including Math Vocabulary and Curriculum Maps as designed by representatives of the New Bedford Public Schools.  It is also understood that all content areas must enhance students’ knowledge and skills in Math, English/LA, Reading, Science, and Social Studies.


It is very important, given the transient nature of students in New Bedford, that there be consistency within the district.


Lesson planning should include:

Developing an essential question (Be aware of what students need to know as opposed to what is nice to know within a unit.)

Employing the State Frameworks (student friendly and written on the board) and New Bedford’s Curriculum

Preparing a pretest (What is it students know and are able to do? This will guide instruction.)

Measurable objective for each lesson (clarify).

Preparing formative and summative assessments; content area teachers as well as pod teachers will look at and discuss student work.

Developing instructional strategies that match students both individually and as a group.  Remember many students benefit from hands-on activities.  (Differentiated Instruction)

Post Test


Teachers will use data from assessments to drive instruction realizing that formative assessments provide feedback to students and the teacher to enhance growth.  (This includes continual circulation by teachers as students work independently and in groups.) (Teachers should not be sitting at their desks correcting papers, on computers, etc.)


Teachers will facilitate benchmark assessments scheduled by the district.  All teachers will be fully knowledgeable about the workings of Galileo and able to develop ongoing assessments to measure student growth.  Content meetings will include looking at student work to assist students and to determine instruction needed.


Teachers will use all data from assessments to inform instruction to individual students, small groups and to the class as a whole.


All teachers must become proficient in the following areas:

Lesson Planning – Understanding by Design -Jay Mctighe and Grant Wiggins-

Instructional Strategies/Jon Saphier

Researched Based Instructional Strategies (NMS)

Massachusetts Curriculum Frameworks – Skills & Knowledge

Summative and Formative Assessment/Robert J. Marzano

Academic Rigor/Bloom's Taxonomy – this is a priority of the Department of Education, the District and Normandin Middle School

Providing students oral and written feedback that moves them closer to proficiency of standards. (Appendix C)






All room decorations and displays must conform to the State Fire Codes.


Explanation of 527CMR 10.09

Governing School Work


Below is a summary of the revised regulation governing the display of teaching materials, student work, artwork, etc., within schools as detailed in the State Fire Code.  The State Fire Code applies to all schools, other than business training or vocational training, as long as they accommodate five or more persons for educational purposes through the 12th grade.  This code applies to child day care facilities, which provides care for children more than 2 years nine months old.  In all cases, the material shall be attached directly to the wall to eliminate an air space behind the materials.


The major changes to this regulation are:

This regulation now looks at paper materials, as a whole.  The regulation no longer looks at student work, artwork and teaching materials.  It is felt that this provides for less confusion as to what is actually covered by the regulation.

Clearly identifies Plexiglas as not being an acceptable form of covering.

Allows the use of flame retardant paper materials.

Allows paper materials in corridors and assembly areas to cover up to 10% of a wall area in schools without automatic sprindlers.  In these areas, the 10% is based uon the surgace area of any one wall, not the aggregate of all walls.  The density of the material is capped at 72 sq. ft. per grouping and limited by a 6 ft. vertical and 12 ft. horizontal run.  The groups are required to be separated by a distance equal to the horizontal width of the largest adjacent group.

Facilities that have automatic sprinklers in accordance with the State Building Code can now cover up to 50% of the applicable wall area in accordance with the same density restrictions.


Clarification of terms used within the regulation by the Office of the State Fire Marshal:

Flame retardant paper material – generally a paper material that has been treated by chemicals, processes or coatings that create a product that does not ignite readily, or propagate flaming undr small to moderate fire exposure.

Paper materials – generally any readily combustible material made from paper.

Exit access passageways – a portion of a corridor, which leads to an entrance or exit.

Corridors – an enclosed passageway, which limits the means of egress to a single path of travel.

Exits and enclosed exit stairs – the portion of a means of egress which is separated from all other spaces of a building or structure by construction or protected openings.

Assembly areas – an area of the building with a legal occupancy load, posted by the building official, of greater than 50 people.




Classrooms can cover up to 20% of the total wall area, including windows and doors in the calculation, with paper materials in schools without automatic sprinklers and up to 50% of the total wall area in schools equipped throughout with automatic sprinklers.

Paper materials are not permitted to cover or be within 5 ft. of an egress door.





Exit access passageways, corridors and assembly areas:


Paper materials shall not exceed 10% of any wall area (not the total wall area) in schools without automatic sprinklers and up to 50% of any wall area in schools equipped throughout with automatic sprinklers.

The maximum grouping of material shall be 12 ft. horizontally and 6 ft. vertically.  In schools without automatic sprinklers the space between the groups shall be equal to the horizontal width of the largest adjacent group.  In schools equipped with automatic sprinklers the space between the groups shall be equal to one half the horizontal width of the largest adjacent group.

Paper materials are not permitted to cover or be within 5 ft. of an egress door.


Exceptions are:


Exit signage and evacuation plans required by the State Fire Code.

Paper materials in fully enclosed viewing cabinets with glass or polycarbonate viewing panels or papers covered with glass or polycarbonate.

Flame retardant paper material.


Exits and Enclosed Exit stairs:


The display of paper materials shall not be permitted.


End of Day Responsibilities


The following procedures will be followed as End of Day activities for all staff members.  The reasons for the procedures are to provide safety, order and discipline in our school and to assist us in maintaining a clean, healthy environment.

  • Close and lock all windows.
  • Draw your shades to the “half mast” position keeping the window latch in plain view for security checks.  Students are not to operate windows or shades.
  • Have your students place their chairs on their desks to help facilitate evening cleaning.  Computer labs, technology labs and similar rooms may adjust this procedure based upon equipment present.
  • Place your trash container and any items you would like to dispose of near your classroom door.
  • Check your classroom thermostat.  The thermostat must be left at the “Auto” setting at all times.  The temperature setting is determined by the Junior Plant Engineer (winter = 75 degrees.)  Students are not to operate thermostats.
  • Leave your lights on at all times.  The light sensor will turn the lights off when the room is not in use.
  • Close and lock your classroom door.
  • Be sure you have classroom helpers who will perform duties daily, i.e.:
    • Empty pencil sharpeners
    • Put chairs up
    • Shut off all computers
    • Stack chairs
    • Pick up papers on floor


Fax Machine


The school fax machine is located in the first floor Main Office.  The school fax machine is for business use only; you must have the permission of an administrator to send a fax.  The operation of the machine will be restricted to the school administrators and office clerks. 


Our fax number is:  508-995-6975




Please be advised that in order to go on a field trip during regular school hours, the subject matter must be part of the New Bedford Public Schools' curriculum.  Social/reward/leisure type trips must legally be scheduled for non-school hours.  There will be no exceptions to this rule.  With the growing evidence on Time & Learning and Student Attendance, it is most important that we adhere to this policy.  The administration will work with you in supporting our students’ efforts through after-school, Saturday and vacation day reward events.   All students are expected to participate in the field trips during the school day. 


Field Trip Funding

There are no budgeted amounts for funding field trips.  All field trips must be funded by student/parent fees.  Please be sure to calculate all your expenses including but not limited to admission, bus costs, etc.  The fee you calculate must include all expenses of the trip and you may consider including a part of the fee to fund the attendance of those students whose family cannot afford for them to attend.  Funds collected are deposited in the NMS Student Activities Account.  All chaperones must have a Criminal Offense Record Information (C.O.R.I.) and Department of Social Services check through the New Bedford School system prior to attending all trips. Forms are available in the main office.  (See Appendix D)


Field Trip Procedure

It is recommended that you discuss your field trip plans with the academic coach before initiating the process (This also includes use of videos).  A Field Trip Request (Appendix E) form must be completed, submitted and approved prior to any trip activity.  Field Trip Request forms must be submitted in a timely manner to allow for this process.  Last minute trips may not be approved.  Field Trip forms are available in the administrative office on each floor.

