LAWNTON ELEMENTARY SCHOOL 4400 Franklin Street, Harrisburg, PA 17111 Phone: 558-9430 Fax 558-7780 www.cdschools.org/lawnton
LAWNTON’S MISSION STATEMENT:
Lawnton Elementary School seeks to create a positive and inviting learning environment that encourages high expectations for success, through rigorous instruction that accommodates individual differences and learning styles. Our school promotes a safe and caring environment where students and teachers work collaboratively in order to create a community of learners. We strive to have parents, teachers, and community members play an active role in our students’ learning.
LAWNTON’S VISION STATEMENT:
“One step at a time, every student learns, every child grows!"
PARENT/STUDENT HANDBOOK 2016-2017
Table of Contents
1 Table of Contents …………………………………………………………………………………………… 2 CDSD Board of Directors ………………………………………………………………………………….. 3 Mission Statement ………………………………………………………………………………………….. 3 Principal’s Message ………………………………………………………………………………………… 4 Communication ………………………………………………………………………………………… 4 Faculty & Staff …………………………………………………………………………………………….. 5 “Lawnton is Out of this World” .…….……………………………………………………………………... 6 School-Parent-Student Compact …………………………………………………………………………… 6 Daily Schedule ……………………………………………………………………………………………… 7 Dismissal …………………………………………………………………………………………………… 7 Attendance …………………………………………………………………………………………………. 8
General Polices & Procedures
Building Security/Visitors………………………………………………………………...... 9 Cafeteria Services ……………………………………………………………………………………...... 9 Dress Code………………………………………………………………………………………………….. 10 School Spirit Days …………………………………………………………………………………………. 10 Emergency Contact Information …………………………………………………………………………… 10
Emergency Plans …………………………………………………………………………………………. 11
Legal Custody ……………………………………………………………………………………………... 12 Lost & Found ……………………………………………………………………………………………… 12 Medication Policy/Procedures …………………………………………………………………………….. 12 Required Medical Exams …………………………………………………………………………………. 12 Parties & Celebrations ……………………………………………………………………………………. 13 Peanut Free School ……………………………………………………………………………………….. 13 Title I ……………………………………………………………………………………………………… 14 Annual Notification (Parent’s Right to Know) …………………………………………………………… 14
Academic Programs & Information Reporting Student Progress ……………………………………………………………………………….. 15 Benchmark Assessments ………………………………………………………………………………….. 15 Grading Policy …………………………………………………………………………………………….. 15 Honor Roll ………………………………………………………………………………………………… 16 Academic Program Focuses …………………………………………………………………………….... 16-17 Homework ………………………………………………………………………………………………… 18-19 Special Education …………………………………………………………………………………………. 20 Support & Related Services ……………………………………………………………………………… 21-23 Gifted Screening Eligibility …………………………………………………………………………….. 24-26
Bus Safety ………………………………………………………………………………………………… 26
Discipline ……………………………………………………………………………………………….. 27
2 The Central Dauphin School District School Board of Directors
Mr. Ford S. Thompson, President Mr. Stephen Smith, Vice President
Mrs. Jeanne Webster Mr. Eric Epstein Mr. Brian Faleshock Mrs. Janis Macut Ms. Cara Fickes Mr. Chris Judd Mr. William Roberts Mr. Eric Mock
Dr. Carol Johnson Superintendent Dr. Norman Miller Assistant Superintendent for Academic Operations Mrs. Karen McConnell Assistant Superintendent for Finance and Administrative
CENTRAL DAUPHIN MISSION STATEMENT Central Dauphin, a uniquely diverse school district, ensures all students a challenging and dynamic curriculum that prepares them to succeed in a changing, global society by inspiring lifelong learning in a caring collaborative community.
Central Dauphin School District is an equal opportunity employer and educator who fully and actively supports equal access for all people regardless of race, color, religion, gender, sexual orientation, age, national origin, veteran status, disability or genetic information. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Should any employee or applicant for employment have a concern regarding discrimination of the above in relation to employment, contact the Office of Human Resources at (717) 545-4703, ext. 259 or 262.
Lawnton Elementary School 3 4400 Franklin Street, Harrisburg, PA 17111 Phone: 558-9430 Fax 558-7780
Principal's Message:
Welcome to Lawnton Elementary School. We are happy to have you as part of the Lawnton family. This handbook has been prepared to give you important information about our school procedures. I encourage you to read it carefully and familiarize yourself with its contents.
The mission of the Lawnton Elementary School is to assist students in their individual growth by integrating a wide variety of educational experiences. Our goal is to create a safe, orderly learning environment in which enthusiasm for learning and school spirit will enhance the self esteem of both students and staff and develop each child's full potential.
Communication Throughout the school year there will be times when issues may arise and you will want to express your concerns. We request that you attempt to solve issues at the classroom level before requesting resolution at an administrative level. It is requested that when a problem or a concern exists, you begin with your child's teacher and speak with them first regarding a classroom issue. Everyone benefits when the proper chain of command is followed.
Please remember that teachers are in classrooms working with students most of their day and may be unable to contact you right away. Please allow him/her at least 24-48 hours to respond to your call or email. As always thank you for your continued support. Please note the proper channels of communication listed below:
Classroom Teacher Counselors Nurses/Psychologists Specialists & Support Staff
Mrs. Stephanie Bruno Principal School Office Phone: 558-9430
Sincerely
Mrs. Bruno
Mrs. Stephanie Bruno
LAWNTON ELEMENTARY SCHOOL FACULTY AND STAFF “Lawnton is Out of this World!”
