MISSION VIEJO ELEMENTARY SCHOOL
PARENT HANDBOOK
2013-2014
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Mission Viejo Elementary School
Parent Handbook
Table of Contents
TOPICPAGE
Table of Contents……………………………………………………2
Quick Reference Information………………………………….3
Parent Organizations………………………………………………3
School Hours…………………………………………………………..3
School Curriculum…………………………………………………..4
Developmental Assets…………………………………………….5
Grading Procedures………………………………………………..6
Homework……………………………………………………………..6
Parent/Teacher Conferences………………………………….6
Attendance Policy/Reporting Absences………………….6
Make-Up Work/Moving…………………………………………7
Student/School Discipline………………………………………7
Drop-Off/Pick-Up Before & After School………………..8
Weather Delays and Closures…………………………………8
Discipline Matrix (Grades K-2)………………………………..9
Discipline Matrix (Grades 3-5)………………………………10
Lunch & Breakfast Program………………………………….11
Volunteers & Visitors…………………………………………..11
Patriotism/Pledge of Allegiance…………………………..11
Health Services…………………………………………………….11
Health Education………………………………………………….12
Special Education…………………………………………………12
Student Telephone Use………………………………………..13
Safety & Accidents……………………………………………….13
Theft or Loss of Personal Property……………………….13
Care of School Equipment……………………………………13
Dress Requirements…………………………………………….13
Lost & Found……………………………………………………….13
Field Trips…………………………………………………………...14
Bicycles, Skateboards, Scooters……………………………14
Parties, Birthdays & Special Events………………………14
Outside Recess…………………………………………………….14
Parent/Guardian Communication………………………..14
Before & After School Program (B&A)………………….14
Kindergarten Enrichment Program (KE)………………..15
Parent/Guardian Concerns…………………………………..16
Sex Offender Information…………………………………….16
Out-of-District Acceptance/Admissions Policies……17
Other District Policies……………………………………….....18
Index…………………………………………………………………….22
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MISSION VIEJO ELEMENTARY SCHOOL
“Home of the Roadrunners”
Students and parents/guardians or legal custodians are strongly encouraged to review the contents of this handbook. This handbook was not designed to be all inclusive, but rather to be utilized as a reference. Should concerns arise about the information you read here, please contact the office. Additional copies are available in the office for parents/guardians.
Student Conduct and Discipline
The Student Conduct and Discipline handbook is prepared as a separate booklet, produced by Cherry Creek Schools. The booklet includes all district policies related to student conduct and discipline and is distributed to all parents/guardians/legal custodians and students. The booklets are also available in each school building as well as other district offices. Parent/Guardian and student signatures are required to verify receipt of the booklet and compliance with the Cherry Creek School District Networked Resources Acceptable Use Agreement.
QUICK REFERENCE INFORMATION
Websites
District:
School:
State:
Phone Numbers
Main Office: 720-886-8000
Attendance: 720-886-8000
Nurse’s Office: 720-886-8005
Lunch Menu/Information: 720-886-8044
Before/ After School Care: 720-886-8024
FAX: 720-886-8088
Address
Mission Viejo Elementary School
3855 S. Alicia Pkwy
Aurora, CO 80013
School Hours
Grades 1 through 5: 8:45 a.m. to 3:15 p.m.
Kindergarten (morning): 8:45 a.m. to 11:55 a.m.
Kindergarten (afternoon): 12:25 a.m. to 3:15 p.m.
School Office: 8:00 a.m. to 4:00 p.m.
Before/After School: 6:30 a.m. to 8:45 a.m. and
3:00 p.m. to 6:00 p.m.
Students are not permitted on school grounds before 8:30 a.m. or after 3:30 p.m. on school days unless they are supervised by an adult, participating in a school or community program on campus, or enrolled in our Before/After School Program.
Parent Organizations
Mission Viejo has three parent organizations in which we would like parent participation:
1) The PTSCO (Parent, Teacher, Student, Community Organization)
The primary purpose of the PTSCO is to support the educational success of the school through fundraising and community events. Money raised can be used to support educational programs, community events with an academic or child focus and various school “celebrations”. The PTSCO generally meets the every other month on the second Wednesday of September, November, January, March and May.
