Student and Parent

Handbook

Miss Walton and Ms. Wu New Castle Elementary School

Grade 1 Chinese Immersion

2017 – 2018

Parent/Guardian Welcome Message

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Dear Parent / Guardian: Welcome to First Grade at New Castle Elementary! We are excited to have your child in our Chinese Immersion Program and look forward to an exciting and challenging year. Together, we can make this a very rewarding year of learning for your child. As you know, the first few weeks of school are truly a B-I-G adjustment for a first grader. The days are s-o-o-o-o long, and there is s-o-o-o much to learn, do, and remember. We have already had two weeks so of review of school routines and procedures, practice with fun centers, and the start of academic learning. Our routines are not drastically different from kindergarten. Your understanding and support, especially during the first six weeks of school is essential. It is important for child (and teachers ☺) to have an early bedtime and home routine/schedule that is adhered to on school nights. It is also important for child to eat breakfast, at home or at school, be dressed/prepared for indoor and outdoor weather, bring backpack containing their agenda book, folder, and homework to school, and be prepared to learn. Please remind your child each day that they are awesome and need to be focused and on task at school so they can learn all they can, and so that be all that they can! Parents, if you want to write an inspirational note to your child, put it in the agenda book, and we would be happy to read it to your child at some point during the school day! It is very important for parents and/or caregivers to take time each night to check your child’s agenda book for notes and information. This is where we write notes about your child’s day (if warranted), as well as notes about events and other important information. We ask that you use the agenda book as a communication tool to let us know about critical things involving your child. It is especially important to write notes about changes in transportation or early dismissals. If there is a late change you need to make regarding transportation please be sure to contact Mrs. Torres in our main office prior to 2:00 p.m. so that the information can be conveyed to homeroom teachers, well in advance of dismissal time. Notes for student absences should be forwarded to school following each absence – include them in the agenda or folder and ask your child to tell his/her teacher that they have a note for us. We ask that you initial or sign the agenda book each evening, including the last school day of each week, indicating that your child has shown you any notes or information it we have sent home. This year it is very important for you to spend some time each evening with your child. Ask your child about his/her day and activities in a way that encourages them to practice giving detailed answers, going over papers brought home together, monitoring homework assignments (when given), and encouraging them to ask meaningful and thoughtful questions that show critical thinking. Read with your child and have him/her respond to questions using detail from the text, help him/her practice learning, saying, spelling, and writing words from the Most Common Words lists we will be sending home. Students will need to learn and use at least 100 most common words by the end of the school year. For homework this year, we would like students to spend at least 15 minutes, each night, writing in a journal book about topics of interest to them. This will help your child build stamina for writing. We ask that you place emphasis the writing process and give reminders about using capital letters and punctuation marks). Students will be doing a lot of writing this year! Please also read with your child for at least 10 to 20 minutes every night. In just a few short months, students will have to independently, read math word problems and reading passages on tests,

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as well as other materials. Building stamina and confidence in your child for reading, writing, and math, and fostering independence and leadership qualities in your child will help him/her have a more successful year! During First Grade, students need to build a strong foundation for reading and writing. They need to know the names and sounds of each letter in the alphabet so they are better able to learn new words, make new words, blend sounds, compose and decompose words and sounds, decode words, and write words with automaticity. Students will continue down their path toward becoming good readers and writers, knowing how to ask and answer questions, use critical thinking to solve problems, work with numbers and math strategies, and of course develop language skills and fluency in Mandarin Chinese. You are your child’s primary teacher and we rely very heavily on your support! We enjoy getting to know the parents of the children we teach and are looking forward to working with you to help your child be the best he/she can be! We welcome parent involvement and input that helps us to help students be more successful! Please also consider becoming a classroom and school volunteer. We love having parents come be a part of our learning community and special events. The Colonial kindergarten curriculum is concerned with the whole child – mind, body and emotions. In school, children find out about themselves, their friends, teachers, and the world around them. Our Responsive Classroom and Leader In Me programs are key to helping students learn how to respectfully share feelings, emotions, and ideas with others. Responsive Classroom focuses on helping student be caring, assertive, responsible, empathetic beings with good self-control and self-efficacy. Students are learning how to collaborate and get along with others in and out of our classroom, as well as how to be leaders.