4 Elementary Office Autistic Support (3-5) Mrs. Bruno – Principal Miss Dauksha – Room 15 Ms. Waller- Secretary Mrs. Self – Paraprofessional Mrs. Garcia – Paraprofessional Guidance Office Mr. Lynes – Paraprofessional Mrs. Hamilton - Counselor Special Areas Health Office Mrs. Evans - Art Mrs. Brandt – Nurse Miss Raab - Librarian Mrs. Lytle – Nurse Miss Mohn – Vocal Music Miss Nichter – Physical Education Kindergarten Mr. Liddick – Instrumental Music (Orchestra) Miss Markle – Room 02 Mrs. Link – Instrumental Music (Band)
First Grade Mrs. Warner – Room 20 Instructional Support Team (IST) Mrs. Cox – Room 21 Mrs. Radic – Reading Specialist Mrs. Stinson – Intervention Specialist Second Grade Mrs. Lighter – Data & Instruction Specialist Mrs. Foura– Room 16 Mrs. Burns – Psychologist Mrs. Vogle – Room 17 Mrs. McAnulty – Speech/Language Mrs. King – Occupational Therapist Third Grade Ms. Morgan - Physical Therapist Mrs. Lerant – Room 3 Mrs. Sessa - Gifted Support Mrs. Seaman – Room 4 Cafeteria Fourth Grade TBD– Cafeteria Manager Mrs. Bryant – Room 6 Mr. Gumpher – Cafeteria Assistant Mrs. Kaschak – Room 7 Mrs. Logan – Cafeteria
Fifth Grade Cafeteria Aides Mr. Umberger – Room 8 TBD Mr. Pope – Room 9 TBD
Special Education Custodial Mrs. Hatfield (K-5) – Room 10 Mr. Hallman – Day Custodian Mrs. Hainly – Paraprofessional Mrs. Young – Evening Custodian
Autistic Support (K-2) Miss Speicher – Room 13 Miss McLean – Paraprofessional Ms. Zeiders – Paraprofessional Mrs. Schwalm – Paraprofessional
Autistic Support (K-2) Mrs. Earnest – Room 14 Mrs. Moyer – Paraprofessional Mrs. Napper – Paraprofessional Mrs. Snyder – Paraprofessional
5 SCHOOL-PARENT-STUDENT COMPACT
The Lawnton staff strives to make sure all children have an opportunity to learn and achieve to their maximum potential. We strive to recognize and support the individuality of each student as a learner. We strive to provide experiences that lead to the complete development of each child in a nurturing yet challenging atmosphere so that our children can succeed and someday become caring, responsible, lifelong learners, and productive members of our society. This compact outlines how parents/guardians, the entire school staff and students will share the responsibility for improved academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the state’s high standards.
School Responsibilities Our school will strive to:
1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement as follows: a. An approved curriculum that aligns with state standards b. Research-based instructional programs c. Highly qualified teachers to implement the curriculum 2. Hold parent-teacher conferences and provide parents with frequent reports on their child’s progress. 3. Provide parents/guardians reasonable access to staff. 4. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as described in the school handbook. 5. Encourage parents to be involved and monitor their child’s progress throughout the school year. 6. Staff members will be available via e-mail, by phone, or scheduled meetings. Contact information for each school is available on the District Website, www.cdschools.org. Parent Responsibilities We, as parents, may support our children’s learning in the following ways: 1. Be sure my child is punctual and attends school daily 2. Encourage my child to do their best 3. Assist my child with homework 4. Participate in decisions relating to my child’s education 5. Stay informed about my child’s education by communicating with the school, promptly reading all notices from the school or the school district and responding, as appropriate 6. Attend regularly scheduled conferences during the school year, school-sponsored workshops and activities
Student Responsibilities I, as a student, will share the responsibility of my academic success in the following ways:
1. Come to school prepared to learn 2. Put forth my best effort and do my best everyday 3. Accept responsibilities for my own actions 4. Do my homework every day and ask for help when I need to 5. Give my parents/guardians all notices and information received from my school every
6 DAILY SCHEDULE & DISMISSAL PROCEDURES
First Day of School: August 26, 2016 Last Day of School: June 8, 2017
SCHOOL HOURS School Hours 9:00 A.M. - 3:45 P.M. Kindergarten Morning Session 9:00 - 11:45 A.M. Afternoon Session 1:00 - 3:45 P.M.
Two (2) Hour Delay: School Hours 11:00 AM – 3:45 PM Kindergarten AM - 11:00 a.m. - 12:45 p.m. PM - 2:00 p.m. - 3:45 p.m.
ARRIVAL Do not drop off your children before 8:45 a.m. No supervision is provided before that time.
TARDIES Students may enter the building at 8:45 a.m. Children who are not in their classroom at 9:00 a.m. are tardy. They must report to the office to receive a pass to enter class. Late arrivals need written excuses, just like absences.
DISMISSAL PARENTS WHO PICK UP THEIR CHILDREN SHOULD BE PROMPT Our dismissal bell rings at 3:40 p.m. Car riders will be called to the gymnasium, walkers will be dismissed from the front exit in the primary hallway, and buses will be called as they arrive. Parents of car riders should pull in the parking lot and wait for their children to come out to them. Staff will release the students when they verify the Lawnton approved assigned number (see car rider pick up procedures in your welcome packet).
The first week, dismissal will be very slow to assure that all children get their assigned transportation. After our routines are established, students will be dismissed more quickly.
DISMISSAL FOR BUS STUDENTS Parents of bus students who are picking up their children at the end of the day need to supply the teacher with a note in the morning. Without a letter, students will be sent home on the bus or follow their usual dismissal procedures. Bus stop changes and/or bus assignment changes must be made through the office. Students are not permitted to ride buses other than their own unless it is an emergency written notice is on file with the office. Your child may not get off at a different bus stop without a written permission slip from the office.
7 Students are expected to be in school except in cases of illness, emergency, or educational trips supervised by a parent or guardian. The following guidelines should be used when a child is absent or an educational trip is planned:
Student Appointments and Absence Excuses Students who need to be excused for appointments must bring a note, signed by their parent or guardian, to the classroom teacher when he/she arrives at school. Parents must pick up all students from the office before leaving the building. Adults picking up students must be listed on the Authorized Pick-up Form and be prepared to present identification when picking up a student.