  • Please read directions carefully and provide all information requested.
    • You must provide documentation as to how the school day learning zone change relates to the New Bedford Public Schools’ Curriculum and State Standards.
    • You must indicate the funding source for the trip.
    • You must indicate the transportation costs and funding source.
    • All students are to have parental permission for trips.  Include a copy of the permission slip and any parent notification you plan to send home.
    • Include any brochures or memos that might help describe the trip.
    • All trips must be properly supervised and all safety precautions must be observed. Include this information with your material.
  • The completed form must be submitted to the respective curriculum supervisor for a positive recommendation before being sent to the Assistant Superintendent for approval.
  • All out-of-state or extended trips and excursions must have the advanced approval of the School Committee.  Fund raising for such trips shall be subject to approval by the Superintendent.
  • After field trip has been approved and transportation is needed, you must request a bus through the Supervisor of Transportation, who will send out for a request for a quote. Please see memo (Appendix F) explaining the procedures and the request form (Appendix G).


Plan in advance to obtain permission.


Once your learning zone change is approved you must notify the Normandin Middle School cafeteria food service manager of the number of students who will not be served lunch on that day.  Notification of your learning zone change must be sent to all teachers who normally service your students on the day of the trip.  Please allow plenty of advanced notice so that teachers may prepare.  Please remember that Unified Arts teachers meet with students only once or twice per cycle.  Adjustments must be made in their lessons and advance notice is critical.  You must also submit a student list to the school nurse well in advance of the trip to facilitate planning for medication administration or providing for nurse/parent chaperones as needed.  You must submit a student list of those students attending the learning zone change to the office on your floor on the day of the learning zone change to assist in the keeping of daily & period attendance.

Fire Drills



Evacuation routes are designated on a floor plan posted near the door to your room.  It is your responsibility to ensure that you have this floor plan and it is posted.  New floor plans can be ordered through the main office.  You are responsible for becoming familiar with the evacuation routes from your room and other areas of the building.  You are responsible for periodically reviewing and rehearsing fire drill procedures with your students including the following:


  • Close all windows and doors upon exiting the classroom.
  • Students leave the room in single file.
  • No talking.
  • Everyone must leave the building.
  • The first student to reach an outside door must hold the door open until everyone has vacated the building.
  • Teachers will assemble their students at a pre-designated spot outside the building and immediately take attendance.
  • Any missing students must be reported to an administrator, secretary, guidance counselor or custodian (all of whom have two-way radios) for communication to the command post.
  • Once outside all classes should walk west toward Ashley Blvd.
  • All staff are to participate in the supervision of students.
  • “Safe Zone” for handicap students is on the Northeast side of the building in the corridor near the top of the stairwell 1.





Furniture is assigned and inventoried to each room in our building.  Furniture may not be moved from one room to another without the express permission of the Principal or Asst. Principal responsible for the floor.  Furniture moves must be recorded on our school furniture inventory cards.  (See Section on Inventory)


Students are to be respectful of furniture.  There should be no marking on surfaces and no one should not sit on furniture other than chairs.  (Naturally this also applies to staff who are the role models for our students.)


Grade Reporting


Warning Reports

Warning Reports are issued mid-term each quarter.  A schedule is included with your “Opening Materials.”  The following are instructions for filling out your “Scantron” Warning Card Sheets:


  • Do not write on Scantrons except to bubble. 
  • Do not write any additional names and do not cross out any names on the Scantrons.  There is a separate Add/Delete form for this purpose.  (Appendix H)
  • Darken the course and section number bubble at the top of the page.
  • PLEASE SEPARATE Scantron sheets.
  • Marks are bubbled ONLY for those students in danger of failing or failing at warning time.
  • Bubble a “D” if the student is passing but is in danger of failing. 
  • Bubble an “F” if the student is failing.
  • Bubble in at least one comment.  You can bubble up to five (5) comments for any one student.  The comments are printed on the back of the Scantron Sheet.
  • See Appendix for report card/warning codes


Report Cards

Report cards are issued four times each year at the end of each quarter; the last quarter will be mailed home.  A schedule is included with your “Opening Materials.”  The following are instructions for filling out your “Scantron” Report Card Sheets.


  • PLEASE SEPERATE Scantron sheets.
  • Use only a #2 pencil to grid.  If a mistake is made, please erase completely.
  • Darken the grid for course and section number at the top of each Scantron page.
  • Do not write any additional names and do not cross out any names on the Scantrons.  Use the appropriate Add/Delete Form. (Appendix I)
  • Do not make any additional marks on Scantron Sheets such as check marks.
  • Only one academic comment can be given to each student.
  • An academic comment MUST be given to any student who is failing or receiving a “D.”  A list of comments will be included with your "Opening Materials". 


Verification Sheets

Verification sheets are provided to you to check the grades and comments received by the computer center.  You will receive Verification Sheets for both Warning Reports and Report Cards.  Should you need to make changes you may do so directly on the verification sheet in RED ink (do not use black).  Separate and only send the sheets which have corrections to the main office.

Grading Policy

(Section to be further Developed)


Teachers are to develop a grading policy that is consistent with the philosophy of Normandin Middle School


Formative assessments are practice, "that which helps the student grow through feedback and the teacher to adjust instruction."


Summative assessment determines the student's report card grade.


Teachers will provide their house administrator a copy of the last term's grades and final average before leaving for summer vacation.


Teachers should collaborate by content area developing similar assessments and being sure grading practices are consistent.

Hall Passes - Student


Instructional time is of the utmost importance in our school.  Students are expected to be in class during instructional time.


  • Students must have direct and specific permission from the teacher they are assigned to before leaving class.
  • Students must have teacher permission to go to house office and/or counselor.  That means students must have a yellow slip and recorded in log. (Best to call first.)
  • The teacher must issue an official hall pass (yellow slip) to a student who is receiving direct and specific permission to be in the halls during class time.
  • The teacher will keep an official log of all students who receive direct and specific permission to be out of class.  The student will neatly write the date, student’s name, time out, time returned, destination, reason for being out of class and the student’s signature. The teacher is responsible for accuracy of the log. This log will be filed by the teacher and available for review as needed by administration and should be sent to your house floor office every Friday.  (Appendix J)
  • The teacher will give direct and specific permission for a student to be out of class during instructional time to one and only one student at time.


Homeroom Duties & Procedures


Homeroom Period

The time frame for morning and afternoon activities is as follows:

  • 7:45 AM – All staff members must be in the building.
  • 7:50 AM – Student locker time. All staff members must be at their stations ready and available to assemble students to begin the student day.
  • 7:55 AM – Students should be in homeroom.  Student Daily Attendance is taken at this time by the teacher.
  • 8:00 AM – Students pass to 1st period. 
  • 8:04 A.M. Morning announcements.
  • 1:00 PM – Time for afternoon announcements if necessary.
  • 2:21 PM – Students in grade 6 are dismissed from last unified art period to pass to homeroom.
  • 2:25 PM – Bus students will report to lockers, obtain all necessary homework material, outerwear and items that are needed to go home with them. Students taking a bus will line up and be escorted by a staff member to busses.  ALL OTHER STUDENTS REMAIN IN CLASS.
  • WITH EMPHASIS ON STUDENT SAFETY – ONLY AT ANNOUNCEMENT, walkers and parent pick-ups will report to lockers, obtain all necessary homework material, outerwear and items that are needed to go home with them.  All students are expected to exit the building unless they have permission to remain after school. All teachers and paraprofessionals assigned to houses will actively supervise classes until all students are dismissed.


This will bring more consistency to our daily routine and give our teachers the flexibility to develop afternoon homeroom routines that are helpful to middle school youngsters. 


Lockers & Locks

Homeroom Teachers will assign lockers and locks to their students.  Locker sections are assigned to homerooms.  Refer to Appendix K for the list of locker to Homeroom assignments.


Homeroom teachers must keep a record of locker and lock assignments for students.  A Locker & Lock Assignment Sheet has been distributed to your room with your locks.  Fill in the student’s name and locker assigned to each lock.  Your accurate records are extremely important and may be referred to by administration.  Keep a copy in your files and send a copy of your completed Locker & Lock Assignment Sheet to the 2nd floor office.


