STUDENT & FAMILY HANDBOOK
Welcome & Contact Information
Welcome to the Lincoln School Family. Our focus is on meeting the individual and unique needs of every student. We strive to provide our students an education based on high expectations in a safe and caring environment. We hope you experience the close bonds and relationships that Lincoln “everybody’s hometown school” can provide for your family.
We take pride in our efforts to communicate with you regularly and to work with you as a team in this extremely important responsibility of educating your children.
This handbook will help you to become acquainted with the various aspects and guidelines of our school. It is
a pleasure to welcome both new and returning students. We look forward to an outstanding school year.
201 Park Avenue | Prescott, Arizona 86303
Mrs. Karen Hughes, Principal
Mrs. Cheryl Reed, Administrative Assistant
Office Phone: 928-717-3249
District Office: 928-445-5400
Faculty and Staff Directory
Web Site: www.prescottschools.com/lincoln
School Colors: Turquoise & Black
School Mascot: Lions
If you have questions or problems, please feel free to contact the school office at any time. We encourage open lines of communication directly with all stakeholders in this community: teachers, parents, community members, administrators, staff, and students.
Phone numbers you may find helpful:
Lincoln School……………………………………………………. 717-3249
Transportation Office………………………………………….. 717-3229
District Office…………………………………………………….. 445-5400
Although all of our buildings and classrooms are not accessible to the handicapped, our pledge is to make necessary accommodations in order to meet with students, parents, or guardians who may have a handicapping condition. These accommodations might include conferences in the East Building, which is accessible. Please feel free to phone our office to make special arrangements for visits and conferences.
Lincoln Intervention Team
Multi-Tiered System of Supports (MTSS) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The MTSS process includes high-quality instruction and universal screening of all children. Learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. Intervention components at Lincoln School are provided by classroom and special education teachers, and specialists in:
- Title 1 Reading,
- Title 1 Math,
- Corrective Reading,
- Learning Resource,
- Hearing Impaired,
- Gifted Education,
- English Language Learning,
- Occupational Therapy,
- Physical Therapy, or
- Motor Lab
While the specialists may meet with individual children on a “get-to-know-you” basis to help screen for unique abilities or needs, formal placements or formal instruction will not begin without written parental permission. Please contact the principal, your child’s teacher, or any specialist if ever you have questions, suggestions or concerns.
Health & Medication
Lincoln School has a school health aide on campus during school hours to assist your child if injuries or illness occur at school. Each student will have vision and hearing screenings and is expected to have up-to-date immunizations. If your child should become ill or seriously injured at school, the health aide will attempt to contact you to pick up your child. It is very important that you keep the school furnished with current emergency information, including two phone numbers where parent or responsible adult can be reached. During the school year, if you move or change phone numbers, please notify the school office. Although good attendance is vital, students should remain at home when their condition may jeopardize the health of others or their own well-being. Some signs of illness are:
- nausea or vomiting
- runny nose
- red, watery eyes
- sore throat
- sneezing and coughing
Health Aides do not perform Registered Nurse functions, and are not supervised by an R.N.The aides are trained in CPR, vision and hearing testing, and immunization audit. Principals are responsible for administering prescription medication, and may delegate this responsibility to health aides.District procedure regarding parent permission for prescription medications will be followed. Over-the-counter medicines such as aspirin cannot be administered by anyone but an R.N.In a situation where this is the need, a health aide can call a parent. The parent can decide if the child should go home, or if the parent would like to come to the school to administer the over-the-counter medication. If a student needs to take medicine at school, it must be brought to the Health Office.Students should never bring medication to school without the health aide’s knowledge. All medications must be brought in the original containers with instructions for use.Written parent permission must accompany the medicine. By law, we cannot dispense medication unless it is in the original labeled container.