In the classroom, we use a variety of approaches to build a strong learning community. We are implementing the Leader In Me approach, centered around, “The 7 Habits” while continuing our use of Responsive Classroom, Love and Logic, and Teach Like A Champion approaches. Everyone at school is involved with helping every child develop the kind of academic, social, and emotional skills that are essential to learning, interpersonal interaction, and success in life! These collective approaches help us help each child reach his/her potential by

helping them learn and practice essential habits and skills that foster positive self-esteem, greater independence, teamwork and collaboration, personal responsibility, and a love of learning. The 7 Habits are an important component of our efforts this year as the 7 habits focus help students develop life skills such as being proactive, beginning with the end in mind, thinking win-win, seeking first to understand before being understood, synergizing, and sharpening their saws. We are also helping them “find their voice” through little known Habit 8, helping them tap into and develop their unique talents. Together these approaches help us help students develop into leaders who are focused, goal oriented, confident, independent, and contributors to teamwork and collaboration - at school and at home. Mrs. Jones is interested in having parents send us photos of students “living” the habits at home so that we can post them on our leader boards. Together we can make this year successful for everyone! Our school year is off to a good start! We have spent the first weeks of school focused on getting to know each other, working together to create school and classroom rules that help keep us safe, learn and practice new routines and procedures, learn to use the equipment and materials in the classroom, and get acclimate to being back in school and doing homework. We

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are all working together to help the students develop important social and emotional skills that help us foster and maintain a healthy school and classroom learning environment and strong sense of community where everyone feels safe, welcome, and respected. The First Grade Team and staff at New Castle Elementary is committed to providing a safe and nurturing environment that celebrates each child’s learning potential while developing his/her uniqueness. Many of our First Graders have had the benefit of full day kindergarten to help them acquire the essential skills necessary to be successful in first grade. We are looking forward to working together with you help our students have a successful year and acquire the skills needs for second grade, and beyond! We have put this comprehensive booklet together to provide you with information about our curriculum, classroom management approach, and other important information that you can refer to throughout the year so that we can all have a positive school experience and successful year.

We are fortunate at New Castle Elementary to have an outstanding faculty and support staff, who are dedicated to the education of all children who attend our school. The academic program stems from the Delaware Common Core Standards and Core Content State Standards. In addition, instructional experiences for our students are based on the Colonial School District Board adopted curriculum. Curriculum for specific academic areas will be detailed by classroom teachers and specialists at curriculum night in the fall. Information about Core Content State Standards is available through multiple websites such as Achieve the Core.

Special Requests

Change of Clothes Please send in a change of clothes for your child. Please place them in a ziplock bag with your child’s name on it. Please replace them throughout the year if your child uses them or as the weather changes.

Sweaters/Hoodies Please send a sweater or hoodie that can stay in your child’s cubbie throughout the year so that your child can be comfortable as temperatures vary greatly indoors and often change quickly outdoors.

Shoes & Shoelaces Untied shoelaces are a hazard for your child and others as well. To help ensure your child’s safety, please tie their shoelaces and double knot them to ensure they stay tied all day long. In addition, students are required to have proper footwear for gym and for playing at recess. NCE’s playground is covered with wood chips/mulch making sandals, open-toe shoes, and shoes with high heels unsafe for children to wear at school. Closed-toe shoes are preferred in school and sneakers are required gym class. Please be sure to send your child to school in sneakers on gym days because our schedule doesn’t allow time for changing shoes prior to going to Special. Ms. Wu’s Room 105 students have Gyn on Tuesday and Wednesday. Miss Walton’s Room 112 students have Gym on Thursday and Friday.

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Information about Colonial’s new Mastery-Based Grading and Reporting System will be provided to parents and teachers as the new system is implemented this year. We will all be learning about the new system together this year.

Lastly, we welcome parent involvement at school! We would love to have parents/guardians visit the classroom to support learning during the day to be a part of our classroom community. Parents can come in to read with students, help students with writing, or simply be present in the classroom so that they see that adults really do value education and care about students at our school. Please let us know when you are available to volunteer in the classroom, during special

events, or on field trips as parents who want to do so will need to complete paperwork to obtain clearance by the District well in advance. It would be our pleasure to provide you with the necessary paperwork. If you ever have any questions or concerns, please do not hesitate to contact us. You can write a note in your child’s agenda book, call us at school, or message us through Dojo. We are also available via cell phone and email. Miss Walton’s phone number is 302-358-1456 and her email is marcia.walton@colonial.k12.de.us. Ms. Wu’s phone number is 301-338-1113 and her email is Jingyi.wu@colonial.k12.de.us. Please read the information enclosed and keep it all year as a reference. Please also take some time to read all sections in this Student and Parent Handbook, especially the Classroom Management sections. Thank you for coming to the Open House and getting involved with your child’s education!

