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531 Johnson Avenue

Bridgeport, West Virginia 26330

(304) 326-7109

(304) 842-6562 (fax)

JohnsonElementary School

Dennis Stromberg, Principal

Vicki Huffman, Assistant Principal

531 Johnson Avenue

Bridgeport, West Virginia26330

(304) 326-7109

Welcome to JohnsonElementary School!

We welcome you to our school community. We hope you are as enthusiastic and excited about your placement and meeting our faculty, as we are to work with you. We look forward to the contributions you will make to our school and hope to help you gain in knowledge and experience.

In this handbook, you will find information pertaining to various policies and school guidelines, as well as pertinent information about our faculty and students. This handbook was created for the purpose of informing you about our school and welcoming you into our school community.

We hope that this handbook will answer any questions you may have in regard to our programs, policies, and procedures.

Jackie Rexroad, Teacher Education Coordinator

Home Phone: (304) 842-6769

Cell Phone: (304) 677-6768

OUR MISSION STATEMENT

The staff will focus on the students’ educational and social development in order to provide each student with the tools necessary to begin life as an active, productive citizen, and to be a life-long learner. Our entire school family believes that students, the focal point of our endeavors, must be given the opportunity to reach their fullest potential in order to achieve success. Our staff, parents and community members, embraces this philosophy and together, we will integrate into our school activities our school motto, “Hats Off To Learning”.

Awards, Accomplishments, Grants:

West Virginia Blue Ribbon School, 1998-1999

West Virginia School of Excellence, 1996-1997

NationalSchool of Excellence, 1986

West Virginia Exemplary Award Winner, 2001-2002

Recipient of the West Virginia Department of Education Competitive Grant for

Science Improvement, Space Camp 2003, Rock Camp 2004, Critter Camp 2005, Adventure / West Virginia 2006, Space Camp 2007

JOHNSONELEMENTARY SCHOOL:

A PROFESSIONALDEVELOPMENTSCHOOL

JohnsonElementary School is a Professional Development School (PDS). The purpose of a PDS is to provide a “site of best practice” for the ongoing development of practicing teachers and for the early development of novice teachers in teacher education. West VirginiaUniversity and public schools work together in the creation of this context for learning in school classrooms. This is called the Benedum Collaborative, which was established in 1990. The Benedum Collaborative is one of the oldest and most successful school-university partnerships in the United States. With a strong commitment to the tenets of simultaneous renewal, the Benedum Collaborative is a cooperative effort between 28 public schools, five school districts, and West VirginiaUniversity's College of Human Resources and Education and the Eberly College of Arts and Science.

BELIEF STATEMENTS
  1. All in a PDS are learners.
  2. All in a PDS have the opportunity for success.
  3. The organization of a PDS encourages all to be empowered.
  4. A PDS fosters an environment of mutual respect.
  5. A PDS promotes curriculum and instruction that evolves from

the continual review and that reflects the school’s vision.

CHARACTERISTICS OF A NOVICE TEACHER
  1. We believe that the novice teacher should have a commitment to and skills for life-long learning.
  2. We believe that the novice teacher should be an effective communicator.
  3. We believe that the novice teacher should recognize that teaching is a professional, moral, and ethical enterprise, should understand moral issues and ethical practices in educational environments, and should have developed ethical frameworks which facilitate effective teaching.
  4. We believe that the novice teacher should be a facilitator of learning for all students.
  5. We believe that the novice teacher should have an in-depth knowledge of pedagogy.
  6. We believe that the novice teacher should have an in-depth knowledge of content.
  7. We believe that the novice teacher should effectively integrate content and pedagogy.
  8. We believe that the novice teacher should be a reflective practitioner.
  9. We believe that the novice teacher should be aware of and have respect for human diversity.
  10. We believe that the novice teacher should be liberally educated.