Arrival Times School grounds open at 7:45 a.m. each school day. Students are not permitted on the grounds prior to that time unless they are in an early-bird program. Supervision begins on the playground and at the crosswalk at 8:00 a.m. Regular Attendance Regular attendance at school is critical to student success and is mandated by Arizona Revised Statutes. After a student is absent a total of 10 days, a parent conference will be called. Depending upon the cause of absences and situation of the child, retention or other measures may be considered. If there becomes a pattern of unjustified absences, the city attorney and/or county attorney will be contacted. Tardy Policy As regular attendance at school is important, a student’s prompt arrival and being prepared for the day’s activities are essential. If it is necessary for your child to arrive after 8:22 a.m., please call the school office. Any student arriving on campus after the 8:25 a.m. bell is considered to be tardy. Any student who is tardy must be accompanied by their parent or an adult to be checked into school at the front office and be escorted to class to help minimize disruptions. Teachers will not allow students in class without a slip after the day has begun. After accumulating four unexcused tardies, the student will lose recess privileges to make up class time missed. Upon receiving six unexcused tardies, a parent conference with the principal will be scheduled to determine the consequences and improvement plan. (Note: Excused tardies include appointments with professionals, such as doctors or dentists. “Mom running late” does not constitute an excused tardy.) Signing Out Students If a student must leave school during school hours or before normal dismissal time, a parent or guardian must come to the office and sign the child out. The office staff will advise the student to meet the parent or guardian in the office. If the student brings a note to the teacher indicating the need to leave school early, the student must check out through the office at the time of departure.
Due to inclement weather which might endanger students and staff members, one of two situations could occur: (1) School may be canceled altogether. OR (2) Snow schedule may be declared, which means buses will run two hours late and classes will begin two hours late. The rest of the day will run as usual. If either of these conditions exists, announcements will be made over our local radio stations beginning at 6:00 a.m. Or you may check the PUSD website at www.prescottschools.com for any schedule changes.
Change of Address or Phone Numbers
Please notify the office of any change of address, phone numbers, or emergency contacts. Also, be sure the school office has a current emergency contact on file for your child.
Signing Out Students
If a student must leave school during school hours or before normal dismissal time, a par¬ent or guardian must come to the office and sign the child out. The office staff will advise the student to meet the parent or guardian in the office. If the student brings a note to the teacher indicating the need to leave school early, the student must check out through the office at the time of departure.
Locked Gates/Visitor Check-in
Locked Gates To better ensure student safety, all but the gate by the crosswalk on Park Avenue are kept locked during the school day. Gates will be opened in time for regular dismissal. If parents/visitors come to our campus during school hours, please plan to use the small walk-through gate closest to the flagpole. Your patience is appreciated! Visitor Check In Arizona State Law requires all visitors to check in at the office where they will be given a visitor’s badge before going to the grounds or buildings. Badges for both visitors and staff members are an added safety precaution for the benefit of our students.
Cell phones are not allowed at school. If you must contact your child, please call the school office. When an electronic device is confiscated, parents must pick it up at the office. The item will not be returned to the child.
Homework & Make-up Work
Homework Classroom assignments are normally given following the introduction of skills and concepts presented. Usually students will be given ample time within the classroom to complete most of the work assigned. Students are expected to complete unfinished work as homework for the following day. Other homework may be assigned routinely. In addition to the daily work, especially in the intermediate grades, other special projects or assignments may be given to reinforce skills or enhance the educational process. Usually such homework should not exceed thirty minutes to one hour. Reading, either by the individual student or being read to orally by parents or siblings, on a nightly basis is highly encouraged. Make-up Work Normally when a student is absent for one day, he or she may obtain and complete the necessary make-up work the following day. This procedure helps the student learn independence and responsibility. If the child is absent for an extended period, itmay be necessary for parents to pick up assignments or make-up work for the child. Parents should call the school the afternoon before, but no later than the beginning of school the day they wish to pick up work. Every effort will be made to have the materials ready.
Lost or Damaged Library/Textbooks
If a student has a library/textbook that has been damaged or lost, parents must cover the cost of either the repair or replacement of the book. Students will not be allowed to check books out from the library’ until lost or damaged items arc returned or paid for. If we approach the end of the school year, students may not be allowed to participate in field day activities
Students will have a safer trip if drivers can concentrate on driving rather than discipline. Students under the authority of the bus driver are expected to observe these rules:
- Remain seated.