All lockers assigned to your homeroom must have a lock on the locker. 

This includes empty, unassigned lockers.


Homeroom Teachers are expected to make periodic locker checks to ensure that lockers are being used as intended by students.  Lockers should NOT be overstuffed with belongings and backpacks in such a manner that damages the locker and/or locker door.  Periodic locker cleanups should be scheduled by the POD with consultation with our custodians to keep lockers in orderly condition.  Any time a homeroom teacher notices an overstuffed locker the teacher is expected to have the student clean the locker and organize in such a fashion as to prevent damage to the lockers.




Specific Homeroom Teacher Duties (Or last period class in some cases.)

  • Take homeroom attendance and report any absences.  This duty is not to be delegated to a student.  Daily attendance will be recorded by the secretary on the appropriate floor.  The attendance sheet will be returned to your class by the end of the school day.  (These are kept one year after the close of school.)
  • Distribute all communications to students as directed by the administration.  A home room “Forms Checklist” is included in the appendix for recording these items.
  • Pods will distribute warning reports and report cards at the end of the day keeping a record of those returned. (Pods will decide how they are passed out.)
  • This is a time for an informal advisor-advisee program where you can serve as a counselor to your homeroom students.  Our goal is to have each student comfortable with at least one adult in our building.  You can be of great assistance to your homeroom students in regards to the day to day trials and tribulations of our middle school youngsters.  You are not expected to be a crisis counselor.  Serious issues must be referred to the guidance counselor assigned to your Pod.  If you recognize that a student is "out of sorts", call the appropriate counselor.


Homework Policy

Policy File: IKB


The responsibility of the school district to educate the student is carried out by the teachers through effective classroom instruction and the careful delegation of independent study. It is important for the student to be taught the concepts related to the content area and how to study in school before he/she is given assignments to complete at home. There is, therefore, a progressive increase in the amount of homework expected of students from the elementary grades through high school.


Purposeful homework benefits students. Homework should be an extension of the class lesson, be clearly understood by students, be well planned and meaningful. Homework can be evaluated in multiple ways through review, classroom or small group discussion, and/or direct assessment. Completion of homework will count towards students’ cumulative grade for the content area.


The immediate purpose of a specific homework assignment may be to:

1. Strengthen basic skills

2. Extend classroom learning

3. Stimulate and further interests

4. Reinforce independent study skills

5. Develop initiative, responsibility, and self-direction/reflection

6. Stimulate use of leisure time that increases understanding and love of learning

7. Acquaint parents with the content/concepts studied in school


Homework assignments shall be planned in accordance with the following principles:

1. If homework is to have value, its purpose and relation to what has been learned in the classroom must be clearly understood by the student.

2. Students should understand not only what to do, but also how to do it.

3. Homework should grow from classroom discussions, problems, projects, and concerns.

4. The student’s age, need for play time, and out-of-school responsibilities must be considered when deciding upon length of any assignment. The student must bear responsibility for managing his/her time in a way that homework can be completed and submitted on time.

5. Assignments should make use of a variety of skills and prior knowledge.

6. Every homework assignment must be properly corrected and/or evaluated in keeping with the purpose of the assignment. To the extent possible, such corrections/evaluations shall be shared with the students involved in a timely fashion.

7. When a student’s grade or learning expectation are being adversely affected by poor homework performance or non-completion of assignments, the teacher shall communicate orally, or in writing, in a timely fashion with parents/guardians concerning the problem.

8. All homework assigned will be reflected in the child’s cumulative grade or learning expectation at the end of the term.


The School Committee encourages the administration to assist teachers in planning homework assignments in keeping with the above guidelines. Additionally:

1. The Committee expects that Principals (or directors/instructional supervisors where appropriate) will monitor the implementation of this homework policy through various approaches such as review of lesson plans, observation of classes, conferences with teachers, examination of student papers and/or other related activities.

2. The Committee expects that each content Director will clearly define the homework policy of his/her department. All such departmental policies must keep with this School Committee homework policy.

3. The Committee expects parents to provide a suitable place for students to do their homework and to monitor their children by questioning them upon the completion of their assignments.


    Level                  Average Time (minutes per week)

            K                     (45 minutes)

            13                     (150 minutes)

            45                     (175 minutes)

            678                   (300 minutes)

            912                   (600 minutes)

Adopted: 8/10/09

Intercom Announcements


Intercom announcements contain very important information for all members of our Normandin Middle School Family.  We must ensure that all students and staff listen carefully to intercom announcements.  Please adhere to the following rule:


When announcements begin, all activities and noise should immediately stop in all areas of our school.  All members of our Normandin Middle School Family must stop, be quiet, and listen carefully.


You must enforce this rule in your classroom and model the behavior we expect from our students.  You, too, must stop all activities and listen.  We will remain quiet and attentive until announcements are completed.  Any students passing to another class should have done so by 8:02.





Furniture & Equipment


We are required to keep inventory of property belonging to the New Bedford Public Schools.  An inventory sheet will be provided to you at the beginning and end of each school year for verification purposes.  You are responsible for the items on your inventory list. 


Furniture and equipment will not be relocated without administrative permission.


You must report items that have been moved to & from your room, lost or missing during the school year.  Furniture changes must be reported to the main office to update the inventory lists.




Textbook inventories are provided to you at the beginning and end of each school year.  This inventory is especially important for reordering textbooks.  Please keep accurate records, make periodic book checks with your students and report all lost books to the main office.


Lesson Plans




Lesson plans are to be completed by Friday for the following week.  Lesson plans must be completed weekly and are subject to review per the superintendent of schools.  An Understanding By Design Lesson Plan Template is to be used for your lesson plans.  A template is included in Appendix L and an electronic version has been sent to you.  Lesson Plans must be sent to your floor administrator and principal by 8 AM on Monday. 


We encourage teachers in the same content and grade level to collaborate and plan lessons that are meaningful and connected to their world.
Medication Policy

State regulations governing the administration of prescription medication in school ensure the health and safety of children needing medication during the school day.  These regulations require that the following forms must be on file in your child’s health record before any medication can be given in school.  Please be aware that any student who does not fully comply with and produce documentation of state immunization requirements will be excluded from school.

Signed consent by the parent or legal guardian to give the medication.

Signed medication order.  Written medication order form should be taken to your child’s licensed physician, nurse practitioner, dentist, etc. for completion and returned to the school nurse.  This order must be renewed as needed and at the beginning of each academic year.

Medications should be delivered to the school in a pharmacy or manufacturer-labeled container by the parent or a responsible adult designated by the parent.  No more than a thirty-day supply should be delivered to the school along with a note stating the number of pills sent in to the school.  No over the counter medication, including aspirin will be given in school without the required, signed medication forms.  No student should be in possession of over the counter drugs, including aspirin, while in school.  Cough drops are considered candy and are not under the jurisdiction of the school nurse.


School Immunization Requirements for Seventh Grade Students for Entry in School Year:

Hepatitis B

T/D Booster




3 doses

Proof of booster within 5 years

3 or more doses

2 doses-measles

1 dose-mumps

1 dose-rubella

1 dose or

2 if 1st is given after age13





All staff members must use the parking facilities ON CAMPUS.  Please do not park on streets.  In addition, we need to reserve spaces for our custodial staff on both the 1st and 2nd shifts.  To accommodate this we will reserve the first 10 parking spaces in the southeast corner of the Orleans Street parking lot. 


The parking lot in front of the building on Felton St. will be reserved for short term visitors to our building.


In the north parking lot on Tarkiln Hill Rd., the parking spaces directly facing the building are off limits to provide for an orderly and safe dismissal at the end of the day.


Staff are reminded that no cars should move in the lot between 2 and 2:45 p.m. for the safety of the children.  On those days you have permission to leave during that time, please park on the street.  Felton is best, west side so as not to interfere with our neighbors.