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Jackie Rexroad, second grade teacher, is the Teacher Education Coordinator at Johnson.
Kim Sabo, fourth grade teacher, is the Site Steering Chair.
Benedum Collaborative Contact Information

609 Allen Hall

P.O. Box 6122

West VirginiaUniversity

Morgantown, West Virginia26506-6122

Phone: (304) 293-6762

Leadership
Sarah Steel, Coordinator of ProfessionalDevelopmentSchools and Clinical Experiences
Interim Director of Benedum Collaborative

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SCHOOL SCHEDULE

7:15Doors open – First bus arrives

7:25 - 7:55Breakfast served; Students report to and are dismissed from designated grade level bus rooms

7:55Students go to homerooms; Teachers are present to

receive students

8:00Tardy Bell; Students get ready for day

11:00Lunch – Kindergarten

11:05Lunch – First Grade

11:45 Lunch – Second Grade

11:50 Lunch – Third Grade

12:30Lunch – Fourth Grade

12:35Lunch – Fifth Grade

2:35First bell – Early bus students dismissed

2:40Second bell – Walkers dismissed

2:45Third bell – Late bus students dismissed

3:00Teachers may leave

INTRODUCTION TO JOHNSON

Johnson Elementary is located in Bridgeport, West Virginia. The population of Bridgeport is 7,306. Johnson is just one school of twenty-six schools in HarrisonCounty. HarrisonCounty contains six high schools, six middle schools, one intermediate school and thirteen elementary schools.

Johnson Elementary houses 565 students ranging from kindergarten to fifth grade. There are four classrooms per grade in this school. The majority of the student population, ninety-seven percent, is of Caucasian descent. One percent of the students are of Asian descent. Two percent of the students are of African American descent, while less than one percent of the students are Hispanic and American Indian. Twenty-two percent of the students at Johnson Elementary receive free or reduced-price lunch.

The Johnson Elementary faculty includes professionals who are committed to solving problems, accepting new challenges, and providing learning opportunities. They provide an environment in which students are challenged to become self-motivated, self-directed, and self-disciplined in the hopes of reaching their greatest potential. The faculty of Johnson Elementary is committed to professional growth and development.


OUR SCHOOL FACULTY AND STAFF

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Teacher Grade Room Number

N. Ashby Preschool Cubbies

A. DeFazio KindergartenK26

C. CareyKindergartenK16

D. RogersKindergartenK17

J. Phillips Kindergarten K27

M. Harris First101A

K. Shuttleworth First 102A

C. Belcastro First103A

S. McEldowney First104A

J. Rexroad Second205A

P. Barnes Second208A

L. Rice Second209A

B. Workman Second210A

J. Romeo Third311A

K. Busdeker Third312A

K. Burnett Third313A

G. Cann Third314A

J. Koreski Fourth401

S. Ash Fourth402

K. Sabo Fourth403

D. Doak Fourth404

K. Athey Fifth508

C. Wunderlich Fifth509

S. Secret Fifth510

K. Coffman Fifth511

P. Gray Special Ed.609

M. Fleming Special Ed.605

M. Shaw Special Ed.

D. Vecchio ComputerComp. Lab

K. Lewis P. E.

J. Kuhn Music Music Room

R. Hardman LibrarianLibrary

J. Holbert Speech

M. Wesolowsky Speech

J. Fulks Counselor

Teacher Grade Room Number

C. Stutler AideK16

B. Rhodes Aide K17

D. Stewart Aide K26

J. Wanstreet Aide K27

C. Hall Special Ed. Aide

R. Franklin Special Ed. Aide

C. Wright Special Ed. Aide

A. Huff Special Ed. Aide

A. Ammons SecretaryOffice

V. Shahan Secretary Office

M. Yeater Head CookCafeteria

D. Nay CookCafeteria

E. VincentCookCafeteria

R. StoutCookCafeteria

J. Weber Head Custodian

J. Payne Custodian

R. Rogers Custodian

D. Stromberg Principal

V. Huffman Asst. Principal

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West Virginia Public Schools

Teacher Code of Conduct

To provide students with quality educational opportunities, which reflect both excellence and equity, every teacher in the public schools of West Virginia, shall:

  1. Demonstrate a belief that all students can learn;
  2. Give assignments that make learning relevant;
  3. Teach responsible citizenship and life skills;
  4. Treat each student fairly;
  5. Promote a safe and positive learning environment;
  6. Be a good adult role model;
  7. Exhibit a caring, honest and professional attitude;
  8. Maintain professional growth and development;
  9. Communicate with parents;

