2. Introduction 1
SchoolContact information 2-5
Administrator and CurriculumDirector Information 6
Teacher Absences 7
Crisis ResponseTeam Protocol 8-9
Who to Contact and When 11-12
Technology Information 13
Usernames and Passwords 14
iPass – Log in/Daily Attendance 18-15
Salary IncrementInformation 21
Educational Acronyms 22-23
ClassroomGrants & Funding 24
Welcome to the Medford Public School System. This New Teacher Manual is meant to
give you a basic introduction to your school and the district. It contains information and
tips about who to contact for assistance, how to get user names and passwords, and
some general information.
It does not take the place of the Staff Handbook or Teacher’s Contract. It is only meant
to supplement the information you received when you were hired.
Administration and Curriculum Directors Contact Information
Roy Belson Superintendent (781) 393-2442
Beverly Nelson Deputy Superintendent (781) 393-2364
Diane Caldwell Assistant Superintendent (781) 393-2310
Leslie Trotta English Language Learning (781) 393-2341
Rich Trotta Fine Arts (781) 393-2279
Rita DiCarlo Foreign Language (781) 393-2375
Toni Vento Health and Phys. Education (781) 393-2218
Nicole Chiesa Humanities (781) 393-9016
Carolyn Joy Mathematics (781) 393-2214 & 2215
Rocco Cieri Science (781) 393-2214
Kathy Medaglio Special Education (781) 393-2229
Call (781) 395-1380
Leave your name, school, phone number, and inform them whether it is a sick or
If you know in advance you will be out, leave a folder with work for the students and
class rosters. The folder should include:
IPASS log-in information for attendance
copy of your schedule
lesson plans, class roster
list of medical concerns
seating plans for students
If it is a personal day you must submit a Request for Personal Day form in advance to
the principal for approval. This is available in the main office.
Retain a signed copy for your own records
Professional Days require one of the attached forms and a phone call indicating you will
Professional staff hired before July 1, 2001 receive 3 Personal Days and 18 sick days
Staff hired after July 1, 2001 receive 2 Personal Days and 15 sick days.
Bereavement days are also allowed please review the contract for guidelines
Crisis Response Team Protocol
The Andrews Crisis Response Team is comprised of the Principal, Vice Principal, school psychologist,
school nurse, and staff members who are trained and certified in the Crisis Prevention Institute (CPI) Non-
violent Crisis Intervention Program. The role of the Crisis Response Team is to de-escalate an individual
and ensure the care, welfare, safety, and security of all those involved in the situation.
CPI documents the following as possible behavioral warning signs that may indicate stress or discontent.
The list is certainly not exhaustive and your individual student may exhibit other behaviors when
escalated and upset.
Significant changes in someone’s normal behavior or routines
Sudden changes in expression, physical activity or posture
Dramatic increase or change in voice, volume or tone
Expressions that communicate extreme anger or distress
Communications of despair and hopelessness
Body posture that is intimidating or threatening
Verbal or physical threats
If you notice any of these signs in a student and efforts to de-escalate or redirect the behavior are
not working and you suspect the student is close to a loss of rationality where they may be in
imminent danger of harming themselves or others call the office immediately and inform Alice that
you need the Crisis Response Team. She will contact the individuals and support will arrive as
quickly as possible.
It is important that you call the Crisis Response Team prior to the need for any type of physical
re-direction of the student. Only staff members who are CERTIFIED in the Non-violent Crisis
Intervention Program are authorized to provide any type of physical redirection or restraint.
When Called to Intervene:
A. First Responder assesses the situation and gives direction to other staff related to:
1. What to do with other students present
2. Directions to contact ________for additional staff support
3. Assign roles to other staff present
B. Response to a crisis situation should always be done in a TEAM APPROACH. First
Responders should also Identify staff members who will be part of their Crisis Response
Team. This team can include both CPI and non-CPI certified staff; however, only staff
with current CPI certification can assist with any type of physical restraint.
PLEASE SEE YOUR SCHOOL’S ADMINISTRATION TO
OBTAIN THE NAMES OF THE APPROPRIATE PEOPLE TO
COMPLETE THE FLOW CHART
It is advisable to reach out the student’s parents with a phone call
Log the date/time you called the parent along with a descriptionof the
Students who have violated the Student Handbook or require a
disciplinary action should be recorded based on the policies of your
school. Some schools use a written form and others have you
complete a discipline referral online using iPass. Please check with
your schoolfor the correctpolicy.