Upon returning to school following an unplanned absence, whether for a partial or full day students should not be dropped off and allowed to enter the building alone. Parents must bring their child to the office to get a "Return to Class" slip. Students are required to submit a written excuse within 3 school days following the absence or they will be marked unexcused. This excuse should include: Reason for the absence Date of the absence Parent/guardian signature Phone number for verification
A student who has been absent three or more days due to illness will be required to have a doctor’s excuse. Please note that altered doctor’s notes will not be accepted. If the written excuse is not presented to the office within three days (3) from the date of absence, the day(s) will be marked unexcused.
Excused absences include the following: 1. Illness of pupil 2. death of an immediate family member 3. quarantine 4. “urgent reasons” as approved by the building Principal 5. approved educational trip
When students reach 3 unlawful/unexcused absences they are considered a truancy risk, and will be subject to consequences outlined in the District’s Attendance Policy.
EDUCATIONAL TRIPS/RELIGIOUS TRAINING District policy permits absences from school for certain educational activities/trips and religious training/holidays. You should submit your request on the available forms at least one week in advance of the absence. Forms can be obtained in the office or our website. When completing the form please provide a brief, but specific statement as to the educational value of the trip. Please be advised that educational field trips during the week of PSSA or district assessments will not be approved.
EXTRA CURRICULAR ACTIVITES A child must be in school in order to attend/perform in concerts and other after school activities. Children who are sent home from school due to illness my not participate in after school activities. It is always a difficult discussion to exclude a child; however experience has taught us that usually the child becomes ill during the event. It is healthier for everyone if the child remains home.
8 BUILDING SECURITY Exit doors will be locked once students have entered the building and after they are dismissed. Access to the building during the school day can only be made through the front entrance. Visitors should ring the bell to the right of the entrance doors and the door will be unlocked electronically. Upon entering the building, all visitors must report to the office to receive a visitor's badge. These security procedures have been put into place for the safety of our children.
VISITORS Based on the Central Dauphin School Board Policy, visitors are encouraged and welcomed. However, arrangements should be made at least 24 hours in advance. Please be mindful that unscheduled classroom visits can cause disruption of the learning environment. Please note: 1. Prior arrangements should be made for classroom visits with the classroom teacher or principal. 2. Pre-school aged children/older siblings are not permitted in the classroom during the instructional day. 3. Birthday treats, instruments, “forgotten” homework/items, etc. are to be dropped off in the office. 4. Please park in designated parking spaces only. Please do not park in the driveway as it blocks school bus traffic.
CAFETERIA SERVICES The elementary school cafeteria prices for the 2015-2016 school year as follows:
Student Breakfast Student Lunch Reduced Breakfast Reduced Lunch
Alternatives to the main course are offered each day and these items are described on the monthly menu. Each student will have an account for lunch payments. The students will have a PIN number to use when purchasing lunch each day. We recommend that parents send checks or money to cover at least 10 lunches at a time. Please make checks payable to: Lawnton Cafeteria
All students will be given free or reduced lunch applications at the beginning of the school year. It is very important that the application be submitted as soon as possible. Children in the same family may apply for the lunch program on the same form. Parents will be notified as soon as possible regarding the status of application.
HAC Parents may choose to pay for their child’s lunch through Home Access Center (HAC). HAC is part of our district website with services that allow parents to view information on their child’s cafeteria purchases and make deposits over the internet. For more information or to register for HAC please visit the District website under the parent tab. LUNCH WITH YOUR CHILD If you plan to have lunch at school with your child, you will need to pack or order a lunch from the cafeteria by 10:30 a.m. You may phone in your order or send a note to your child’s teacher. Please be advised that fast food is NOT permitted in the cafeteria nor will you be allowed to take your child out of school for the purpose of taking him/her to lunch. When packing your lunch, please remember that we have students at Lawnton with severe peanut allergies. Any parent refusing to follow these guidelines will lose this privilege.
9 DRESS CODE
Student dress is the responsibility of both the parent and the student. A student is expected to be dressed properly for the activities he/she is to participate. Good personal hygiene is expected. Clothing should be appropriate for school and not disrupt the educational environment. Examples of clothing that are NOT APPROPRIATE for school include: Tank tops Spandex pants Halter tops Short-shorts Biker shorts Boxer shorts Midriff tops Muscle shirts Logos or written phrases appearing on Tee shirts or other clothing should be appropriate. Platform soled shoes, flip flops, and thong sandals can cause injury during certain activities and should not be worn to school. When wearing shorts or a skirt, the hem of the shorts/skirt must be level with the fingertips when arms at their side. Sneakers with wheels are NOT permitted in school.
Students who are dressed inappropriately will be sent to the principal to call their parent/guardian for a suitable change of clothing.
SCHOOL SPIRIT DAYS
Every Friday is designated as a School Spirit Day and we would like all students to participate. Students are encouraged to dress according to the theme listed in the Lawnton monthly calendar. Classroom teachers will randomly select a participant as the class spirit wear winner and that student will be recognized with a pencil. For school spirit days, please wear maroon and gold.
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EMERGENCY CONTACTS & PHONE NUMBERS Please provide the school with up-to-date phone numbers and cell phone numbers so that we can contact you in the event of an emergency. Notify the school office immediately if you have a change of address, phone number, email, or work location. Remember to update information about emergency contact persons.
10 In the event of . . . A SCHOOL DELAY OR SCHOOL CLOSING In the event of inclement weather or some other emergency, parents will be contacted through our automated parent communication system. Parents/guardians should also listen to the television or radio stations for "Central Dauphin School District" school delay or closing information. The media will report the length of time of the delay or closing information over the following stations:
RADIO TELEVISION WHP-AM 580 WHP TV 21 (cable channel 2) FM 97.3 WGAL-TV 8 (cable channel 3) WMIX-AM 1460 WHTM-TV 27 (cable channel 9) FM 99 WITF-TV 33 (cable channel 6) WNNK-FM 104 WHGB-AM 1400 WTPA-FM 93.5 FM 89.5
AN EARLY SCHOOL CLOSING WHEN STUDENTS ARE ALREADY IN SESSION Parents should tune in to local media stations for information. You should already have a plan in place for your child in case of an early dismissal. If you are not at home when your child arrives, what plan should your child follow? Make these arrangements now and review them often with your child so that he/she is familiar with the plan.