- Talk quietly. No boisterous conduct or unnecessary noises
- Avoid whistling or calling people from the bus.
- Keep all parts of the body inside the bus.
- Avoid profanity, fighting, shoving, or throwing objects.
- Refrain from eating on the bus.
Students risk losing their bus privileges if they violate the rules.
School conduct and dress code for field trips are the same as for any school day. Electronic devices, such as MP3 players, IPods, or cell phones, are not allowed on field trips. Lincoln students will go on multiple field trips throughout the school year.By signing the yellow field trip form at the beginning of the year, you are authorizing field trips to the downtown/Courthouse area, Yavapai College and PUSD destinations. Any other field trip destinations will require a parent permission slip form to go home. Students may not go on these held trips without a permission slip signed by a parent or legal guardian, which includes emergency phone numbers. Phone authorization will not be accepted. Students must meet classroom academic and behavior requirements. All students must follow rules on school transportation while traveling to and from the destination. If you want to drive your child to the field trip, or take your child at the conclusion of the field trip, see the office for procedures. These procedures include signing your child out before the field trip and personally supervising your child during the field trip. Students may ride from the destination back to school/home with parents only with permission of the trip supervisor and prior written notice to the trip supervisor and the office. Parents may only return with their own children. No other children will be allowed to travel with them. Only students who are participating in the field trip are allowed to go. Parent chaperones may not bring siblings or other children on a field trip even if driving their own vehicles. Non-parent adult chaperones that have not been screened as district volunteers may only be allowed to participate with the permission of the trip supervisor and the principal. While riding district transportation and during the field trip, students are subject to school rules and under the authority of the field trip supervisor.
In compliance with Prescott Unified School District #1 School Board Policy JICA, the elementary schools will enforce the following student dress code. A safe and disciplined learning environment is essential to a quality educational program. District-wide standards on student attire and appearance are intended to help students concentrate on schoolwork, reduce discipline problems, and improve school order and safety. It is recognized that students have a right to express themselves through dress and personal appearance; however, students shall not do so in a manner that is deemed disruptive or potentially disruptive to the classroom environment or to the maintenance of a safe and orderly school. As aforementioned, the school administration reserves the right to make judgments on any article of clothing, mode of dress, or personal appearance. School regulations prohibit student dress or grooming practices that:
- Present a hazard to the health or safety of the student or to others in the school. This would include:
—Dangling or large hoop earrings. —Facial piercing. —Jewelry or accessories that may be used as a weapon.
- Materially interfere with school work, create disorder, or disrupt the educational program. This would include:
—Skirts or shorts that are shorter than mid-thigh in length or fingertip length, whichever is longer. —Shirts that do not reach the waistband when arms are raised. (Midriff/torso must be covered at all times.) —Clothing that is offensive or inappropriately revealing, such as transparent clothing, straps more narrow than a credit card, low cut shirts, and pajamas. —Exposed underwear, such as bras and boxer shorts. —Pants/shorts that are not worn or secured at the waistline. —Pants/shorts that have rips or holes higher than mid-thigh or fingertip length, whichever is longer. —Headgear worn in the building such as caps, hoods, beanies, etc. —Hair colors or styles that are deemed by the principal or designee to be disruptive to the school environment. —Visible body piercing (with the exception of earrings). —Visible temporary or permanent tattoos. —Make-up, including but not limited to lipstick, eyeshadow/liner, mascara, etc. —Clothing that has wording or images that are not school-appropriate. • Cause excessive wear or damage to school property. This would include: —Shoes with heelies (rollers), cleats, or studs. • Prevent students from achieving their educational objectives. • Clothing and/or accessories that are gang style or represent membership in a gang. • Clothing and/or accessories that have statements, pictures, or symbols that represent prejudice, obscenity, vulgarity, sex, drugs, alcohol, or tobacco.