Please be sure to include all required information
Include a brief descriptionof the violation
Rememberthat this form WILLbe seen by the student’s parents
Always be sure to keep a record of your form or print out your online
Who to Contact and When
Student asks his/her teacher(s) when he/she:
Doesn’t understand a concept
Seeks help after school
Finds the class too easy/hard
Wants to discuss a grade
Was absent and needs to make up a test, quiz, or homework
Parent contacts teacher(s) directly when:
Their student has already spoken to teacher, but issue persists
Has a specific question regarding grade/grading policy
Wants to check in regarding progress
Student sees guidance counselor when he/she:
Is in the midst of a crisis or is feeling overwhelmed
Needs help talking to his/her friends or teachers
Needs working papers (8th
Has course selection questions (8th
Parent contacts guidance counselor when:
They wish to schedule parent/teacher conference
Their student is struggling socially or emotionally
Their student is struggling academically in more than once class and issue has been
discussed with teacher already
Student sees Evaluation TeamLeader (ETL) when:
They have paperwork to return regarding their IEP
Parent contacts Evaluation TeamLeader (ETL) when:
They have specific questions relating to their student’s IEP
They wish to schedule an IEP meeting
Student sees Assistant Principal when he/she:
Is late to school
Has a discipline issue
Parent contacts Assistant Principal when:
They have concerns regarding student’s attendance
Have concerns regarding student’s discipline issue
Student sees Principal or Assistant Principal when he/she:
Has a bullying or harassment issue
Witnesses bullying (online reporting form)
Parent contacts Principal or Assistant Principal when:
They believe their student is a target of bullying or harassment
An issue with a particular teacher persists after parent/teacher conference
If you are having a problem with computer equipment, passwords, email, the network or the
Internet, your first step should be to enter a ticket into the MPS helpdesk at:
http://cfweb.smartedu.net/medford/tss/ To enter a problem, click on Reporter and enter password
This website and directions for entering a ticket can also be accessed under the MPS Technology
Department webpage. Once the help desk ticket has been received, it will be sent to the
appropriate person who will then help resolve your problem.
Medford Public Schools Webpage: http://www.medfordpublicschools.org/
Please go to the Technology Department webpage to access any information related to
RichardTrotta, Directorof Media/Technology/Fine Arts email@example.com
Charlotte Grant, Secretary firstname.lastname@example.org
CassandraHale,TechnologySpecialist –Email email@example.com
Frank Dalessio,TechnologySpecialist firstname.lastname@example.org
(HS,Voc, CT, Andrews)
Jack Dempsey HighSchool Digital MediaInstructor email@example.com
Lisa Dunphy,HighSchool MediaLiteracyInstructor firstname.lastname@example.org
CindyShaw,Data Specialist email@example.com
KarenDiDomenico,McGlynnMiddle School Instructor firstname.lastname@example.org
Antonette Fusco,BrooksTechnologyInstructor email@example.com
Catherine Minogue,ColumbusTechnologyInstructor firstname.lastname@example.org
USERNAMES AND PASSWORDS
In the MedfordPublicSchool District, youwill be assignedseveral differentusernamesandpasswords.
Network,Email and iPass
For network,email,andiPass,please enterahelpdeskticket(SEETHE ABOVEDIRECTIONS)
Onlythose teachersneedingaccesstoiPasswill be givenausername andpassword
All teacherswill needausername andpasswordinorderto signup forProfessional
Contact Michele Bissell email@example.com
A programusedby the Guidance Departmenttohelpstudentsinthe collegedecisionmaking
Teachersmay needaccessinorderto entercollege recommendations
Contact the Guidance Departmentsecretaryat781-393-2319
Onlythose teachersneedingaccesswill be givenausername andpassword
Easy IEP allowsteacherstoenterspecial educationinformationforstudentswhoare onan IEP.
Contact the Office of Pupil Servicesat781-393-2229
Onlythose teachersneedingaccesswill be givenausername andpassword
Logging onto the Staff Accounts and Entering Daily Attendance
My username: ________________________________________
My password: Please keep this confidential – do not write it down and leave it where
anyone can find it.