A SCHOOL EVACUATION/ NON TMI In the event that it is necessary to evacuate our school, the children will be escorted to the Church across the street from the school. We will dismiss students to their parent/guardian from this location. Students will not be dismissed to anyone other than the parent/guardian without parental permission. You will be asked to sign out your child and present a form of I.D. before leaving the site.
A THREE MILE ISLAND EMERGENCY There are school evacuation plans in place for such a situation. (You may refer to the school district calendar for additional information.) If an evacuation is recommended while school is in session, the students and staff will be bused to Central Dauphin Middle School, 4600 Locust Lane. Any student being picked up will only be dismissed to a parent or person listed on the student's "alternate" pick up sheet. Once again, a form of I.D. will be needed to release children in this situation.
IN ALL OF THESE CASES, PLEASE DO NOT CALL THE SCHOOL. FOLLOW THESE PROCEDURES AND LISTEN TO THE LOCAL MEDIA STATIONS. IT IS IMPORTANT TO KEEP THE TELEPHONE LINES OPEN.
PARENT REUNIFICATION PLAN When you arrive at the alternate site to pick up your child, there will be four stations: A-F, G-L, M- R, S-Z. Please report to the station that has the first letter of your child’s last name and give the station working your child’s name. Once you have been identified, your child will be brought to you at the station. It is essential that parents first report to their respective station. We must be organized in order to ensure 100% accountability of our students.
*All individuals picking up students must be positively identified by our staff or provide valid identification. Unless a person’s name is on our list as having your permission to pick your child, we will not release your child to them.
11 LEGAL CUSTODY
Separated or divorced parents are advised of their obligation to inform the school about the situation in the home and provide written documentation about the custody status of the child. This would involve making available: Court orders or directives related to custody and access to the child Shared custody plans
Both the federal Family Educational Rights and Privacy Act and Pennsylvania Law (Act 115 of 1981) provide each natural parent with access to the school records. Act 115 also gives the parent access to medical and dental records and the address of residence for the children and of the other parent. No matter what form the custodial arrangement takes, one parent may not prohibit the other from viewing the records of the child. The only way a parent loses that right is through a specific order of the court restricting access. It is the policy of the Central Dauphin School District to remain neutral in concerns of custody issues. We provide both parents, upon proper request, access to school records and school functions.
Please be aware that the Central Dauphin School District is not to be included in any custody order as a third party or in any way involved in the exchange of children for visitation or a change in children’s custody.
Parent/Guardian A Parent or guardian is defined as a person who has the legal responsibility for providing the care and management a minor child.
LOST AND FOUND Each year, many personal items are left unclaimed at school. We maintain a lost and found box in the cafeteria. Please help us reduce our supply by labeling coats, mittens, lunchboxes, etc. After several attempts to locate owners, items in the box will be donated to a local charity.
MEDICATION POLICY AND PROCEDURES
Medication will not be administered by school personnel unless specific written instructions are received from a physician.
1. Containers must be labeled with the child's name, instructions for administration, content identification and name of physician. 2. The school nurse, or health room assistant, building principal, or his/her designee, shall arrange to administer the medication. 3. Exceptions to this policy must be approved by the building principal and/or school nurse.
REQUIRED MEDICAL EXAMINATIONS – A medical examination is required for all pupils upon original entry to school, sixth grade, and eleventh grade. Parents have the option to have their family physician perform the examination or they may opt to have the school’s physician perform the examination at a time announced during the course of the school year.
12 PARTIES/CELEBRATIONS
Birthday Treats The Central Dauphin School District is committed to promoting healthy eating. Our room parents adhere to specific guidelines when purchasing and preparing for classroom parties. It is important that students have the opportunity to enjoy fresh fruits, vegetables, and whole grain foods. In an effort to reduce the amount of refined sugar in our students’ diets, and combat childhood obesity, we are prohibiting cakes, cupcakes and most cookies for birthday snack celebrations. We have provided you with a list of alternative healthy birthday snacks to bring in for your child’s special day. We ask that you support us as we work together to form healthy eating habits for your child.
To minimize disruptions to the classroom, please notify your child’s teacher at least 2 days in advance of your child’s birthday if you plan to send in a treat. Please remember that this should not serve as your child’s birthday party. Balloons, crowns, flowers, goodie bags, etc. should be kept for home parties.
Classroom Parties In accordance with Central Dauphin School District Board policy, 4 classroom parties are held each year: Fall, December Holiday, Valentine’s Day, and End-of-Year. Room parents will be contacted by the Lawnton PTO to coordinate and organize the different parties. Parties will be open only to those parents assigned by the PTO.
*Pre-school students and other siblings are not permitted to attend school parties.
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PEANUT FREE SCHOOL Currently Lawnton has students that have “severe peanut allergies”. In an effort to ensure the safety and well being of these students, we ask that food products that contain peanuts, peanut butter or peanut oil not be sent to school for classroom parties, birthday treats or snacks to share.
13 TITLE I
Title I is the largest federal assistance program for our nation’s schools. The goal of title I is a higher quality of education for every child. The program serves millions of children in elementary and secondary schools each year. As a Title I school Lawnton receives funding to support things such as: smaller classes, additional staff (e.g. Reading Specialist, Intervention Specialist), additional training for school staff, teaching resources and materials technology.
Part of our goal as a Title I School is to get parents more involved in the educational process and by making home look more like school. Throughout the year we will be offering various opportunities for parents and families to attend learning workshops. We encourage parents to come out and learn ways in which you can work with your child at home on specific reading and math concepts. Each year our Parent Involvement Committee meets to develop ways that we can continue to successfully involve parents in the educational process. If you are interested in becoming a part of this committee please let us know.
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ANNUAL PARENT NOTIFICATION
Parents' Right to Know Teacher Qualifications
If your child attends a Title 1 school, you are entitled to information about your child's teacher. You are entitled to know whether the teacher is certified and qualified to teach the particular subject and grade. You are entitled to information about the teacher's college degree and major.
If your child receives any services from a paraprofessional, the school is required to provide you with information about the paraprofessional's qualifications.