The following is a list of safety regulations:
- Students and parents should use the marked crosswalk within the safety zone when crossing Park Avenue.
- Parents, according to state law, should load and unload students on the school side of the street.
- Students and drivers should be extra careful, especially near the school zone and at intersections.It is recommended that our students avoid the unlighted crosswalk at Gurley and Summit.
- Parents picking up students on Beach Avenue north of the school should note it is suggested one-way only. They should be extra cautious. When picking up or dropping off students, parents must move traffic along. Please keep gaps from occurring between vehicles. We are not permitted to have traffic blocking Park Ave. If the drive-through is full, please proceed around the block until there is room, or park your car and walk to the gate.
- Students riding bicycles should not enter the street near the bus-loading area. Rather, they should walk their bikes to a safer location or across the crosswalk before entering the street. They should also walk their bikes on the sidewalk in front of the school.
Monthly flag ceremonies have become a tradition at Lincoln School. They are usually held the beginning or end of each month and begin at 8:45 a.m. or 2:00 pm. Parents and families are always invited, and we encourage your attendance.
Lost & Found
Please label items students bring to school, especially lunch boxes, back packs, coats, and sweaters so they may be returned to students. Items not marked will be temporarily stored in the “lost and found” area. However, to avoid large accumulations, such items will be moved after a reasonable effort has been made to find the owner.
Three Student Council representatives will be chosen from each classroom in grades three and four. The council will meet on a regular basis. The council will sponsor a variety of activities and service projects. Any student who acquires three or more referrals during a school year is ineligible to run for a Student Council position in the subsequent. Also, if a Student Council member receives a referral during the school year, he/she will either be suspended from the program for a period of time or be replaced by an alternate member.
Special Activities, Class Parties, & Birthdays
Special activities, including field trips, are deemed a privilege. Students whose behavior has been unacceptable or whose participation might pose a safety issue may be excluded from these activities at the discretion of the teacher/ administrator. Class Parties A few class parties are allowed during the school year, usually on Halloween, Christmas, and Valentine’s Day. Birthdays Birthdays are special! However, we discourage bringing the celebration to school by delivering individual gifts or surprises during school hours. The school and classroom teacher will attempt to adequately recognize birthdays without creating undue demands on other students or the learning environment. If you wish to share a small treat with your child’s entire class, you may do so only with prior approval of the classroom teacher. Healthy choices are always encouraged.
In most cases, when parents are divorced, both mom and dad continue to have equal rights where their children are concerned. If you have a court order that limits the rights of one parent in matters such as custody or visitation, please bring a copy to the office. Unless your court order is on file with us, we must provide equal rights to both parents.
Toys from Home
Students are asked not to bring balls or toys to school unless approved by their teacher for a special activity or situation. (Tennis balls or other small balls can particularly be a safety hazard and a nuisance with drain pipes, etc.) We provide the necessary balls and playground equipment for play. We assume no responsibility for personal items brought to school. Items prohibited at school are: skateboards, laser pointers, radios, fidget spinners, and electronics, including, but not limited to iPads, MP3 players, IPods, cell phones, and electronic games.
Lincoln School-wide Behavior Plan
The school-wide behavior plan is one that not only teaches students the means needed to be productive citizens both in and out of school, it also focuses and emphasizes on the positive behaviors students exhibit each day. We have incorporated a process in which the on-going teaching of positive behaviors and expectations are encouraged. While it will be implemented school-wide, teachers will have their classroom systems that will work to further support these school-wide efforts as well. The Lincoln Lion Three B’s:
- Be Respectful
- Be Responsible
- Be Safe
Positive School-Wide Reinforcements:
- Positive Praise and Reinforcement: On-going positive praise and reinforcement of Lincoln’s school-wide expectations will be given by all staff.
- Student of the Week: Each teacher nominates one student each week to recognize the exemplary behavior and character traits demonstrated within their class. Each Monday, these students are announced on the morning announcements, they receive a special prize and their picture is taken and posted in the school’s Tuesday News.