2) The School Accountability Committee (“Parent Accountability”)The primary purpose of Parent Accountability is for parents & community membersto review and provide input on the academic programs being implemented by the school and to ensure financial resources are allocated to ensure the success of the chosen program(s). Parent Accountability generally meets four (4) times per year in October, December, February & April.
3) The PASS (Partnership for Academically Successful Students) Team The PASS Team was created to close the academic achievement gap of our Hispanic and African-American students by identifying causes of the gap and developing solutions through the collaboration of parents, family members, educators and the community. The PASS Team generally meets five (5) times per year:
October, December, February, April & June.
We strongly encourage all parents to attend the meetings of these three important groups.
SCHOOL HOURS
School is in session on scheduled days from 8:15 a.m. until 3:15 p.m. We provide for the supervision of students beginning at 8:30 a.m. each morning. Students are not to be dropped off on school grounds before 8:30 a.m.
Students who arrive to school before 8:45 a.m. must wait by the building at their grade-level entrances, unless they are in the Breakfast Program or are accompanied by an adult. Students will be picked up by their teacher from their class line outside between 8:40-8:45. After the entry bell has sounded at 8:45 a.m. and students have been admitted at grade-level entrances, the only entry to the school is the main door. Students who arrive before the bell must stand in their class line. Basketball, wall-ball, running and “recess” play will not be permitted during this time to ensure the safety of those who are outside.
Students who arrive tardy to school later than 8:45 a.m. are to report to the office to properly check in for the school day. Tardy students are to enter the building through the main front entrance because other exterior doors are locked once school is in session.
At the end of the school day students are to leave school grounds no later than 3:30 p.m., unless they are supervised by a parent, attending a school or community activity on campus, or participating in our Before/After school child care program.
SCHOOL CURRICULUM
The curriculum at Mission Viejo Elementary School emphasizes the whole child. Students are expected to show growth in their mastery of basic skills and in content associated with the Colorado State Model Content Standards. Information on these standards can be accessed on the Colorado Department of Education website: . National media and technology standards are also interwoven throughout the curriculum, in order to teach students how to access and utilize information. These content areas and skills lay a foundation for an excellent preparation for middle school and for eventual successful adults.
Reading - To meet or exceed Colorado Model Content Standards, our school utilizes the McGraw Hill Treasures program at the primary level to assist students in the development of a strong base of phonetic awareness. We also implement this program in our intermediate levels to assist students in developing their comprehension and fluency skills. Students are provided with the opportunity to respond to literature in both verbal and written formats, enabling students to develop the skills to construct their own meaning while reading.
Writing - To meet or exceed Colorado Model Content Standards, our school has established a belief system that students can and should write on a regular basis. We incorporate the use of many effective writing programs, including Six-Traits Writing, which involve the complete writing process. It is our belief that teachers have a responsibility to help students find real purposes to write and to assist students as they draft and revise writing pieces. We also believe that grammar and mechanics are best learned in the context of actual writing.
Mathematics - To meet or exceed Colorado Model Content Standards, our school utilizes the University of Chicago School Mathematics Project materials titled Everyday Mathematics as the primary resource in mathematics instruction. Everyday Mathematics builds on fundamental mathematical strands such as numeration and order, measures and measurement, reference frames, operations, patterns, functions, and sequences. Moreover, Everyday Mathematics uses more of the mathematical spectrum by exploring data and chance, geometry and spatial sense, algebra, and the uses of variables.
Science - To meet or exceed Colorado Model Content Standards, for the 2011-12 school year, we will utilize two curriculums--Discovery Works will be the primary resource in science instruction. But we will also be using FOSS (Full Option Science System). Physical, Life & Earth science topics will be discussed at each grade level. The Discovery Works materials emphasize the scientific method and the FOSS materials provide many opportunities for hands-on experiments.
Social Studies – To meet or exceed Colorado Model Content Standards, direct instruction is provided in history, geography, civics, and economics. We understand that several other disciplines, including anthropology, psychology, and sociology, have an important role within a comprehensive social studies program. In the intermediate grades, social studies curriculum is predominantly integrated with literacy instruction. The knowledge and skills provided through social studies is the key to preparing citizens to participate effectively in our democratic society and to understand international events that shape the future.