Submit a written request for information about your child’s teacher or paraprofessional to the building principal. The building principal will provide you with that information in a timely manner.
14 REPORTING STUDENT PROGRESS
Kindergarten students receive report cards for marking periods 2 & 4. First grade students receive report cards for marking periods 2, 3 & 4. Second grade students receive report cards every marking period. Third-Fifth grade students receive progress reports mid-marking periods and report cards every marking period.
NOTE: Parents who have children in grades 1-5 can also access your child’s grade through Home Access Center (HAC) online. For more information or to register please visit the District website and click on the parent tab.
BENCHMARK ASSESSMENTS: As part of our Response to Instruction and Intervention (RtII) model, students in grades K-5 are benchmark tested 3 times per year (fall, winter, spring). Each child will be placed in an intervention group based on his or her performance on the assessment. Parents will receive a letter indicating how your child performed on the assessment compared to the expected benchmark and your child’s skill group assignment.
Throughout the year we continue to monitor students’ progress so that we can make data- informed decisions about your child’s education. If your child’s progress is monitored weekly or bi-weekly, data graphs will be sent home monthly so that parents/guardians are aware of your child’s progress.
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GRADING POLICY
1. All letter grades will correspond to the following: Please refer to district calendar for performance level criteria.
90 – 100 A/Superior 80 – 89 B/Above Average 70 – 79 C/Average 60 – 69 D/Below Average 0 – 69 F/Failure
2. First and second grade will use Outstanding (O), Satisfactory (S), or Needs Improvement (N) in place of letter grades.
Here at Lawnton we have chosen to use the following guidelines to assist in making educated decisions about your child’s grades.
90– 100 O 70 – 89 S 0 – 69 N
3. Conduct (Approaches to learning) will be graded using O, S, or N at all grade levels.
15 HONOR ROLL Distinguished Honors – (Grades 3-5) Each marking period a student must receive all A's in the core academic subjects and an A or B in all special subjects (Music, Art, and Physical Education) to qualify for Distinguished Honors. Students must also demonstrate satisfactory performance in classroom behavior. Handwriting grades will not be included.
A B HONOR ROLL -- (Grades 3-5) Each marking period a student must receive all A's and B's in the core academic subjects and an A or B in all special subjects (Music, Art, and Physical Education) to qualify for A/B Honor Roll. Students must also demonstrate satisfactory performance in classroom behavior. Handwriting grades will not be included.
GOOD CITIZENSHIP AWARD- (Grades K-5) Some students will be recognized with a certificate for good citizenship at the end of each marking period. Good citizenship is based on regular school attendance, work habits (including classwork and homework), a positive attitude, and appropriate behavior. These students are also responsible for and exercise good conduct on a consistent basis.
BUG (Bringing Up Grades) AWARD- (Grade 3-5) Students who work hard to improve their grades will be recognized in the 2nd -4th marking period. In order for the students to receive this award they must meet the following criteria: 1. Improve their grade in @ least 1 subject area from one marking period to the next (ex. B- to B or D to C) 2. They must maintain passing grades in their other subjects. 3. The student cannot have any failing grades.
Core Subjects: Special Subjects: Reading Physical Education English Art Spelling Music Math Social Studies Science
Students meeting the criteria for the above will be recognized at the end of each marking period.
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ACADEMIC PROGRAM FOCUS
The elementary grades are arranged in progressive steps. These steps will prepare our students for the necessary transition to the middle and secondary levels by providing a solid academic foundation.
Language Arts: Reading, English, Spelling, Handwriting The focus of Language Arts is to have students continuously progress through all reading skills utilizing the Houghton-Mifflin Journeys Literature Based Reading Program. Teachers are encouraged to enhance reading development through the use of children's literature and Language Circle Project Read Strategies. The District Curriculum requires that language arts skills be taught through application in writing. Students are taught the writing process and Four Square Writing Strategies in grades 1 through 5 with specific pieces of writing required at each grade level. Spelling is taught individually, small and whole class instruction.
Handwriting
16 Handwriting Without Tears (HWT) is a developmentally based curriculum for writing readiness, printing, and cursive writing. The multi-sensory lessons teach to all learning styles - visual, auditory, tactile, and kinesthetic. The unique materials and appealing workbooks eliminate problems with letter information, reversals, legibility, sentence spacing, and cursive connections. Handwriting skills are refined throughout the elementary years. Mathematics All students in grades K-5 will utilize the Go Math program. Go Math builds fundamental mathematical concepts with an emphasis on problem solving strategies and techniques. The program has had positive results in the improvement of students' mathematical knowledge. Science The Full Option Science System (FOSS) is an interactive curriculum that takes science out of the textbooks and puts it into the hands of students. It is an "inquiry based" curriculum which places a heavy emphasis on hands-on activities, teamwork learning, and utilizes science kits and other supplementary materials, rather than textbooks. Students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world through hands-on experimentation. Social Studies Students begin with an awareness of self and interactions with others in the family and community. As students progress, the curriculum is expanded to our state, nation, and neighboring nations. Map skills are included at every level. Art Students engage in art instruction once per cycle. Students will experience and appreciate various art forms. The program is supplemented with classroom activities. Specific objectives are set for each grade level to accomplish. Music Students will participate once per cycle in vocal music instruction. Basic vocal skills are developed along with an appreciation for music. The program is supplemented by elective instrumental music instruction available in grades 4-5 and in chorus in grades 4 and 5. Physical Education Physical education instruction is conducted once per cycle. The program is reflective of the students' physical development. Basic games and team sport skills are presented with an emphasis on sportsmanship. The program is supplemented with an adapted physical education program for those students requiring special instruction because of physical handicaps. Technology Students at every grade level have access to the computer lab. Each classroom has the opportunity to use the computer lab on a weekly basis. Library Students in grades 1-5 will visit the library once per cycle for instruction and book exchange. Kindergarten students will have the opportunity to check out books weekly. Students are taught how to use the library resources including electronic search stations and research materials. Positive Behavior Intervention Support (PBIS) Lawnton is a certified Tier I and Tier II PBIS school. We analyze behavior data weekly and determine the best course of action for each individual student. Please refer to our PBIS Parent Information Sheet.