- Lincoln Lion Loot: Students caught by a staff member following the Lincoln Lion Three B’s will be awarded with Lincoln Lion Loot. Students are responsible for saving their “loot” to be spent in the bi-weekly PTA-run Loot Store for various awards and/or prizes.
- Lion ROARS: Students caught by a staff member or student doing something good and/or demonstrating good character behavior at school can be awarded with a Lincoln Lion ROAR. Students will be recognized and then ROARS are posted on a character bulletin board in the north building.
- Monthly Students of Character: Based on the Character Counts Pillar of the Month, each teacher may nominate one student who regularly exemplifies that character trait to be recognized during our monthly flag ceremonies.
- Monthly and Quarterly Academic Awards: Students will be awarded & celebrated for making academic gains and target achievement goals during our monthly flag ceremonies
- Quarterly Reward Activity: Any student who has not received any “think sheets” or major referrals during a quarter is eligible to participate in our quarterly reward activities. These activities can include pizza or ice cream with the principal, movie incentive, field day, additional recess, sidewalk chalk party, paper airplane contests, as well as an end of year drawing for prizes!
Lincoln Elementary School Behavior Expectations
|Be Respectful||Be Responsible||Be Safe|
|Classrooms||· Use Appropriate and positive language · Listen when others are speaking · Respect others, all staff, and property||· Follow all staff directions the first time given. · Take care of your personal belongings, and clean up after yourself. · Give your best.||· Keep hands, feet, and objects to yourself. · Stay in assigned seat.|
|Bathrooms||· Respect the privacy of others. · Use a soft voice. · Get in and out as quickly as possible.||· Report graffiti damage, or disturbances to a staff member. · Flush the toilet. · Clean up after yourself.||· Wash hands with soap. · Use restroom facility appropriately.|
|Office||· Report to the desk and address the staff politely. · Wait quietly. · Use please, thank you, and excuse me.||· Tell the truth.||· Wait patiently while sitting or standing in one place.|
|Cafeteria||· Wait your turn. · Use a soft voice. · Use good manners. · Follow all staff directions the first time given.||· Keep all food in the cafeteria. · Follow cafeteria procedures. · Clean up after yourself.||· Get permission before leaving your table. · Keep hands, feet, and objects to yourself. · Walk at a safe pace.|
|Arrival / Dismissal||· Wait your turn. · Use appropriate and positive language. · Remove hats/hoods upon arrival. · Follow all staff directions the first time given.||· Arrive to school no earlier than 8:00am or 7:45 if eating breakfast. · Go straight to cafeteria or playground area. · Follow established rules.||· Cross at the crosswalk and stay on the sidewalk. · Walk when going in or out of the school buildings. · At dismissal, go directly to the bus or parent pick-up area.|
|Hallways / Stairwells||· Walk quietly. · Respect other’s personal space. · Respect all hallway displays.||· Follow all door and stairwell signs. · Go directly to your destination. · Stay with your class.||· Walk at all times. · Keep hands, feet, and objects to yourself. · Walk on the right side of the hall and stairs.|
|Recess / Playground||· Follow all staff directions the first time given. · Use appropriate and positive language. · Respect school property.||· Share and take turns. · Line up quickly when called. · Put away all materials and equipment. · Use ‘Stop, Walk, Talk’ strategy.||· Keep hands, feet, and objects to yourself. · Use games, equipment, and materials properly. · Inform an adult of unsafe behaviors or incidents.|
|Bus||· Follow the bus driver’s instructions. · Use a soft voice. · Keep hands, feet, and objects to yourself.||· Keep backpack, lunch boxes, hands, feet and other objects out of the aisle. · Board or exit the bus only at your stop. · No eating or drinking on the bus.||· Remain seated in one seat until the bus comes to your stop. · Keep hands, feet, and objects to yourself.|
Rule Infractions: Our students are generally well-behaved and maintain exemplary conduct and citizenship which are necessary for a proper learning environment. Occasionally, minor infractions will occur. Our approach will be to teach and instruct appropriate behavior rather than to discipline or punish. However, if despite other efforts, negative behaviors continue, a Lincoln Lion Think Sheet may be issued. Minor Infractions include:
- Mild physical aggression (pushing, shoving)
- Defiance, disrespect, insubordination, noncompliance
- Lying, cheating
- Teasing, taunting (physical and/or verbal)
- Disruption, excessive talking
- Dress code violation
- Not prepared for class
Consequences: Minor behavioral infractions are typically handled by the classroom teacher or staff member witnessing such behaviors. Consequences may include:
- Verbal Warning
- Conference with Student
- Privilege Loss (loss of recess time or other school activity)
- Extended “Think-time” (with completion of “Think Sheet.” See information below regarding “Think Sheet.”)