Staff restrooms are located on each floor at the East end of the academic corridors.  In addition there are staff restrooms on each floor in the Unified Arts foyer.  Restrooms are also available in the first floor faculty lounge and the third floor faculty workroom.


Most classrooms have an adjoining room allowing a staff member to supervise two classes while one uses the facilities.  If this is not so, call you floor office to ask for coverage.


Special Education Services


Consult Teaming/Collaborative/Co-Teaching Models

The special education consult teacher is assigned to one grade level academic pod with at least one planning period per week with the Academic Pod teachers.  The special education consult teacher is a member of the grade level academic pod.  The special education consult teacher provides student information, possible instructional strategies, modification ideas for assignments/tests, and behavior strategies.  The pod meets on a regular basis, establishing consistent communication among the pod members.  The Consult Teaming Model is presented so teachers are not working independently to achieve success with their students.  Co-teach class teachers work collaboratively in the areas of ELA/Math on lesson plan development and implementation.  All Pod members work together and broaden their knowledge in various areas, whether they are from general education or special education. 


Students are assigned to heterogeneous regular education classrooms. The school will strive to achieve a regular education/special education ratio of 5 to 1 whenever possible.


Resource Rooms

Resource rooms are available for special education students who need additional support in a more structured small group setting.  The school will always strive for the Least Restrictive Environment and therefore will endeavor to move students from the resource room to the inclusion classroom whenever possible.  Students may be assigned to the resource room any combination of English, Literacy and mathematics.  Students are assigned to regular education inclusion classes for science and social studies, with supports from special education where needed.


Transitional Resource Room

The Transitional IV Program is available for student requiring individualized special education services in a modified setting to address the goals of their I.E.P.  Services including adaptive physical education, speech and language therapy, adaptive daily living skills, pre-vocational training and community awareness opportunities are incorporated into this program


Related Services


Physical Therapy

Occupational Therapy

Behavior Therapy

Staff Meetings


Staff Meetings

Staff meetings are held the second Monday of each month and are approximately one hour in length. If there is no school on the Monday, the meeting will be held on the Tuesday. The schedule of staff meetings for this school year is follows:



            September 13, 2010                                         October 12, 2010

            November 8, 2010                                           December 13, 2010

            January 10, 2011                                              February 14 2011

            March 14, 2011                                               April 11, 2011

            May 9, 2010                                                    June 13, 2011


Department Meetings

Department meetings are held once per month and are scheduled by the Department Chairpersons.  A schedule of department meetings for this school year distributed by department chairpersons and should be kept in your Teacher Information Binder.


          English, Social Studies, Science


Content Meetings

Common Planning time is used for a number of professional activities.  Content meetings are one such use.  Staff members are required to attend content meetings and be on time.   Agenda items should be available to the floor administrator and principal.  (Content meetings Tuesday, and Thursday. Wednesday meetings alternate between effective teacher, content, or POD.)


Leadership Team Meetings


Leadership Team

Meeting Date Each Month

Months of Meetings

Meeting Location

Principal's Management Leadership

Every Monday – 8:10-9:15 AM


Main Office Conf Room

Principal/Staff Advisory Council

1st Monday – 2:45 PM


Main Office Conf Room

School Improvement Council

3rd Monday – 2:45 PM


Main Office Conf Room

Instructional Leadership Team – PIMS

4th Monday – 2:45 PM


Room 211

Positive, Safe & Healthy School Climate

1st Monday – 2:45 PM


Room 200

Student & Staff Recognition Leadership

1st Tuesday – 2:45 PM


Main Office Conf Room

Parent/Teacher Organization

2nd Wednesday Evening – 6:30 PM


Community Room



Student Behavior Procedures



Summons for Assistance

To get immediate assistance in your classroom for student behaviors call the Administrative Office on your floor.

Floor 1 Extension 501

Floor 2 Extension 504

Floor 3 Extension 514

If no answer, call Extension 503


Each extension is for the clerk on that floor who will contact the administrator.  All administrators, academic coach, guidance counselors, secretaries, and Success Center staff have two-way radios and can be contacted to bring assistance to your room.  You must provide the following information when you call:  your name, your room number, and the reason for your summons for assistance.


Office Referrals

You are encouraged to handle your own academic and discipline situations – you are in charge.  However, from time to time there may be a need to request assistance by referring the student to administration for major infractions.  In this case, you must contact the administrative clerk in your floor’s administrative office by phone to have an administrator report to your room.  NO CONTACT – DO NOT SEND STUDENTYou must provide the clerk with the following information:  Your Name, Student’s Name, and a brief description of the offense.  This information will help the assistant principal in making a preliminary assessment of the infraction and provide for safety, order and discipline while providing the student with “due process.”  As soon as possible after the student leaves the room, you must fill out an office referral form and send the form to the office.  If sent electronically to the clerk, call and say you have sent it.


(Please remember when you call, be calm and direct – remember other students may be in hearing range – confidentiality.)


Student Pedestrian Traffic Procedures


General Procedures

  • Students passing in the corridors should stay to the right and pass “two-by-two.”
  • Student must walk at all times.
  • Students must talk in a reasonable tone and volume – 6″ voices.
  • Students must go directly to their next class.
  • Students must use only stairways #4, and #5.
  • Stairway #3 in the main lobby is for adult guests only or students being escorted by teachers or after signing in tardy.


Restrooms - students

  • Students must use the restroom assigned to their pod only.
    • Restrooms for your pod are located at the west end of your pod’s corridor.
  • Students in Unified Arts classes must use the restrooms in the Unified Arts Foyer on that floor only.
  • Academic Pod restrooms are secured at 2:20 each day and will not be reopened until 8:00 AM the following day.
  • We will secure our 2nd & 3rd floor UA restrooms from 10:30 AM- 12:40 PM each day.  This is the time period that students pass to and from lunch and when supervision is difficult.
  • We will secure all restrooms at 2:20 PM each day.  Dismissal is a particular problem with adequate supervision in restrooms when our focus is on the corridors and exits.
  • We will reopen the UA restrooms on each floor at 2:45 PM for after school programs.


Supervision is the key and we ask our entire staff to assist in this area.  As you travel throughout the school please take the time to "pop in" to student restrooms.  Any serious problems can be referred to administration for action.  We believe this effort will assist our students to achieve the behavioral expectations we have set at Normandin Middle School.



  • Students may only go to their lockers during the three (3) authorized times or with direct and specific teacher permission.


Student Records


In accordance with Massachusetts regulations, an eligible student and his/her parent(s)/guardian(s) shall have access to the student record. In no event shall such access be delayed more than ten (10) days after the initial request, unless the requesting party consents to a delay. Upon such request for access, the entire student record regardless of the physical location of its parts shall be made available.  Upon request, copies of any information contained in the student record shall be furnished to the eligible student or his/her parent. A reasonable fee not to exceed the cost of reproduc­tion may be charged.


Destruction of Records: The school system will maintain a copy of a student’s transcript for at least 60 years after the student leaves the school system. Temporary records will be destroyed within seven (7) years after a student leaves the system. Before any records are destroyed, the student and his/her parent(s)/guardian(s) will be given notice and an opportunity to obtain a copy of any records to be destroyed.


Non-custodial Parents: Massachusetts regulations establish a mandatory process for responding to student record requests from non-custodial parents.  When a parent who does not have physical custody of the child/student (non-custodial parent) requests access to the student’s student record or other information regarding the student, the non-custodial parent is required to submit a written request to the building principal for the student record with a certified court order indicating that the non-custodial parent is eligible to access information regarding the student and an affidavit verifying that the order provided remains in effect and that the non-custodial parent is not subject to a temporary or permanent protective order.  Immediately upon receipt of this documentation the school shall notify the custodial parent that the school will provide the non-custodial parent with access to the student record information after twenty-one (21) days unless the custodial parent provides the principal with documentation establishing that the non-custodial parent is not eligible to access information regarding the student.  When student record information is provided to a non-custodial parent in accordance with the above procedures, the school will delete the address and telephone number of the student and custodial parent from all records provided to the non-custodial parent.  Any such records provided to the non-custodial parent shall be marked to indicate that they may not be used to enroll the student in another school.