17 DEFINITION: Homework is properly defined as any work planned or approved by the teacher to be completed by the student outside of the regular classroom without the immediate supervision of the teacher.
PHILOSOPHY: Homework should be a continuation of the learning process developed in the classroom and carried on by the student independently at home. It should be the type of assignment that reinforces learning skills previously taught in the classroom. Homework is also designed to promote independent study habits, teach student to be responsible and inform parents of work taking place in the classroom. Homework assignments are designed to supplement and reinforce the learning that takes place at school. The amount and type of homework assigned by teachers may vary by class and by pupil. However, the policy observed is that a minimum of homework be assigned in grades 1 and 2 with increased amounts in grades 3-5. Children in grades 3-5 can expect 30 minutes to an hour of homework several nights a week.
Parents can help during homework time ………
Make sure your child has a quiet, well-lit place to do homework. Avoid having your child do homework with the television on or in places with other distractions, such as people coming and going. Make sure the materials your child needs, such as paper, pencils and a dictionary, are available. Ask your child if special materials will be needed for some projects and get them in advance. Help your child with time management. Establish a set time each day for doing homework. Don't let your child leave homework until just before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates. Be positive about homework. Tell your child how important school is. The attitude you express about homework will be the attitude your child acquires. When your child does homework, you do homework. Show your child that the skills they are learning are related to things you do as an adult. If your child is reading, you read too. If your child is doing math, balance your checkbook. When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.
18 Play an active role in homework. Cooperate with the teacher. It shows your child that the school and home are a team. Follow the directions given by the teacher. Stay informed. Talk with your child's teacher. Make sure you know the purpose of homework and what your child's class rules are. Help your child figure out what is hard homework and what is easy homework. Have your child do the hard work first. This will mean he will be most alert when facing the biggest challenges. Easy material will seem to go fast when fatigue begins to set in. Watch your child for signs of failure and frustration. Let your child take a short break if she is having trouble keeping her mind on an assignment. Reward progress in homework. If your child has been successful in homework completion and is working hard, celebrate that success with a special event (e.g., pizza, a walk, a trip to the park) to reinforce the positive effort.
If you have questions regarding your child's homework, contact your child’s teacher.
Parents are encouraged to obtain homework and school assignments if their child is absent from school. These requests should be made early in the day to allow time for the teacher to gather the materials.
You can help your child considerably in cutting down on wasted time spent searching the house for necessary homework supplies and materials. Not only is it a frustrating waste of precious minutes, but it also causes a major break in productivity, pulling your child unnecessarily off-task.
A Homework Supply Kit can be stored in anything portable, preferably a lightweight container with a lid. Some children work at their desks, or on kitchen or dining room tables; others prefer to spread out on their beds or the floor. With this system, where your child chooses to study doesn't matter. The necessary supplies can accompany your child anywhere.
Recommended Supplies (Depending on Age of Your Child)
_____ Plenty of paper _____ Colored pens and markers (thick and thin points) _____ Sharpened pencils with erasers _____ Dictionary/Thesaurus (or Dictionary.com) _____ Pencil sharpener _____ Self-stick notepads _____ Ruler _____ Calculator _____ Crayons _____ Index cards _____ Glue stick _____ Highlighter pens _____ Colored pencils _____ Stapler with box of staples _____ Paper clips _____ Single-hole punch _____ Three-hole punch
19 Special Education Services
Introduction Central Dauphin School District provides a variety of programs to students who meet the criteria to be identified as eligible and then in need of special education and related services. Eligibility is determined through an evaluation conducted by a Multidisciplinary Evaluation Team. This team prepares an Evaluation Report (ER) which is based on a student’s strengths and needs as shown by educational performance levels, rate of acquisition and retention, interpretation of assessment results, classroom observations and information from parents and teachers.
If the Multidisciplinary Evaluation Team recommends the student is eligible and the Individual Education Program (IEP) team determines the need of specially designed instruction, an IEP is written. The IEP is a written plan that describes the student’s present levels of functioning, goals and objectives, specially designed instruction and resources necessary for the student to experience success within the education environment. If a student is not eligible for an IEP, the team must still make recommendations.
Educational programs (itinerant, supplemental or full-time) are available in the district for students found to be exceptional according to the Pennsylvania State Department of Education guidelines. The following categories are included:
Learning Support – For exceptional students whose primary need is academic learning.
Life Skills Support – For exceptional students where the class focuses primarily on the needs of students for independent living
Emotional Support – For exceptional students whose primary need is emotional support
Deaf or Hearing-Impaired Support – For exceptional students who are deaf or hearing impaired
Blind or Visually Impaired Support – For exceptional students who are blind or visually impaired
Deaf and Blind Support – For exceptional students who are deaf and blind
Autistic Support – For exceptional students who are identified as autistic or on the spectrum
Speech and Language Support or Intensive Speech and Language Support – For exceptional students who are speech and language impaired
Multidisabilities Support – For exceptional students with multiple disabilities
Orthopedic Impairment Support – For exceptional students who have physical or neurological impairments
Traumatic Brain Injury Support – For students who have suffered a brain injury
20 SUPPORT & RELATED SERVICES
GUIDANCE COUNSELOR
The school counselor is at Lawnton two days a cycle and delivers the Board Approved guidance curriculum to each grade level. This means lessons are taught to each grade level at various times throughout the year on guidance related topics. Topics include but are not limited to: responsibility, self- esteem and self-confidence, peer interactions, conflict resolution, stress management, study skills, conversational and friendship making skills. Teachers are welcome to suggest particular topics of need and are encouraged to collaborate with the counselor if appropriate on developing those lessons.
The counselor acts as a PBIS Committee representative serves on behavioral, instructional support and multi-disciplinary teams as needed.
The counselor will act as consultants for individual student problems upon the request of the teacher, parent or administration. In addition, the counselors will conduct individual and group counseling sessions as needed/requested.