Art, Music, and Physical Education - To meet or exceed Colorado Model Content Standards, our school provides specialized instruction in art, music, and physical education to every student. Instruction is designed to actively engage students to develop an understanding and appreciation for each subject.
Assets - The Developmental Assets are 40 common sense, positive experiences and qualities that help influence choices young people make and help them become caring, responsible, successful adults. The Developmental Assets framework has become one of the most widely used approaches to positive youth development in the United States. Students will take an Assets class, as part of the specials rotation that will explicitly teach the 40 assets and other social skills. The next page of this handbook lists the 40 Developmental Assets.
Advanced Performance (AP)--also known as GT (Gifted & Talented)
Mission Viejo AP programming is based on student needs. Many of our students achieve at an elevated level and many needs are met within the regular classroom. A variety of adaptations and modifications are made by the classroom teacher, including, but not limited to: tiered assignments, differentiated expectations, challenges, compacting, acceleration, flexible grouping, independent studies and enrichment opportunities.
We have a full time AP Teacher who serves as a resource for the above listed needs, providing pull-out groups when appropriate, as well as, consultation with the classroom teachers and parents. Programming is designed to be flexible in order to meet individual student abilities, needs, and interests. It is our philosophy and intent at Mission Viejo each year to build a GT program that uniquely fits our students and teachers. Rather than design a static program to fit the students into, we look at each grade level’s teachers and their strengths along with students’ needs, and then develop that year’s program. This yearly modification augments our unique programming.
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40 Developmental Assets® for Middle Childhood (ages 8-12)
Search Institute® has identified the following building blocks of healthy development—known as Developmental Assets®—that help young people grow up healthy, caring, and responsible.
External Assets
1. Family support—Family life provides high levels of love and support.
2. Positive family communication—Parent(s) and child communicate positively. Child feels comfortable seekingadvice and counsel from parent(s).
3. Other adult relationships—Child receives support from adults other than her or his parent(s).
4. Caring neighborhood—Child experiences caring neighbors.
5. Caring school climate—Relationships with teachers and peers provide a caring, encouraging environment.
6. Parent involvement in schooling—Parent(s) are actively involved in helping the child succeed in school.
7. Community values youth—Child feels valued and appreciated by adults in the community.
8. Children as resources—Child is included in decisions at home and in the community.
9. Service to others—Child has opportunities to help others in the community.
10. Safety—Child feels safe at home, at school, and in his or her neighborhood.
11. Family boundaries—Family has clear and consistent rules and consequences and monitors the child’s whereabouts.
12. School Boundaries—School provides clear rules and consequences.
13. Neighborhood boundaries—Neighbors take responsibility for monitoring the child’s behavior.
14. Adult role models—Parent(s) and other adults in the child’s family, as well as nonfamily adults, model positive,responsible behavior.
15. Positive peer influence—Child’s closest friends model positive, responsible behavior.
16. High expectations—Parent(s) and teachers expect the child to do her or his best at school and in other activities.
17. Creative activities—Child participates in music, art, drama, or creative writing two or more times per week.
18. Child programs—Child participates two or more times per week in extra-curricular school activities or structuredcommunity programs for children.
19. Religious community—Child attends religious programs or services one or more times per week.
20. Time at home—Child spends some time most days both in high-quality interaction with parents anddoing things at home other than watching TV or playing video games.
Internal Assets
21. Achievement Motivation—Child is motivated and strives to do well in school.
22. Learning Engagement—Child is responsive, attentive, and actively engaged in learning at school and enjoysparticipating in learning activities outside of school.
23. Homework—Child usually hands in homework on time.
24. Bonding to school—Child cares about teachers and other adults at school.
25. Reading for Pleasure—Child enjoys and engages in reading for fun most days of the week.
26. Caring—Parent(s) tell the child it is important to help other people.
27. Equality and social justice—Parent(s) tell the child it is important to speak up for equal rights for all people.
28. Integrity—Parent(s) tell the child it is important to stand up for one’s beliefs.
29. Honesty—Parent(s) tell the child it is important to tell the truth.
30. Responsibility—Parent(s) tell the child it is important to accept personal responsibility for behavior.
31. Healthy Lifestyle—Parent(s) tell the child it is important to have good health habits and an understanding ofhealthy sexuality.