Non-custodial parents are required by law to submit a written request for access to their child’s student record information each year stating that the parent continues to be entitled to unsupervised visitation with the student and remains eligible to access information regarding the student.


In the event your child transfers to another school, parents are hereby notified that unless the school is requested otherwise, before 10 school days have passed, the Middle School will automatically send your child’s school records to the new school.


Substitute Teacher Folder


All teachers are required to maintain three generic lesson plans in their floor office.  Included should be:


Seating Chart

Established routines

Important telephone numbers

Duty stations

Note to report to their floor office during common planning time for assignment

Lunch, dismissal times, etc.

Suicide Ideation



All student threats to do harm to others and/or themselves must be reported immediately to your Guidance Counselor, and/or an administrator.  This must be accomplished in a most professional manner that does not alarm the student or others in your class.  Call your guidance counselor or administrator using the telephone in your room and explain that you have a very serious situation in your room that must be dealt with immediately.  Should you not be able to contact your counselor or administrator on your floor, call the principal’s office.  The clerk will alert a building administrator or counselor to your issue.


Your guidelines are as follows:

  • Send for your counselor and/or administrator.
  • Take the threat seriously.
  • Tell the student you are concerned.
  • Do not leave the student alone.
  • Continue to express interest in the student after the crisis is over.


Your guidance counselor and/or administrator will remove the student from your room and follow the protocol for guidance counselors.


Do not delay the reporting of the incident under any circumstances.  Do not leave school that day without having a direct conversation with a counselor and/or administrator.





General Instructional supplies are distributed once per week based upon the schedule shown below.  You must fill out a supply request form for inventory control purposes.  The schedule for supply delivery is:


  • Tuesday, Grade 6, first floor.
  • Wednesday, Houses 1 & 3, second floor
  • Thursday, Houses 2 & 4, third floor
  • Friday, Unified Arts


The procedure to obtain General Instructional Supplies:


  • Supply orders should be placed in your HOUSE OFFICE the DAY BEFORE YOUR SCHEDULED DAY.  Students will pick up all order forms each day during homeroom period.
  • Students will deliver your order to your room during the day as per the above schedule so be sure to drop off your request forms before your scheduled delivery day.


An inventory of what general supplies are available can be found in Appendix N.



All new textbooks must be stamped with the New Bedford Public School stamp on the inside front cover and with the small Normandin Middle School stamp on the bottom of page 25.  All books must be numbered as follows:


                        Year – Classroom Number – Numerical Sequence

                                    i.e.        2006 – 213 - #1




The same procedure followed for field trip change will be adhered to for the viewing of videos in the classroom.  These are not for rewards; they should pertain to the curriculum and do not have to be shown in their entirety.  A discussion should take place at least every 15 minutes; stop/start, who, what, where, when, why. 


A Video Release form must be completed and approved by the floor administrator or in their absence the Academic Coach or principal. (Appendix N)
Appendix A

Normandin Middle School


Programs, Activities & Advisors

2009 – 2010  (Depending on Funding)








Art Club

Mr. Quirke


2:30 – 3:30


Audio/Visual Club

Mr. Chambers


2:45 – 3:15


Ballroom Dance Club

Mrs. Hinckley


2:45 – 3:15



Mr. Chambers


4:00 – 6:00



Mr. Giammalvo/Ms. Hennessey


5:00 – 6:30


Civics Club

Mr. Cetenich


2:45 – 3:45


Computer Club

Mr. Alves


3:30 – 5:00


Computer Club

Mr. Alves


2:30 – 3:30


Cooking Club

Ms. Singer


2:45 – 4:30


Documentary Film Club

Ms. Rego/Reel Serious


3:00 – 5:00


Drama Club

Mrs. Santos


2:45 – 4:45


Fantasy Stocks

Mr. Martins


2:45 – 3:30


Field Hockey

(weather permitting)

Ms. Cetenich


2:45 – 3:45


Graphic Novels

Mrs. Grandmont


2:45 – 3:45


Guitar Club

Mrs. Dandeneau


2:45 – 3:15


History Club

Mrs. Rodriguez


2:45 – 3:45


Honors Band

Mr. Chambers


2:45 – 4:30


Horticultural Club

Mr. Labao


2:45 – 3:45


Intramural Volleyball

Ms. Lassey


2:45 – 3:45


Journalism Club

Mr. Rosen


2:45 – 3:15


Knitting Club

Mrs. Dandeneau


2:45 – 3:45


Library Extended Time

Mrs. Simon-Correia

Mrs. Giorgianni



2:45 – 4:00


Math Club

Mrs. Romanowicz


2:45 – 3:45


National Jr. Honor Society

Mrs. Hendrickson


2:30 – 3:15


Newspaper Club

Mrs. LaRochelle


2:45 – 4:00


NMS Book Club

Mrs. Giorgianni


2:45 – 3:15

Comm. Rm

NMS Dance Club

Mrs. Aldrich


2:45 – 3:45


Outdoor Club

Mr. Littlewood




Professional Girl’s Club

Mrs. LaRochelle


2:45 – 4:00


Reading Club

Ms. Oliveira


2:45 – 4:00


Scrabble & Word Games

Mrs. Hinckley


2:45 – 3:15


Scrapbooking & Journaling

Mrs. Aubertine


2:45 – 4:45


Spanish Club

Mrs. Santos


2:45 – 3:45


Student Council

Mr. Fernandes

1x Month

2:45 – 3:15


Tech Ed Club

Mr. Kennefick


2:45 – 3:45


World Geography Club

Mrs. Dahlene


2:45 – 3:45


Yearbook/Writing Club

Mrs. Perry


2:30 – 3:15


Yoga Club

Mrs. Folger


2:45 – 3:15


Appendix B

Normandin Middle School



POD Meeting Minutes Content Guide


Your POD meeting minutes must serve as evidence for our School Improvement Plan Initiatives.  What should you see in your POD meeting minutes to demonstrate this?


  • Reference to the teaching of reading across the content areas.  (Curriculum Section)
  • Reference to writing across the content areas.  Book reviews, oral presentations, journal writing, essays, vocabulary development. (Curriculum Section)
  • Reference to the strategies found in the Skillful Teacher.  (Curriculum Section)
  • Reference to test taking strategies, problem solving skills.  (Curriculum Section)
  • Use of graphic organizers in lessons.  (Curriculum Section, Student Sections)
  • Reference to Bloom’s Taxonomy in regards to lessons.  (Curriculum Section)
  • Reference to and development of Rubrics.  (Curriculum Section, Student Sections)
  • Assessment strategies.  How are you assessing student progress?  (Curriculum Section, Student Sections)
  • Meetings with individual students to discuss ISSP’s, academic progress and behavior. (Student Sections)
  • What IEP’s and modifications did you review with your consult teacher?  (Student Sections)
  • Review of test results, MCAS, Prentice Hall Math, etc. (Curriculum Section, Student Sections)
  • How are you implementing extensions to the curriculum.
  • How you are implementing Differentiated Instruction Strategies in your classes. (Curriculum Section)
    • Cooperative Learning groups, share your successes and adjustments.
    • Hands on activities, share your successes and adjustments.
    • What “Warm-ups,” “Summarizers,” “Test Taking Strategies” and other strategies are you using and sharing with your colleagues.
    • What types of Anchoring Activities are you using?
    • How are you differentiating your lesson?  Content? Process? Product? 
  • How you are implementing Middle Level Best Practices.  (Curriculum Section, POD Management Section, Student Sections)
    • What POD strategies are you instituting to improve student behavior and motivation?  (POD Management Section)


We know that we are doing these things.  We also know that we need to continue to document these things.