The counselor serves as coordinator of the gifted education screening process. The counselors will act as liaisons between the school psychologist, teachers, parents and administration.
The counselor will participate in all retention/promotion meetings, instructional support team meetings and end-of-year placement meetings, as well as other responsibilities deemed necessary in the course of their duties.
Reading Support Program The Reading Specialist assists the teachers and administrators in the implementation of the reading program. The specialist provides training and coaching as needed. The specialist might visit classrooms in order to offer suggestions for implementing the reading program.
Response to Intervention and Instruction (RTII) The purpose of the Instructional Support Team is to provide each student with the opportunity for a success- ful school experience. The IST utilizes the Response to Instruction and Intervention (RTII) model of service delivery. This process is being implemented throughout the elementary schools in the district.
Through progress monitoring data, the team is constantly checking to ensure that students are reaching benchmark levels of performance in reading and math. When students do not make benchmark, the IST works to provide additional levels of intervention services to meet the student’s need. The IST utilizes research-based interventions to meet the needs of the student. An increase in the frequency or intensity level of intervention may occur if a child does not make expected progress. Once a student meets his expected progress goal, he dismissed from the IST process. The team also receives requests for assistance for academic, emotional and/or behavioral concerns. This request can be made by parents, classroom or itinerant teachers, the counselor, the principal, or the nurse. Parents may also request a special education evaluation at any time. The instructional support team consists of the following: the instructional support teacher, the principal, guidance counselor, classroom teacher, parents, and any other staff member associated with the referred student.
21 PSYCHOLOGICAL SERVICES
The decision to refer for a psychological or psychoeducational evaluation is usually made when considerable evidence exists that the pupil has an emotional or academic exceptionality. Initial referrals for psychological testing require written and informed parental consent. Findings are shared with parents and appropriate staff members. Individual reports called Evaluation Reports are retained at the Administration Building, office of special education services and in the pupil’s cumulative folder. Evaluations administered are: • Cognitive ability • Social/emotional • Achievement • Vocational • Educational and medical • Perceptual/motorhistory • Psychiatric
RELATED SERVICES
In addition to the individualized educational program, related services are provided to the student as outlined in the IEP. These special programs and services are provided to students who meet the eligibility criteria to be identified as speech and language impaired, learning disabled, mentally retarded, neurologically impaired, emotionally disturbed, physically handicapped, autistic, multihandicapped, blind or partially sighted, deaf or hearing impaired. Guidelines for these programs, as well as rules and regulations for their operation and maintenance, are federally and state mandated and controlled. If you have questions regarding special programs and services for children in Central Dauphin School District, contact the office of special education services, (717) 545- 4703, ext. 286.
BEHAVIOR SPECIALIST
The district employs full-time certified applied behavior analysts whose primarily role is to provide support to educational staff through both consultative services and educational/training opportunities. The behavior specialists are available to assist staff with the functional behavioral assessment process, the development and implementation of targeted interventions, and school-wide utilization of effective behavioral management strategies.
OCCUPATIONAL/PHYSICAL THERAPY SERVICES
Occupational/physical therapists are professionals who may provide services to children receiving special education. In some instances, children in regular education may also require occupational/physical therapy assistance if they are in some way health impaired. This service will be provided as a 504 Service Plan when children qualify for this service. Services provided by the school therapist are: • Evaluation • Direct treatment • Integrated therapeutic • Consultation • Training programming
22 SOCIAL WORK SERVICES The primary role of the school social worker is to assist eligible students in resolving personal, social and/or emotional problems that interfere with their adjustment to school and their capacity to enjoy and experience the fullest benefits of the educational process. The school social worker’s role and function encompass a range of duties and responsibilities to the overall education, health and welfare of exceptional students. Services may be provided to parents or guardians of eligible students to increase their knowledge and utilization of community resources. The school social worker can facilitate the referral of exceptional students to outside agencies, i.e., Children and Youth, MH/MR, Juvenile Probation, residential treatment facilities, etc. The responsibility of tracking all students who are hospitalized or residentially placed for mental health and/or drug and alcohol issues, students placed into foster care, and court-ordered placements is also part of the school social worker’s role.
SPEECH/LANGUAGE PROGRAM
Central Dauphin School District provides comprehensive speech and language support services for students in Kindergarten through 12th grade. Certified Speech and Language Therapists are available to assist students with specific speech and/or language deficits or delays. Students with an identified Speech/Language Impairment are serviced through a combination of individual and small group work, in- class assistance and consultation/collaboration with classroom teachers and parents.
Children are referred for speech and language concerns through the instructional support process, where a team of specialists evaluates the student’s areas of difficulty in the context of his/her overall academic and behavioral performance. If concerns are significant, the Speech/Language Therapist will initiate a S/L screening, followed by an assessment if appropriate. If a student is identified with a S/L impairment, an Individualized Education Program (IEP) will be developed to address specific areas of need.
23 Information on Gifted Screening & Eligibility
General or Level One Screening for Gifted Eligibility is conducted by Central Dauphin School District beginning in the fall of the school year. Teachers are asked to recommend any student who they think may qualify as gifted.
These screenings are arranged in order to allow teachers’ classroom performance time and familiarity with students to assess daily student achievement over time. There should be fewer children recommended for screening in older grades. Gifted children should have demonstrated their superior performance well before latter school years. Younger children will have the early months of school to adjust and to demonstrate their superior achievement to teachers. Parents may request one evaluation annually at any time. In this event, the school will form a team, conduct an expedited screening of student achievement and determine the appropriateness of a Multidisciplinary Evaluation. Parents will be notified in writing if the school does not recommend evaluation.
When a child is recommended, who may qualify as gifted, the parent(s) are notified and the Level One screening measures are completed for the child. If criteria are met at Level One, the child is them recommended for Level Two Screening.
Throughout the screening evaluation process, staff collaborates with the Teacher of Gifted to recognize and confirm gifted traits in students.