1. The web address for the iPass Student Information System is:
https://ipass.medford.k12.ma.us (for school and home)
2. The screen below should appear. (Figure 1)
3. Enter in your default user name
User ids are not case sensitive
Your username is your entire last name and the first letter of your first
name (example: John Smith = smithj)
There are some exceptions to this rule. If there is more than one
person with the same last name and first letter, it may be the first 2
letters of your first name. (example: John Smith = smithjo)
If your last name is hyphenated or contains an apostrophe, the
symbols are dropped. (example: John O’Sullivan = osullivanj)
If your last name is hyphenated only the first part of your last name is
used and the first letter of your first name. (example: John Smith-
Jones = smithj)
Everyone is given a default password. Users will automatically be forced to change
their passwords before continuing. You must first enter the default password, and then
enter the new password twice to verify it.
Passwords are case sensitive
They must be at least 8 characters in length
They must contain a series of letters and numbers
One character must be uppercase
One character must be a special symbol - !@#$%^&*()
You should make up something that will be difficult for others to guess.
Do not give your password to anyone
4. Once you have logged on correctly you will come to the home page.
The main screen will display a calendar, the current school to which
you are connected and the available folders on the left hand side. (see
Figure 2 & 3)
There are 2 different ways to view iPass (original and expanded). You
can find these settings under the My Data, My Preferences folder.
Figure 2. Expandable menu
Figure 3. Original Menu
5. To enter Daily Attendance, click on the iTeacher icon or on the + sign next to the
iTeacher folder on the left.
6. A screen similar to Figure 4 should appear.
7. To enter the attendance, locate any student on the list that is absent, and click on
the attendance code to change the status from Present to Absent. When you are
finished entering all the absent students, click Submit.
If you do not click Submit, the information will not be updated
If everyone is present, click Submit
Log out when you are finished
You only need to enter Present or Absent, the main office or submaster offices will take
care of tardy and dismissed students.
If you are a guidance counselor or specialist, your folder options will appear different.
You may only have access to view students. Please contact me if you think you need
Please be careful not to leave your computer logged into the iPass system. The
information in the system is very sensitive. You do not want anyone else using your
account to change information.
All teachers are expected to enter their attendance daily unless your computer is not
working or you have not been assigned a computer. If you are unable to enter your
attendance, please send it to the main office or submaster office at your school.
There is a log out default. If you do not use your account for 15 or more minutes, you
will be logged out automatically.
IPass can be accessed in school and outside of school using the same web address
If you see a red circle with a line going through it when you try to click on information,
your pop-up blocker is probably preventing you from accessing the information.
Temporarily turn off your pop-up blocker or press the CTRL button at the same time you
press the Submit icon to temporarily disable the blocker.
If you forget your password and you try to log in 3 or more tries, your account will be
changed to an inactive status. You can reset your password by clicking on the Forgot
Password icon on the login screen.
There is a help button located at the top of the iPass screen; it contains a link to
documentation, video tutorials and PowerPoint presentations. If you need information,
try clicking on Help.
If you want to change the look of your menu from original to expanded, you can find the
options under My Data, My Preferences. Once your make your changes and click
Submit, you must log out and log back in for the changes to take effect.
All teachers have the ability to access a drop down menu to view additional student
information. If you do not have this drop down menu, go into My Data, My Preferences
and change the Top Menu Preference to Horizontal Fixed Menu.
Password changes can also be made under My Data, Change Password
From the iTeacher folder, you can print out class lists and view student information. You
will also be using iTeacher to enter your progress reports and report cards.
If you need additional assistance, please contact me at:
Valid for 5 years of employment
For people who have not completed Approved Educator Preparation Program
A Bachelor's Degree
Passing Score(s) on MTEL
Additional Coursework for Some Licenses
Valid for 1 calendar year
For experienced teachers from another state
3 Years teaching under Valid Out-of-State License
Possession of a valid educator license/certificate from another state/jurisdiction that is
comparable to at least an Initial license in Massachusetts
Met the terms of our interstate agreements
Valid for 5 calendar years
3 Years of Employment Under an Initial License
Completion of a Teacher Induction Program
One of the Options for the Professional License
Primary License: 150 PDPs (no longer 120)
Each Additional License: 30 PDPs/an Invalid status requires 150 PDPs
Continuing Professional Development required to renew Professional licenses every 5 calendar
Please visit the DESE website for applications and additional information.