Appendix C

Normandin Middle School



New Bedford Public Schools

Two Year Formal Evaluation Cycle

Unit A Personnel*


The purpose of the Two-Year Formal Evaluation Cycle is to structure a program of assessment of instructional effectiveness and professional development that is two fold.  In the first instance, it is the incumbent responsibility of the New Bedford Public School’s Administration to promote and assess the instructional effectiveness of all staff and maintain professional standards and expectations that directly support student learning and achievement.  In this capacity, teacher effectiveness, as defined within the New Bedford Public Schools’ Standards of Evaluation and Expectations, needs to be observed and evaluated in a formal sense in accordance with Massachusetts General Law, Chapter 71, Section 38.


In the second instance, teachers are supported and encouraged to continue their personal and professional growth in all areas that contribute to enhancing their instructional repertoire, remaining current in their content area and acquiring new skills that are relevant to their teaching assignment(s).  Concurrent with these aims is the additional mission to enable all teacher to successfully establish and complete an Individual Professional Development for Massachusetts Educators that will directly provide for the Re-Certification (Licensure) of the teacher.


*Note:  Teacher(s) implies all Unit A personnel in this document.




A.        Evaluation is a cooperative effort requiring a constructive dialogue between the evaluator and the teacher.


B.         The goals and evaluations will adhere to the purpose and philosophy identified in the evaluation standards.


C.        Evaluations will be done in a uniform manner using only forms specified in the Agreement.


D.        The teacher being evaluated may provide additional information for consideration in the evaluation.


E.         If evaluation is removed from a file, the teacher moves to the next cycle.


F.         No teacher will be evaluated two (2) years in a row at time of implementation.  However, it should be noted that a teacher employed by the New Bedford Public Schools, who changes schools within the New Bedford Public School System, will be placed in the Formal Observation/Evaluation Cycle by the principal of the receiving school. 


G.        A Form provided by Human Resources will be completed by the Supervising Administrator not later than October 15, identifying the cycle each teacher is on and the Administrator responsible for the written evaluation.


H.        A teacher may appeal to the Superintendent or his/her designee if there is a disagreement on the activity to be completed during the Individualization cycle.


Formal Observation Year


The primary purpose of the formal evaluation is the improvement of individual professional performance, reflecting an acceptable system-wide philosophy, and serving as a guide for constructive supervision.  All formal observations and evaluations are predicated on a “best practices” approach, which are reflected in the Standards and Expectations for the New Bedford Public Schools.


Criteria:          (See New Bedford Public Schools Standards for Formal Observation and Evaluation)


            1.         Currency in the curriculum

            2.         Effective planning and assessment of curriculum and instruction

            3.         Effective management

            4.         Effective instruction

            5.         Promotion of high expectations

            6.         Promotion of equity

            7.         Fulfillment of professional responsibilities


Timeline(s) for Formal Evaluation(s):


Non-Professional Status Teachers (those in their first three years of teaching in New Bedford Public Schools) will be formally observed and the observation report submitted to Human Resources not later than :


            First year:         December 15 and March 15

            Second year:    December 15 and March 15

            Third year:        December 15 and March 15


Professional Status teachers (those who have completed three full years of employment in New Bedford Public Schools) will be formally observed/evaluated once every two years before May 1.


All formal observations/evaluations will be preceded by a conference between the teacher and the observer/evaluator and followed by post observation conference during which the observer/evaluator’s conclusions will be discussed.


The result of the formal observation (Evaluation) shall, within twenty (20) school days, be communicated orally and in writing to the teacher.  A teacher will have ten (10) school days, upon receipt of the written formal Evaluation to respond to the formal Evaluation, in writing,  Any written response to the formal Evaluation by the teacher will be attached to the formal Evaluation and placed in the personnel folder of the teacher with the formal Evaluation.  The  teacher may present additional information, relative to the overall formal Evaluation, at any time during the formal Evaluation process.


Based on the formal observation, and all other information at the disposal of the observer/evaluator, consistent with the Standards and Expectations for Evaluation for the New Bedford Public Schools, a Summative Evaluative Category will be part of the formal Observation/Evaluation Instrument (see Evaluative Instrument) and part of the formal post observation conference with the teacher.  These categories are:




Satisfactory – This category indicates that the teacher has met or exceeded all Standards and this is documented by observation and with other data to support such a conclusion.


Needs Improvement – This category indicates that the teacher has been found to be less than satisfactory in one or more Standard areas.  A teacher receiving a rating in this category will be given specific information regarding the area(s) that need(s) improvement and perceptive recommendations on how to proceed.


Unsatisfactory – This category indicates that the teacher has been found to be deficient in a number (one or more) Standard areas and re-mediating steps will be undertaken immediately.  A teacher receiving an overall unsatisfactory rating, who is on Professional Status, will be given a “Professional Improvement Plan”.  A teacher who has Non-Professional Status will be given a “Professional Improvement Plan”, if this action is deemed in the best interests of the New Bedford Public Schools.


Professional Improvement Plan


When an administrator responsible for the evaluation of a teacher has concerns about the teacher’s performance, the evaluator may place the teacher into a special observation/evaluation cycle.  This is not a punitive response, but a corrective action to a documented area of concern.  It is anticipated that the Professional Improvement Plan will enable the teacher to resolve the area of concern (Please note the reference to Professional Improvement Plan and Unsatisfactory categories contained in the Observation/Evaluation Year of the Two Year Professional Development Cycle).


It is also understood that before a teacher is assigned a Professional Improvement Plan, the administrator responsible for that teacher’s evaluation will meet with the teacher to discuss why a Professional Improvement Plan is necessary.  In conjunction with the teacher, the administrator will create an individualized program for the teacher and establish subsequent dates for additional evaluations of the teacher’s performance.  The Professional Improvement Plan will also contain a specific timeline for the teacher to accomplish the specifics of the Plan. 


The Professional Improvement Plan may include any or all of the following activities:


Formal observations with pre and post conference with written documentation

Informal observations (with or without written documentation)

Conferences and strategy sessions on a regular basis

Assistance from colleagues of the teacher’s choice

Attendance by the teacher at agreed upon workshops or conferences

Mutually agreed upon course work in a content area or on pedagogy


A professional improvement plan will be developed to provide classroom assistance to a teacher placed on a Professional Improvement Plan.  The teacher may request a teacher mentor to assist him/her.  If there is a mentor it is understood that the relationship between the teacher and mentor is confidential.  Any teacher placed on a Professional Improvement Plan will be temporarily removed from other years of the cycle.


All parties involved in the Professional Improvement Plan shall be provided copies of the plan and shall acknowledge receipt in writing.



Periodic reviews, as identified in the Professional Improvement Plan, will be held with the teacher to review performance and progress.  The evaluator(s) will meet, discuss all observations compiled to date, prepare a Formal Observation/Evaluation Report, and make a declaration of the teacher’s status not less than one year from placement on a Professional Improvement Plan as follows:


Sufficient Progress – Removal from a Professional Improvement Plan and return to the evaluation cycle as recommended by the evaluator.


Insufficient Progress – The teacher, who does not demonstrate sufficient progress, will be notified formally via the summative evaluation report.  The teacher will also be notified of recommendations for administrative action which may include an alternate professional improvement plan.  A determination of this status may include specific terms and/or conditions as part of the summative report with which the teacher must comply.  The length of time for completion will be determined by the evaluator(s) and the teacher.


All decisions impacting continued employment will be in accordance with Massachusetts General Laws, Chapter 71, Section 42 and the collective bargaining agreement in effect between the New Bedford School Committee and the New Bedford Education Association. 


A summary conference will be held before the end of the school year to review the teacher’s performance and plan next steps.  No teacher with a Professional Improvement Plan will be required to participate in activities outside of the contractual school year unless the teacher agrees to such a provision.


Individualization Year


The Individualization Year is one that enables the teacher to initiate, refine or complete work begun in other years.  This year should follow the Formal Observation/Evaluation Year within the two-year Formal Evaluation cycle.

The teacher in the Individualization Year of the cycle must meet with his/her administrator and describe in writing, and have approved, in writing, the nature of the work to be undertaken consistent with the teacher’s license, building goals (SIP) and/or district goals.