Level One screening conducted by the District includes multiple factors: teacher(s) report, including the student’s rate of acquisition and retention review of the last two years PSSA test scores and SAT9 scores review of all report cards/grades consideration of intervening factors such as disability, English as a Second Language and/or socio- economic deprivation academic portfolio, products or research specialized skills or interests
At Level Two the child is given The Kaufman Brief Intelligence Test. If the child does not meet Level Two Screening criteria the parent is informed. If the child has met criteria in Level One and Two Screening, the Guidance Counselor will notify the parent if the child is recommended to receive a Multidisciplinary Evaluation and ask for written parent consent.
This evaluation includes all information gathered in the screening process, multiple and varied information from parent, teachers, psychologist, record reviews and work samples of the student. When the evaluation is completed, parents are invited to an Evaluation Review meeting to determine eligibility for gifted services.
If not eligible, the Team will make recommendations to enhance the child’s learning within their regular classroom. Many children are very bright but do not meet the criteria as “gifted learners”.
If the child is eligible for Gifted Education, a Gifted Individualized Education Program (GIEP) is then developed. The Individualized Education Program meeting may be conducted immediately following the Gifted Multidisciplinary Evaluation Team meeting at the parent’s request or within 30 calendar days after the parents have received a copy of the Gifted Evaluation Report. This report is a summary of the Gifted Multidisciplinary Evaluation.
Once the Notice of Recommended Assignment (NORA) has been signed, the Gifted IEP will be implemented no more than 10 days after it was signed or at the start of the following school year if completed less than 30 days before the last day of scheduled classes.
24 Parents will have 10 calendar days to respond to a Notice of Recommended Assignment (NORA) sent by mail or 5 calendar days to respond to a Notice presented in person at the conclusion of the GIEP Conference.
All children are special but yet may not be gifted. Many young people display their potential in unique and bright ways even though not meeting State and District criteria referred to above. Sometimes this is in one or two areas or for others across the entire curriculum. Some are artistic or demonstrate outstanding interpersonal leadership skills. Central Dauphin School District administrators and staff believe the talent of our young people can and must be enhanced through a broad continuum of educational services. These begin in the general classrooms for all students where our teachers differentiate learning experiences for all students.
Regardless if a student meets State criteria to be identified as a gifted learner as Joseph Renzulli, Director of the National Research Center on Gifted and Talented, shares “it is the level and quality of learning experience for any and all students capable of manifesting high levels of performance in any and all areas of the curriculum” that makes the difference!
25 Riding the bus is a privilege provided by the Central Dauphin School District. To assist the bus driver in the successful fulfillment of his/her responsibilities, students also have responsibilities. The use of the school bus students is a service. Anyone who violates the rules established by the district may be denied this service. The school bus is an extension of the classroom and the driver should expect and insist on respect and orderliness. Students must obey all rules of conduct in the interest of common courtesy and safety. GENERAL SAFETY RULES All students who ride the bus shall, in addition to complying with all rules in the School Discipline Code, comply with the following additional rules:
Prior to Loading 1. Be on time at the designated stop arriving at least five (5) minutes before the bus is due. 2. Wait for the bus in a safe place, well off of the highway or street. Cross the street to enter the bus if necessary, only when the bus is stopped and the red flashing signals and the stop sign arm are activated. 3. Respect the property rights of people who reside at or near the bus stops. 4. As the bus approaches the stop, get into single file and enter the bus in an orderly manner and take your seats. The bus driver may assign seats. 5. Buses will stop only at Board approved, designated stops.
While on the Bus
1. Observe regular classroom conduct except for ordinary conversation and follow the bus driver’s instructions. The bus driver has the same authority on the bus as a teacher in the classroom. 2. Remain in your seat at all times, except when boarding and leaving. Do not change seats at bus stops or while the bus is in motion. 3. Keep your hands, head, and feet inside the bus at all times. 4. Loud talking, laughter, and other similar conduct divert the driver’s attention and may result in a serious accident. 5. Do not damage or tamper with any parts of the bus. In addition to disciplinary action from violating this rule, you or your parents will be responsible for the payment of the cost of repairs. 6. Keep the aisle clear, except when entering and exiting the bus. 7. Do not throw anything in the bus or out of the bus window. 8. Horseplay, fighting, abusive language or profanity, eating, and drinking are strictly forbidden, as is all other conduct prohibited by the School Discipline Code. 9. Be courteous to fellow pupils and the bus driver. 10. The following items are not permitted in any school vehicle: live animals, weapons, drugs, alcohol or tobacco, flammable liquids (gasoline, propane, and other fuels), fireworks, firecrackers, smoke bombs, tape recorders, radios, balls (except for team buses), water pistols, spray bottles, pea shooters, sling shots, instruments, and any item too large for students to hold on their laps.
After Exiting the Bus
1. When necessary, cross the road at least ten (10) feet in front of the bus, but only after looking to be sure no traffic is approaching from either direction. 2. Older students should help look after the safety and comfort of younger students. 3. Be alert to the danger signals from the bus driver (horn toot, head or hand motions, etc.) 4. Go directly into your school building in the morning and directly home in the afternoon.
26 STUDENT DISCIPLINE The Central Dauphin School District's Code of Student Conduct includes an Elementary Student Disciplinary Response Structure. The staff requests parental support in helping maintain appropriate conduct in school. The elementary student is governed according to the following:
Purpose Effective instruction in the elementary school requires a safe and orderly learning environment. It is the inherent responsibility of all members of the professional staff to contribute to the establishment and maintenance of the environment. This environment requires that students maintain behavior, which is free from activities that detract from their own or other student's learning, is respectful of property and contributes to their own learning.
Methods The achievement of this safe and orderly environment is the direct result of clear statements of specific expectations, and the consistent monitoring of student behaviors and application of intervention strategies as well as positive reinforcement.
Interventions/Professional Responses to Inappropriate Behavior Actions should be designed to motivate children to return to appropriate behaviors. Interventions will be administered in a timely manner, with the least disruption of the student's educational program necessary to reestablish appropriate behavior. Interventions match the degree of the infraction and the developmental stage of the child.
Also please refer to the Central Dauphin School District Student Code of Conduct. Threats/Physical fights are serious offenses and may result in out of school suspension and notification of the police.
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