1st Think Sheet: Extended in or out-of-classroom timeout period. “Lincoln Lion Think Sheet” is completed by student and/ or teacher. This sheet is sent home for parents to sign and return to school. Loss of recess time will occur for non-returned sheets. 2nd Think Sheet: Extended in or out-of-classroom time-out period. “Lincoln Lion Think Sheet” is completed by student and/or teacher. Parents are called by classroom teacher. Loss of recess time will occur for non-returned sheets. 3rd Think Sheet: Loss of two to three recesses and/or extended out-of-classroom time-out period. “Lincoln Lion Think Sheet” is completed by student and/or teacher. The student is referred to the school’s student support assistant, parents called by classroom teacher, and loss of quarterly reward activity for the student. Loss of recess will occur for non-returned sheets. 4th Think Sheet: A major referral is written, three to five days of recess and/or school privilege detention, parents are contacted. Parent, principal, teacher, student support assistant, counselor and child meet to develop a behavior plan. 5th Think Sheet: A major referral is written, one-half day of in-school suspension (ISS). Parent, principal, teacher, student support assistant, counselor and child meet to develop a behavior plan. Major Infractions: Major infractions are implemented for repeated minor offenses or serious infractions of zero tolerance behaviors such as:
- Vandalism (irreversible destruction of school property
- Abusive language (threat of physical harm, offensive racial/sexual comments)
- Violation of district technology guidelines
- Use, possession of alcohol, tobacco, prescription or non-prescription drugs
- Theft, forgery
- Property damage
- Use, possession of weapons
These are cumulative for the school year. Some extreme offenses can result in immediate suspensions. 1st Referral: Two to three days of recess and/or school privilege detention. Parent conference and student misses next school assembly and/or special activity. 2nd Referral: Three to five days of recess and/or one-half day of in-school suspension (ISS). Parent conference and student misses next school assembly and/or special activity. 3rd Referral: One-half-day to one full day in-school suspension (ISS). Student misses next special activity. Parent, principal, teacher, student support assistant, counselor and child meet to develop a behavior plan. 4th Referral: Two to three days in-school suspension (ISS) or one day Out of School Suspension as determined by the principal. Student misses next special activity. Parent, principal, teacher, student support assistant, counselor and child meet to develop a behavior plan. 5th Referral: Two or more days Out of School Suspension as determined by the principal. Student misses next special activity. Parent, principal, teacher, student support assistant, counselor and child meet to develop a behavior plan.
Lincoln School Title I Handbook
Lincoln Elementary School
2018-19 School- wide Title I Parent Handbook
PARENT/STUDENT/TEACHER COMPACT 2018-2019
As the parent/guardian of _________________________________ I agree to:
- Build a partnership with the school to help my child achieve the state high standards.
- Ensure that my child has had adequate sleep, breakfast and is dressed appropriately for school.
- See that my child arrives to school on time and attends regularly.
- Have a designated time, place and method for checking my child’s papers and homework daily.
- Read to or with my child for 15 minutes a day, at least 4 days per week.
- Maintain communication with my child’s teacher(s).
- Require my child to be responsible for his/her behavior, attitude, and effort at school and home.
- Notify the school of any changes in contact information.