32. Planning and decision making—Child thinks about decisions and is usually happy with results of her or his decisions.
33. Interpersonal Competence—Child cares about and is affected by other people’s feelings, enjoys making friends, and,when frustrated or angry, tries to calm her- or himself.
34. Cultural Competence—Child knows and is comfortable with people of different racial, ethnic, and cultural
backgrounds and with her or his own cultural identity.
35. Resistance skills—Child can stay away from people who are likely to get her or him in trouble and is able tosay no to doing wrong or dangerous things.
36. Peaceful Conflict Resolution—Child seeks to resolve conflict nonviolently.
37. Personal power—Child feels he or she has some influence over things that happen in her or his life.
38. Self-esteem—Child likes and is proud to be the person that he or she is.
39. Sense of purpose—Child sometimes thinks about what life means and whether there is a purpose for her or his life.
40. Positive view of personal future—Child is optimistic about her or his personal future.
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GRADING PROCEDURES
Our school distributes Progress Reports to parents/guardians on a trimester basis (three times per year). Progress Reports provide students and parents with specific information on student attainment of proficiency on Colorado Model Content Standards. Progress on standards is reflected as “Advanced” (4), “Proficient” (3), “Partially Proficient” (2), or “Emerging” (1). Progress information is provided in reading, writing, mathematics, science, social studies, physical education, music, and visual art. Information is also provided in the area of Work and Social Skills.
In grades 4 and 5, summary grades (A,B,C,D,F) are provided in reading, writing, math, science, and social studies. Summary Grades reflect the quality and quantity of work and the student’s progress toward meeting all learning goals for the term.
Kindergarten students do not receive Progress Reports for the first trimester.
HOMEWORK
Homework provides the opportunity for independent practice of content in which students have a degree of familiarity. Teachers must first model and teach the skill and provide the opportunity for some guided practice before assigning homework as independent practice. Homework should also provide students the opportunity to elaborate and/or extend what they have already learned to transfer skills and concepts into new learning experiences.
The amount of homework assigned to students should increase as a student progresses through school, because the impact of homework on student learning increases in conjunction with student capacity. Homework should be planned in a manner to strike a balance between academics, family life, and the child’s needs.
Parents should have minimal involvement in homework beyond supporting and facilitating the completion of homework. Remember, homework should not be the time to introduce new concepts or skills. The primary purposes of homework are independent practice and/or extension of learning.
PARENT/TEACHER CONFERENCES
Mission Viejo is committed to effective communications between students, teachers, and parents. Conferences will be held twice a year. Written progress reports will be sent home prior to the conferences. Additional conferences may be initiated, as needed, by parents or teachers throughout the year. If you think your child is having a problem or you have a concern about his or her progress, please do not wait for the regularly scheduled conferences — call your child’s teacher as soon as possible. Teachers are typically available for telephone contact before and after school hours. However, if you are not able to contact the teacher, you can call during school hours and leave a detailed voice mail message on the teacher’s extension so that the teacher can be prepared to talk to you about your concerns.
INSPECTION OF RECORDS
Parents/Guardians or legal custodians are welcome to review their student’s school records by calling the school registrar (Ms. Dante) or Principal (Mr. Pearson) and scheduling an appointment.
Persons who view school records will be required to sign a record log verifying the date of examination.
ATTENDANCE POLICY
Students are expected to be in school each day. This is the first and most important requirement for a successful school experience. Every child who has attained the age of six years and is under the age of seventeen is required to attend public school, with such exceptions as provided by law. According to state law, it is the obligation of every parent, guardian, and legal custodian to ensure that every child under his/her care and supervision attends school. At the beginning of each school year, and upon enrollment of each new student between the ages of six and twenty-one, parents, guardians, and legal custodians shall be notified of their obligation under state law to ensure their child’s attendance at school.