Guideline for Salary Increments
This form must be submitted:
• prior to taking a course or other college credit activity
• all signed forms must be resubmitted when applying for a salary increment using
It is important to remember that:
• An approval form should be submitted when 10 or more PDPs on specific topic have been accumulated
• Approval for all non- district sponsored workshops should be obtained prior to taking the workshop
• All college courses and activities must be at the graduate level
• There is a maximum of 45 PDP’s that count for any one activity
• All professional development activities
- must be consistent with your professional growth plan
- must align with the goals and objectives of Medford Public Schools
- cannot duplicate prior activities accepted as Salary Increment Credits
- must be considered as adding to the professional skill and knowledge base of the individual applying for
the increment (mentoring, student teacher supervisor not eligible)
• some PDP activities may not be accepted as Salary Increment Credits- example PDPs acquired on a
required district professional development day, mentoring a student teacher
The Department of Elementary and Secondary Education has determined that PDPs are valid for a
period of 5 years from the time they are earned; therefore, in order for PDPs to count towards any
one incremental step they must be accrued within a 5 year period prior to the request for salary
Activities which have been approved will be converted as follows:
15 PDPS = 1.5 CEU = 1 Salary Increment Credit
1 college credit (graduate) = 1.5 CEU = 1 Salary Increment Credit
To initiate the approval process, you must submit the completed form to your building
principal. The principal will forward it to the subject Curriculum Director. The subject
Curriculum Director will send it to the superintendent’s office for final approval. The
signed form will be returned to you to hold until you are ready to apply for the increment.
ADD: Attention Deficit Disorder
ADHD: Attention Deficit Hyperactivity Disorder
AP: Advanced Placement
BIP: Behavior Intervention Plan
DCF: Department of Children and Families (formerly DSS)
DESE: Department of Elementary & Secondary Education (formerly DOE)
EI: Early Intervention
ELA: English Language Arts. Part of the Common Core curriculum in the NC Standard Course of
Study, ELA refers to reading, literature, reading, writing and speaking and listening.
ELL: English Language Learner. Student whose first language is one other than English and who
needs language assistance to participate fully in the regular curriculum.
ESL: English as a Second Language. A program model that delivers specialized instruction to
students who are learning English as a new language.
ESY:- Extended School Year
ETC: Evaluation Team Chair
ETF: Evaluation Team Facilitator
ETL: Evaluation Team Leader
FERPA: Family Education Rights and Privacy Act
IEP: Individualized Education Program. The IEP is a written statement for a student with a disability
that is developed, at least annually, by a team of professionals knowledgeable about the student and
the parent. The plan describes the strengths of the child and the concerns of the parents for
enhancing the education of their child, and when, where, and how often services will be provided. The
IEP is required by federal law for all exceptional children and must include specific information about
how the student will be served and what goals he or she should be meeting.
McKinney-Vento: Homeless Assistance Act
NJHS: National Junior Honor Society
OT: Occupational Therapy
PLC: Professional Learning Communities. PLCs are defined by collaborative inquiry, shared
decision-making and joint planning of instruction among teachers. Teachers are provided structured
time to work together in planning instruction, observing each other's classrooms, and sharing
PST: Problem Solving Team
SLD: Specific Learning Disability
SLP: Speech-Language Pathology
SMART Goal: Specific Measureable Attainable Reasonable Timely goal refers to a different criterion
for judging objectives
RTI: Response to Intervention method of academic intervention used in the United States to provide
early, systematic assistance to children who are having difficulty learning.
Title I: Title I is the largest federal education funding program for schools. Its aim is to help students
who are behind academically or at risk of falling behind. School funding is based on the number of
low-income children, generally those eligible for the free and reduced price lunch program. Title I
used to be known as Chapter I.
504: Section 504 of the Rehabilitation Act of 1973 is a civil rights statute which prohibits
discrimination against individuals with disabilities. A 504 plan is an individual education plan for a
Classroom Grants and Funding
Yellow School Bus:
Please be sure to save your receipts for any class room materials, supplies,
cleaning products, decorations, and ancillary materials you purchased to
dedicate to your classroom. You may declare these expenses on your taxes-
please consult your accountant regarding the amount you may deduct.