- Support the school in its efforts to maintain discipline and a safe learning environment.
- Make sure my child is present for state required tests.
It is important that I work to my ability; therefore I will strive to do the following:
- Build a partnership with my teachers and parent(s) to help myself achieve the state high standards.
- Accept responsibility for my behavior, choices, and attitude at school and home.
- Attend school regularly and always work to the best of my ability.
- Come to school each day dressed appropriately with a backpack/binder, books, parent/teacher notes, and be prepared for learning.
- Complete and return all homework assignments.
- Show respect for my school, others, and myself by following Lincoln School rules.
- Agree to spend at least 15 minutes reading each day.
It is important that students achieve; therefore I will strive to do the following:
- Build a partnership with the student and parent to help the student achieve the state’s high standards.
- Provide alternative teaching strategies and remediation opportunities for all students while respecting all students.
- Provide specific skill instruction as well as the opportunity to practice skills at the appropriate level.
- Provide a climate in my classroom that is conducive to learning.
- Communicate with parents through conferences, progress reports, report cards and by phone.
- Provide ideas you can use at home to help your child; ensuring regular two-way meaningful communication.
- Provide reasonable access to staff, opportunities to volunteer and participate in their child’s class and observation of classroom activities.
The goal of the Title I program is to improve student achievement in the areas of reading comprehension, language (writing), and math with an emphasis on early’ intervention. Lincoln Elementary School also supports the Arizona Department of Education goals of:
- Implementation of best practice strategies.
- Use of effective methods and instructional strategies that are based on scientifically based re
- Implementation of a whole school needs assessment.
- Activities and programs at the school to ensure that students having difficulty mastering proficient and advanced levels of academic achievement are provided with effective, timely additional assistance.
- On-going professional development of teachers, administrators, and paraprofessionals.
- Strategies to attract highly qualified teachers.
- Instruction by highly qualified teachers and paraprofessionals.
- Strategies to increase parental involvement.
- Plan for transitioning preschool children from early childhood programs to elementary school and elementary school to middle school.
- School support team or external technical assistance.
- Coordination of budget resources.
Selection and Placement
Utilizing District Benchmark Assessments and teacher referral, students are placed in small group instruction. Grades 1-4 All students in Tier 3 (lowest 25th percentile) are identified for service (Corrective Reading, ELL, Special Education). Tier 2 students will also be identified for classroom and/or corrective reading services.
- STAR Reader
- Galileo & DIBELS Benchmark Assessments
- Teacher input
- Multiple measures as needed for diagnostic purposes
- Parent input
A rank order list (for reading/language) will be established for each grade level (1-5) using the District Benchmark Assessment scores. Eligible students are placed in the program according to their order on the list, with the lowest scoring student being the first to be considered for placement until all vacancies are filled. Students enrolled in other programs (ELL, Sp. Ed., etc.) will be considered for placement in the program after consultation with the special area teacher and if openings in the program exist. Students may be placed in or exited from corrective reading services based upon need and assessment measures throughout the year.
Students may be exited from the program utilizing teacher input and quarterly benchmark score, and/or progress monitoring scores from District Benchmark Assessments, and/or They are able to demonstrate the ability to make adequate classroom progress as determined by the reading specialist and the classroom teacher. Such progress shall be demonstrated by:
- Phonemic awareness
The Corrective Reading teachers and will provide differentiated curriculum in a pull-out setting. During this small group time, instruction will focus on:
- Language development
- Early math concepts
- Phonemic awareness
- Reading readiness
The Corrective Reading teachers and will provide differentiated curriculum in a pull-out setting. This small group instruction will focus on:
- Language development
- Emergent reading skills
- Phonemic awareness
- Barton Reading
- Reading readiness skills
Grades Two through Four
In these grades, the corrective reading teachers will use the pull-out model to implement the following research-based reading:
- Small group instruction, focusing on specific instructional level and skills needs of students.
- Reading comprehension instruct
- Phonics, Phonemic Awareness and Spelling instruction, as deemed necessary.