Warmest regards, Miss Walton and Ms. Wu

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Academics, Expectations, Discipline, and Learning Environment

Curriculum Teachers at New Castle Elementary instruct students according to the Common Core Standards. In addition, instructional experiences for our students are based on the Colonial School District Board Adopted Curriculum.

Math

The Scott Foresman Investigating Investigations curriculum continues to be used as the core of our mathematics instruction. However, we will also use other resources to supplement the curriculum as needed. Number Talks will be a major component of our work, to engage students in "mental math" through grappling with interesting mathematics problems through activities that promote problem solving, reasoning, communicating mathematically, and

making mathematical connections. Number talks are conducted several times a week as a means for introducing mathematical practices, as “warm ups” for other lessons, and/or as stand-alone extended engagements with mathematical concepts. Emphasis on Common Core Math Practices help students learn to 1) Make sense of problems and persevere in solving them, 2) Reason abstractly and quantitatively, 3) Construct viable arguments and critique the reasoning of others, 4) Model with mathematics, 5) Use appropriate tools strategically, 6) Attend to precision, 7) Look for and make use of structure, and 8) Look for and express regularity in repeated reasoning. Through collaborative group work, students are exposed to a diversity of math skills, thinking, and strategies in ways that help each student develop a deeper knowledge of math, as well as greater confidence – socially and as math practitioners.

Reading/ELA In First Grade, student learning and work products are engaging, rigorous, and relevant. Students will build important reading, writing, speaking, listening, and technology skills. They will engage with high interest literature, informational materials, stories, poems, and other sources of information to expand their understanding of the world around them and grow vocabulary. Students will be expected to understand and clearly summarize what they have learned from readings and classroom discussions, referring to specific evidence and details from the text. Students will write regularly and continue to develop their ability to gather, organize, interpret, and present information. Skills and activities in these areas will include: • Summarizing the key details of stories, poems, and nonfiction materials, including their

themes or main ideas, including how characters respond to challenges. • Comparing and contrasting stories that deal with similar themes or topics. • Explaining how authors use reasons and evidence to support their points or ideas, including

identifying and judging evidence that support particular ideas or points of view in an author’s argument that have potential to change the reader’s point of view.

• Drawing on and integrating information from multiple print sources such as books and articles or digital sources to locate and answer, answer questions, and solve problems.

• Participating in class discussions by listening, asking questions, sharing ideas, and building on the ideas of others.

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• Giving a class presentation on a topic or telling a story, introducing relevant facts and details in a clear, logical order.

• Understanding figurative language. • Writing research or opinion responses, over extended periods of time, which offer reasoned

arguments and provide facts and examples that are logically grouped to support the writer’s point of view.

• Writing stories, real or imaginary, that unfold naturally and developing the plot with dialogue, description, and effective pacing of the action.

• Coming to classroom discussions prepared, then engaging fully and thoughtfully with others (e.g., contributing accurate, relevant information, elaborating on the remarks of others, synthesizing ideas).

• Reporting on a topic or presenting an opinion with his or her own words, a logical sequence of ideas, sufficient facts and details, and formal English when appropriate.

• Learning and using new words, including words related to specific subjects (such as science words).

• Learning the rules of spoken and written English. • Expanding, combining, and reducing sentences to improve meaning, interest, and style of

writing. • Building knowledge of academic words with an emphasis on those that signal a contrast in

ideas or logical relationships, such as on the other hand, similarly, and therefore. • Producing writing on the computer. A variety of language arts resources and children’s literature is being used across all subject areas to help students connect information through application of reading and writing skills. Language Arts is a tool used for learning and integrating all subject areas. Ultimately, students will continue to develop learning strategies to help them spell and decode words, better understand what they are reading, and enhance their writing, oral language, and technology skills.

Science The Science kits and curriculum used by the Colonial School District provide students with a hands-on approach to learning different scientific concepts. Science units begin building knowledge in primary grades and continue building on them through intermediate grades. Units in First Grade include Earth’s Place in the Universe (“What objects are in the sky and how do

they seem to move?” and “The relationship between the amount of daylight and the time of year”); Waves (“What happens when materials vibrate?” and “How do we use light to different objects?”); Structure & Processes (“What are some ways plants and animals meet their needs so they can survive and grow?”); and Heredity (“How are plants and their offspring similar and different?”).