10. Recognize the community as a partner in educating students;

11. Maintain confidentiality; and

12. Abide by policies and regulations.

JOHNSONELEMENTARY SCHOOL

Busdeker
Rm. 312A / Burnett
Rm. 313A
Romeo
Rm. 311A / Cann
Rm. 314A
Kuhn – Music
Lewis – PE/Health / Belcastro
Rm. 103A / McEldowney
Rm. 104A / Rexroad
Rm. 205A / Carey
Rm. K16 / Rogers
Rm. K17 / DeFazio
Rm. K26
HALLWAY
Shuttle- worth
Rm. 102A / Harris
Rm. 101A / Workman
Rm. 210A / Rice
Rm. 209A / Barnes
Rm. 203A
Vecchio – Computer Room / Phillips
Rm. K27
Fleming
Rm. 605 / Book
Rm. 607 / Rm. 612 / Cafeteria / Athey
Rm. 508 / Wunderlich
Rm. 509
HALLWAY
Doak
Rm. 404 / Sabo
Rm. 403 / Ash
Rm. 402 / Koreski
Rm. 401 / Weso-
lowsky / Office
Shahan- Ammons / Gray Rm. 609 / Coffman
Rm. 511 / Secret
Rm. 510
Holbert
Rm. 613
Library/media center- Hardman

JOHNSONELEMENTARY SCHOOL

SCHOOL-WIDE DISCIPLINE PLAN

COMMUNICATIONS

It is imperative that any communications within the building or going home regarding students be submitted to the principal or assistant principal for approval. This is to guard against misunderstandings and provide protection for the staff. In addition, any phone calls or correspondence being made involving situations where the integrity of parents, students, and staff is being questioned must have office approval prior to their being made.

DISCIPLINE

Be kind, but firm. Establish specific guidelines at the beginning of school for students’ behavior. Children need and want to know where they stand. Be consistent in any actions taken!

Establish rapport with students so that they may feel free to talk with you about their concerns. Talk to your students as you would a friend. Respect their rights, but also expect that your rights as an adult and teacher be respected. Respect is earned, not necessarily given freely. Establish and maintain, on a consistent basis, the school building rules for the Assertive Discipline Plan. Consistency is the key to good discipline.

The ultimate goal is for students to develop self-discipline. Therefore, they must be given choices so that they may assume responsibility for their own behavior. Students must be given the opportunity to change and correct behavior, with consequences well established, before a punishment is rendered.

Do not mass punish. It is unfair to the well-behaved child.

Do not place children indiscriminately in the hallway as a disciplinary action. (All children must be in eye contact at all times). Instead, utilize a corner of the room, isolate in some other manner. Do not place children outside the office door. If a problem exists, then we will solve the problem at the time of the occurrence. A child cannot learn outside the classroom. Exhaust every part of your Assertive Discipline program before sending them to the office. Discipline from the office will be more severe and should be utilized only after all teacher steps in the Assertive Discipline Plan have been used. The only exception is the severe clause, which would allow a teacher to send a child to the office for activities physically harmful to others, destroying property and confronting authority. The following must be adhered to:

School Rules:

The following is the list of school-wide rules under the Assertive Discipline Program:

  1. Follow directions the first time they are given.
  2. Keep hands, feet, and objects to yourself.
  3. Stay on task.
  4. Be prepared.
  5. No name-calling, cursing, or cruel teasing.

Negative Consequences – Grades K-3:

  1. Checkmark on chart, counted in conduct grade;
  2. 10 minute detention – checkmark on chart, counted in conduct grade;
  3. 20 minute detention – checkmark on chart, counted in conduct grade;
  4. 30 minute detention – check mark on chart, counted in conduct grade, phone call/note to parent
  5. Out to Principal or Assistant Principal.

Negative Consequences – Grades 4-5:

  1. Checkmark on chart, counted in conduct grade;
  2. 15 minute detention – checkmark on chart, counted in conduct grade;
  3. 30 minute detention – checkmark on chart, counted in conduct grade, phone call/note to parent;
  4. Parent conference;
  5. Out to Principal or Assistant Principal.

The following is a list of guidelines for behavior in common areas:

Hallway Rules:

  1. Single line at all times while moving through the hallways.
  2. No talking in hallway.
  3. No hats to be worn in building.
  4. No use of fountain when in line to cafeteria and bus room or on the way home.
  5. No stopping at fountain when changing classes.
  6. All teachers/adults are to be respected and obeyed.
  7. Hands and feet off the walls.
  8. No loitering in hallways or restrooms.
  9. Non-bus students enter and leave building through door by office.
  10. Bus students enter building through 5th grade doors.

Lunchroom Rules:

  1. Talk in quiet voice (directly across or beside you).
  2. Use acceptable manners at all times.
  3. Single file through serving line.
  4. Quiet in lunchroom dismissal line.