It is understood, however there exists a vast array of topics, projects, studies or activities beyond the below that are germane to the personal and professional development of the teacher.  By arrangement, two or more teacher may wish to work on a collaborative project during their Individualization Year.


It is expected that teacher in the Individualization Year of the cycle will expend 45-60 clock hours on the Project and will be awarded Continuing Education Units (CEU’s formally PDP’s) at the rate of one per each clock hour.


At the conclusion of the Individualization Year (By June 1), the teacher will submit a summary of the work accomplished during the year.  The summary will include the scope of the work accomplished, a conclusion reached as a result of the work and how the teacher will use this work.  A product such as a curriculum unit may accompany the summary.  This summary will be placed in the teacher’s personnel file.




Another option during the Individualization Year is the teacher will select a project to work on independently.  The project will be substantial and the goals/focus should contribute to the one’s professional knowledge and/or skill as a teacher.  This year’s work should contribute, significantly, to the teacher’s Individual Professional Development Plan and provide substantially for the recertification requirements of the individual.


Prior to November 1st, the teacher will meet with his/her administrator and document, in writing, the specific nature of the work to be undertaken.  The administrator should approve of the year’s work, in writing, but it is understood that a teacher’s personal professional development takes precedence in this year of the two-year cycle.


Sample activities may include, but not be limited to, the following:


Course work (including on-line course offerings)

Workshops/Seminars (as presenter or participant)

Teacher exchange program

Independent or self-study

Study group (both collaborative and individual)

Experimentation of activities

Community service/involvement

One-way observations and feedback (peer)

Teaching teacher course (graduate)

Other professional endeavors

Extensive review of specific literature on an instructional strategy or topic

Development of innovative curriculum unit(s)

Extensive reading on a specific topic associated with teaching area

Technology options

Assessment options

Cross Content approaches

A series of peer observations


At the conclusion of the Individualization Year (June 1 unless a later date is agreed upon) the teacher will submit appropriate documentation to the administrator related to his/her activities for the year.  This documentation may consist of the following:



Curriculum documents

Resources connected to teaching area

Program analysis

Graduate course of study curriculum

Teacher evaluations from other sources

Narrative summary report with conclusions and implementation possibilities








New Bedford Public Schools

Formal Observation/Evaluation Report


Teacher __________________________________               School _________________



Grade/Subject ___________________           Date of Formal Observation ___________


Non-Professional Status ___                                        Professional Status ___


Date of Formal Evaluation Pre-conference: _______________


Teachers are expected to review the Two Year Formal Observation/Evaluation Cycle and the Standards of Evaluation for the New Bedford Public Schools before participating in the Formal Observation/Evaluation Cycle.


There are three ratings available for each category within the Formal Observation/Evaluation Process.  Each is described below.


Satisfactory  The teacher has met or exceeded the Standard and this is documented by observation and with other data.


Needs Improvement  The teacher has been found lacking in the Standard and there are specific recommendations to resolve the situation.


Unsatisfactory  The teacher has been found deficient in this Standard and specific remedial steps will be recommended immediately.


1.   Currency in the Curriculum

The teacher has demonstrated a mastery of the curriculum content and is current regarding curriculum items contained in Standard 1 of the Standards of Evaluation.













Rating: ____________________



2.    Effective planning, instruction and assessment

       The teacher has a lesson plan and the instruction and assessment of the lesson demonstrates an understanding of curriculum objectives and an appreciation for effective instruction as defined in Standard 2 and 4 of the Standards of Evaluation.

















Rating ____________________


3.    Effective Management

            The teacher creates an environment that maintains appropriate standards of behavior, mutual respect, and safety and promotes student learning and involvement as defined in Standard 3 of the Standards of Evaluation.
















Rating: ________________________

4.    Promotes high standards for student achievement and appreciates diversity

       The teacher establishes high expectations for students and ensures equitable opportunity for all students to learn and is sensitive to the diversity among individuals as defined in Standards 5 and 6 of the Standards of Evaluation.
















Rating: ________________________



5.    Fulfillment of professional responsibilities.  The teacher demonstrates that he/she is a continuous learner and collegially interacts with others in the school community as defined in Standard 7 of the Standards of Evaluation.















Rating: ______________________________


Summative Statement






















Post Formal Observation/Evaluation Conference


Overall Rating: ________________________


Recommended continued service:     Yes ___                       No ___


Signature of Evaluator ____________________________ Date __________________


Title of Evaluator ___________________________


Signature of Teacher ______________________________ Date __________________




(This does not signify approval)

After receiving this Formal Evaluation and Post-Conference, a teacher has ten (10) school days to attach a statement or related material to this document.  The attachments will be included with this Formal Evaluation and will be placed in the teacher’s personnel file.  Attachments are optional, as determined by the teacher.





Appendix D

Normandin Middle School




May 25, 2010



TO:                  All Elementary & Secondary School Principals, Department Heads, Program Directors


FROM:            Peter Cabral, Safety Officer


SUBJECT:       C.O.R.I. REQUESTS – Update


To avoid confusion and delay, concerning the use of volunteers and/or chaperones in the schools, please be advised of the following information concerning the CORI policy.


Pursuant to Massachusetts General Law the New Bedford Public Schools has a written policy that requires a Criminal Offender Record Information (CORI) check to be conducted on ALL current or prospective employees, volunteers and chaperones. In addition, the New Bedford Public Schools has a policy that requires a record check with the Massachusetts Department of Children & Families (DCF) MUST be conducted on “ALL prospective employees, volunteers, and chaperones.”


Pursuant to DCF regulations the DCF record request form MUST be NOTARIZED AND HAVE PHOTO IDENTIFICATION ATTACHED. The CORI request requires verification with government issued photo identification. The photo ID included with the DCF form will suffice. There is no need to provide an ID for both forms.


The CORI request and DCF request forms can be down-loaded and printed from the Human Resource Section of the Administrative Portal., or from the Human Resource Section of the New Bedford Public Schools web site. One form is submitted to the Massachusetts Criminal History Systems Board and Board of Probation. The other form is submitted to the Massachusetts Department of Children & Families. Both forms MUST be filled out and submitted for ALL persons who want to volunteer/chaperone at the school.


Pursuant to Massachusetts General Law all CORI requests MUST be submitted using the new CORI request forms dated August 24, 2010.


Please discard any of the old forms that you have. Use of the old forms will result in a delay in the CORI and DCF process and delay in approval of any volunteer or chaperone, as these forms will be returned to your school. If you have any questions or concerns please contact me at P.R.A.B. extension 3421 or at


CC.      Dr. Mary Louise Francis, Superintendent

            Dr. Ronald Souza, Deputy Superintendent





CORI Check Cover Sheet




Applicants Name:                                                         Phone                                              


Students Name:                                                             Grade/Homeroom                          


Days Available:   Mon           Tues            Wed            Thur           Fri           


Times Available:                                                


Volunteering for:


School Store                           Field Trips                             2 & 3rd Floor Office             


Office Help                             Library                                    Lunch Room Monitor           


Bathroom Monitor                 Count Box Tops                     Book Fair           


Fundraising                             Other                  


If chaperoning field trips name of teacher running field trip:





Applicant must return completed cover sheet, two CORI forms that must be notarized and a copy of photo ID in person to the main office. CORI Checks take up to three weeks to process.


Any questions call (508) 985-4300 ext 501.