- Barton Reading
- Sonday System
- Boosting vocabulary and reading fluency through group discussion and repeated reading of familiar text.
- Phonics and Spelling practice
Parent and Family Engagement Policy
Annual Title I Parent and Family Meeting
Meeting will be scheduled at a convenient time in which all parents of participating children will be invited and encouraged to attend, to inform parents/guardians of their school’s participation School-wide Title I Program, explain the requirements of Title I, the right of parents to be involved in the planning, review, and evaluation of the school’s Title I Program, describe and explain the curriculum used in the school and the forms of academic achievement used to measure student progress.
Flexible scheduled meeting times will be established with the option of child care provided to increase parent/guardian participation.
Schoolwide Program Plan
Under section 1114(b), if the plan is not satisfactory to parents of participating children, submit parent comments on the plan when the school makes the plan available to School District.
Home Reading Program
Read a minimum of four days each week for at least fifteen minutes per day with family involvement.
Back to School Night (Fall)
Parent information night: Parents/guardians are given a School-wide Title I Program Description and sign a Parent/Student/Teacher Compact. All components of the program are explained and parents’ questions/concerns are addressed.
Parent College& Career Readiness Standards Nights
A parent/child workshop for families to gain an understanding of classroom expectations for students.
Parent Data Interpretation Night
Parents will receive information to facilitate understanding of District Benchmark Assessments.
Quarterly Progress Reports
Reports are sent home with classroom report cards, with evaluations and comments on areas of progress and/ or concern for each child.
Open House (Spring)
Classroom and Corrective Reading teachers will be available to meet with parents.
All teachers meet the parents of their students during scheduled fall parent conference times. Conferences with Corrective Reading teachers are available, either individually or with the classroom teacher. Addition^ communication is facilitated through phone calls, as needed.
The teachers and staff at Lincoln School will have the opportunity to attend conferences and workshops throughout the year to promote his/her own knowledge and to promote research-based practices for all students. Information learned by individual staff members will then be shared with the Lincoln faculty during staff meetings and/or professional development workshops. All teachers will attend professional development workshops and workshops on standards-based curriculum and testing. All classroom and Corrective Reading teachers will work collaboratively during regularly scheduled grade level meetings throughout the year.
Program effectiveness will be evaluated by:
- District Benchmark Assessments
- AZ State Standardized tests
- Participation in parent activities
- On-going data analysis of student achievement and instructional practices by the LIT (Lincoln Intervention Team) through the MTSS process.
- Annual school needs assessment results
- Annual parent survey results
PARENTS RIGHT TO KNOW
We are pleased to notify you that in accordance with the Title I Section 1111 (h) (6), you have the right to request information regarding the professional qualifications of your child’s teacher. Specifically, you may request the following:
- Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
- Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria has been waived.
- The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
- Whether the child is provided services by paraprofessionals and, if so, their qualifications.
Should you have any questions, feel free to contact _____________ , principal, and he will be happy to assist you. LOS PADRES DE FAMILIA TIENEN DERECHO A SABER Nos complaceinformalesque, enconformidad con la Title I Section 1111 (h) (6), los padres tienen el derecho de solicitor informacionsobre las credencialesprofesionales de los maestros de sushijos. Por lo tanto, puede solicitor lo siguiente:
- Si los maestros hancumplido con los requisites estatales y licenciaturas para losgrados y materiasen las que imparteninstruccion.
- Si los maestros estanenseñandobajocondicion de emergencia o otroestado provisional porloscualeslos requisites estatales o licenciashansidoextendidostemporalmente.
- Conocerlosgrados de bachillerato del maestro y cualquiercertificacion o tituloobtenidopor el professor, y las areas de disciplina de la certificacion o titulos.
- Si sushijosrecibenserviciosacademicos de instruccion, porayudantes de maestros, tienen derecho de conoser que certificados y calificacionestienendichosayudantes.
Si tienepreguntas, sientase con libertad de contactar _______ (Director de _________) llamado al (928)___________ el cualestaraencantado de ayudarle.