Playground Rules:

  1. No pushing.
  2. No passing or letting friends have “ups”.
  3. One person on the slides at a time.
  4. Go forward down the slides, feet first.
  5. Enter equipment only where there is a ladder or steps.
  6. Exit equipment only by the slides or the fireman’s pole, tires, or chains.
  7. Do not go up or down the diagonal supports for the long slides.
  8. Do not jump on the bridge.
  9. Do not throw wood chips.
  10. Do watch out for others and be careful.
  11. No touch or tackle football.
  12. No soccer permitted.
  13. No baseball permitted.

Late Bus Rules:

  1. Sit in designated bus area.
  2. Talk in a quiet voice (directly across or beside you).
  3. No eating or drinking in bus room.
  4. Students dismissed from bus room at discretion of the teacher.

Students must carry a bathroom pass when going to restroom. Teachers need

to follow these guidelines in a consistent manner. When a teacher sends a child to the office for discipline, the following disciplinary options could apply: early morning detention; noon recess detention; discussion of problem with student, counselor, etc.; warning of conduct; parent conference, suspension from school (in-school and out-of-school). Thinking room – this means of discipline is to be used with caution. It loses its effect if used wantonly. Only the professional staff may assign a student time in the “Thinking room”.

If you cannot handle a situation, the principal or assistant principal is available to provide assistance. However, sending a child to the office without satisfactorily completing the guidelines of the Assertive Discipline, unless under the severe clause, is admission of failure by the teacher to handle the problem and weakens his/her position with the student.

It should be noted that all students can behave appropriately at school. It does not matter whether children are neglected, neurotic, or deprived. They can still behave. The only children who cannot behavior are those with organic problems, such as brain damage. Problem children can behave – they simply do not want to behave – they have made their choice. It is interesting to note that when problem children are with teachers who expect them to behave and who assertively communicate their expectations both through words and actions, the student will choose to behave appropriately.

Some of the guidelines to develop to deal effectively with students are:

  1. The teacher must know at all times what he/she wants the students to do. Typical behavior teachers want from students are: 1) following directions; 2) staying in their seats; 3) raising their hands when they want to speak; 4) getting to class on time; 5) keeping their feet and objects to themselves; 6) bringing pencils, books, and paper to class; and 7) no cursing or teasing. The teacher must communicate these wants to the students both verbally and visually.
  2. The teacher must know how to systematically set limits when the students do not behave properly. Consistency is the key to setting limits. A teacher must provide a negative consequence every time a student chooses to behave inappropriately, according to the Assertive Discipline Plan.
  3. The teacher must know how to systematically reinforce the appropriate behavior. Effective positive reinforcement of appropriate behavior is the key to dealing with discipline problems. Use your creative ability.

For verbal reinforcement, try the following: first give directions to

students, then praise two students who comply. If one or more students have not followed the directions, list their names on the board according to your discipline plan.

*Be sure to praise every student every day. The most effective way of backing up verbal reinforcement is with action, such as sending positive notes home. Try to send two notes home per day.

Class wide reinforcement enables all students to earn a positive consequence for appropriate behavior. One form of class wide reinforcement is – the “marbles in a jar” incentive program. This is especially good for the difficult class. When one or more students behave appropriately, they can earn a marble for the entire class. Each marble equals one point. When the class has earned a predetermined number of points, the students get a reward, such as free time. The same goes for problem students, who should have a chance to earn perhaps three to five marbles for the class, as compared with one a day for the other students. The marbles should be counted at the end of each day and a running total kept for the class. When they have earned one reward, set a new goal. (Remember: the reward must be something the students really want).

  1. The teacher must also try to illicit the cooperation of the parent in discipline efforts with problem students.

DIRECTORY INFORMATION

In the event of a change of address or telephone number during the academic year, notify the office secretary immediately.

FOOD SERVICE

Breakfast program – Students wanting breakfast will report to the cafeteria where they will give their names to the person on duty, who in turn scans their I.D. numbers and enters the information in the computer.

Hot lunch – Each teacher is responsible for submitting his or her hot lunch count to the office on a daily basis by no later than 8:30am. An accurate count of the number of students participating in the hot lunch program for that day is necessary so the cooks know how much food to prepare. Be sure to send a separate salad count to the kitchen when necessary.

Free and reduced lunch forms will be made available to all students at the beginning of the school year and upon request.

CAUTION: No student is to be made conspicuous because of participation in the free lunch program.

GRADING SYSTEM

Harrison County Schools require all teachers to teach the state learning outcomes for each program of study. These are called content standards and objectives.