For Office Use Only:


Date received:                                                  Sent to Safety Officer:                                      



Appendix E

Field Trip Request

                                                                                                                   Form A





Name of Staff Member

Requesting Permission _______________________________________ Date _____________________

School ____________________________________ Grade _______Subject _______________________

1.         TYPE OF TRIP: Check appropriate area(s)

            ____Field Trip: In-state                         ____Trips/Exchanges                ____Extracurricular

            ____Field Trip: Out-of-state      ____Overnight                          ____International



a. Date(s) of Trip __________________________________________________________

b. Location _____________________________________________________

    Address: _____________________ City: ____________________ State: _____

c. Transportation ______Bus _____ Train _____Airplane _____ Walking Tour

    Name of Carrier ____________________________________________________

    Cost of Transportation _______________________ Bill to: __________________

    OR amount of check (attached) ___________

d. Departure/arrival information

    Time of departure from school _________ Time of departure from destination ________

    Time of arrival at destination __________ Time of return to school _________________

e. Number of students ______________ f. Number of chaperones __________________

f. Names of teachers and chaperones ___________________________________________



3.         Fill in all that apply:

a. Total cost per student: _____________________________________________________

b. Lodging: _________________________________ Cost: _________________________

c. Provision for meals: ___________________ Where will you eat lunch? _____________

d. Emergency telephone contact at destination: ___________________________________

e. Special medical requirements: ______________________________________________

f. Passport needs: __________________________________________________________

g. Estimate of additional expenses: _____________________________________________

h. Source of funds: _________________________________________________________



Form A






4. Purpose of Trip. Connection to curriculum: ________________________________________




5. Describe classroom follow-up to trip: _____________________________________________



6. Written report to be submitted to the Superintendent’s Office is expected at end of trip.


Principal: ____________________________ Date: ______________            ______Approved ______Denied


Superintendent or Designee:

_____________________________________ Date: ______________        ______Approved ______Denied

Appendix F

Bussing Memo




265 Parker Street

New Bedford, Massachusetts 02740

(508) 997-4511 Ext. 2222     Fax (508) 993-4801






DATE:             August 19, 2010


TO:                  All Directors, Principals and Teachers


FROM:            Nancy L. Angelini

                        Supervisor of Transportation


SUBJECT:       Bussing


The transportation procedures for the 2010- 2011 school year have changed.  We are now contracted with four (4) different bus companies for the transportation of our students.  Since we are no longer dealing with an individual company some schools will have more than one (1) company dropping off and picking up students.  Please make sure that your students are aware of this. Each school will be supplied with their routes and companies driving them


Field Trips will no longer be granted on short notice.  Every field trip needs to have the superintendent’s approval before you can receive a bus.  In addition to this, the process now involves sending each trip out for a request for a quote to each individual company, then waiting for them to return a quote. After this process, it is assigned to the company with the lowest quote.  Therefore, I will need with the superintendent’s approval form and a minimum of seventy-two (72) hours before you can have a bus for your trip. If you do not have approval, there will be no bus. Please plan accordingly, as there are no exceptions.  If you decide to cancel your trip let the transportation department know in advance, because once the bus arrives at your school, you could be responsible for payment.  As in the past, any out of town trips (Boston, Newport, Plymouth, Providence, etc) are not paid by the local field trip budget.


Thank You


CC:      Mary Louise Francis/ Superintendent

            Lawrence W. Oliveira/ Administrator of Finance And Operations


Appendix G

Transportation Request








































Appendix H


Warning Card Add/Delete Sheet

(Forms available in Main Office)








ST ID:_________ NAME: __________________________________ HMRM: _________




COURSE # ________   SECTION # _____  TITLE _______________________________


CIRCLE:          ADD    OR       DELETE




QTR 1 _____                      


QTR 2 _____                      WARNING COMMENTS (UP TO 5) _____________________

                                                (EX: 1,2,5,7)

QTR 3 _____


QTR 4 _____


TEACHER’S NAME (PRINT)_________________________________ DATE: __________













Appendix I


Report Card Add/Delete Sheet

(Forms available in Main Office)








ST ID:_________ NAME: __________________________________ HMRM: _________




COURSE # ________   SECTION # _____  TITLE _______________________________


GRADE                                CIRCLE   ADD / DELETE / CHANGE


QTR 1 _____                      


QTR 2 _____                      COMMENT # _____________________


QTR 3 _____


QTR 4 _____


FINAL ____


TEACHER’S NAME (PRINT)_________________________________ DATE: __________













Appendix J                   

Classroom Sign-Out Sheet

Form available in your house office.

Room #			

  Date	      Full Name – Please print clearly       Time Out     Time In            Destination                      Reason	     Signature


















































Appendix K

Normandin Middle School


Locker to Homeroom Assignments






Locker #


Locker # 





Locker #


Locker #





Locker #


Locker #


House 6-4




House 7-3




House 7-4


























































House 6-3




House 8-3




House 8-4


























































House 6-2




House 8-1




House 8-2


























































House 6-1




House 7-1




House 7-2































































Appendix L

Normandin Middle School

Lesson Plan Template



Lesson Topic: _______________________    Grade level:________________

Date / Time Frame:________________________    Periods:_______________________


Stage 1 – Desired Results

Curriculum Framework / Learning Standard(s):



Understanding (s)/goals

Students will understand:






Essential Question(s):


Student objectives (outcomes):

Students will be able to:





Stage 2 – Assessment Evidence

Performance Task(s):






Other Evidence:


Stage 3 – Learning Plan

Learning Activities:














Understanding By Design – Backwards Design Process

(Developed by Grant Wiggins and Jay McTighe, 2002)

For more information & examples, go to the Understanding By Design Exchange

Stage 1 – Desired Results

Content Standard(s):

á              [Comes from professional standards in your field]

Understanding (s)/goals

Students will understand that:

á              [this is a goal, not an objective.  List the big ideas or concepts that you want them to come away with, not facts that they must know]

Essential Question(s):

á              [What leading questions can you ask of students to get them to understand the Big Ideas?]

á              [Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer

Student objectives (outcomes):

Students will be able to:

á              [These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.]

á              [Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes

Stage 2 – Assessment Evidence

Performance Task(s):

á              [Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.]

á              [designed at least at the application level or higher on Bloom’s Taxonomy.]

á              [Rubrics can be used to guide students in self-assessment of their performance]

Other Evidence:

á              [includes pre-assessment, formative assessment, and summative assessment evidence]

á              [Can be individual or group based]

á              [Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay]

Stage 3 – Learning Plan

Learning Activities:

[This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:

á              the students will do during the class to prepare them for the outcomes you expect of them.]

á              the teacher will do to guide the learning]

Appendix M

Normandin Middle School

Supply Inventory Sheet


The following are items that are available in our supply room.  Please fill out a Supply Order form for the items you need (See Faculty Handbook)



White lined paper

8 ½ x 11          7 x 8

Math paper

8 ½ x 11          6 x 9

Graph paper

¼"   8 ½ x 11

Legal pads

8 ½ x 11 ¾      8 ½ x 14

Steno pads


Small note pads


Composition books


Post Its

4x6, 3x5, 3x3, 2x3, 1 ½ x 2

Index Cards – Ruled & Unruled

3x5, 4x6, 5x8

File boxes

3x5, 4x6, 5x8

Book Ends


Masking Tape

2", 1", ¾", ½"

Scotch tape

¾", ½"

Tape Dispensers

Desk and hand held



3 hole punch


Binder clips

Small, medium, large

Paper clamps


Paper clips

Small, large




Red, blue, black

Thumb tacks


Push pins




Staple removers




Wall mounting tabs







Permanent and water



Colored pencils


Felt tip markers

Red, black

Sticky tack


Glue sticks


Glue bottles


Student scissors


Teacher scissors


Scissor holders


Expo markers, cleaner, erasers


Vis-a-vis markers



Regular and for copiers



Construction paper

9 x 12, 12 x 18

Colored copier paper

Limited quantities – buff, cherry, gold, pink, green, orchid, salmon, blue, gray

File folders

1/3 cut

Hanging file folders


Desk calendars


Flip calendars and holders


Drawing paper

9 x 12, 18 x 24

Poster board


7th period slips


Yellow slips


Late bus passes


Book charge slips


Lesson plan books


Class record book


Plastic tab inserts




Appendix N

Normandin Middle School

Video Request Form





Name of Teacher:                                                                                    Room #:                                 


Subject:                                                                                                  Date:                                     


Title of Video:                                                                             Rating:                                   



Purpose of video and explanation of connection to the Frameworks. 



Specific Framework Standard:  ___________________


Approved:   _______________________


Denied:       _______________________


Reason for denial:        


Signature of Asst. Principal/Academic Coach/Principal:   _____________________________________