Social Studies Colonial School District continues to use and supplement the Harcourt Brace Social Studies series to help students develop skills and knowledge in the areas of history, geography, civics, and economics. First Grade units are: The Role of a Leader; Economics

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for Kids; Thinking Chronologically; The Land Around Us; and Understanding Our Environment. Throughout all lessons, students work together in pairs and small groups, and share ideas and thoughts about the materials and concepts being studied. All students in our classroom have opportunities to be group leaders, peer teachers, and helpers during lessons, practice, and intervention periods to help them develop the type of collaborative skills they will need going forward in school and in life.

Specials Certified specialists in art, music, library, and physical education instruct students in all grades. Specialists make a conscious effort to incorporate academic standards into their daily lessons. This helps to reinforce skills introduced within the regular classroom setting. Students will attend Specials once per week, with one exception, students go to Physical Education twice per week.

Classroom Environment

We strive to maintain a positive classroom environment where students feel included and comfortable participating in discussions, sharing ideas, and asking for help when needed. We often have soft music, of different genres playing in the room to create a calm and stimulating environment (music is generally selected based on type of lesson and strategies being learned and practiced). Students are grouped and paired in intentional ways designed to maximize each student’s exposure to a diversity of academic skills and problem-solving strategies. We believe the learning environment plays an

important role in a student’s ability to focus on a task at hand. You can help your child at home by talking with him or her to find out what type of study atmosphere works best. It is often best to choose an area with minimum distraction and maximum comfort.

Homework The First Grade Chinese Immersion Team may periodically send students home with homework when extra practice is needed. We will not be sending homework packets home. Any homework that is sent home will focus on critical skills that help students develop and hone critical thinking and problem- solving skills and/or focuses on important strategies that that have been taught, modeled, and practiced in class. For homework this year, we would prefer that your child spend at least 15 minutes, each night, writing in a journal book about topics of interest to them. This will help your child build stamina for writing. We ask that you place emphasis the writing process and give reminders about using capital letters and punctuation marks). Students will be doing a lot of writing this year! Please also read with your child for at least 10 to 20 minutes every night. In just a few short months, students will have to independently, read math word problems and reading passages on tests, as well as other materials. Building stamina and confidence in your child for reading, writing, and math, and fostering independence and leadership qualities in your child will help him/her have a more successful year!

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Another way to help children at home is to spend some time each evening, asking your child about his/her day and activities, encouraging them to practice answering you with details and encouraging them to ask meaningful and thoughtful questions of you to foster critical thinking. It Read with your child and have him/her respond to questions using detail from the text, help him/her practice learning, saying, spelling, and writing words from the Most Common Words lists we will be sending home. Students will need to learn and use at least 100 most common words by the end of the school year.

Discipline We believe in holding students accountable for the choices they make – the good choices as well as the poor choices. The Responsive Classroom approach focuses more on earning the kind of recognition and privileges that foster intrinsic (internal) motivation to make good choices, do homework, and work cooperatively, rather than using extrinsic (external) rewards which have little value in fostering internal motivation to make good choices without expectation of reward (according to research). Helping students develop intrinsic motivation leads to greater self-esteem, greater confidence, and greater self-control. Students will continue to have the opportunity to earn awards and rewards that acknowledge student achievement, attendance, and cooperation. Students who demonstrate responsible behavior such as remembering to have the agenda book signed, completing homework properly, working cooperatively in class, following school rules, etc., will be eligible for special privileges and recognition.

Just as students can earn positive recognition and privileges for making good choices, they can also earn negative consequences when they make poor choices. We believe in teaching with love and logic. That is, students earn consequences that are logical and appropriate to the type of poor choice made or inappropriate behavior exhibited. In addition, consequences are not given without a face-to-face discussion during which we guide them through the process of identifying the poor choice they made and identifying other options they could have exercised. Students are asked what they can do differently in the future to make better choices and have positive outcomes

that help them avoid similar problems and consequences in the future. They may also be required to apologize (verbally and/or in writing) for their actions or misdeeds depending on the circumstances. In all cases, students are encouraged to talk with parents/guardians after school about the poor choices they made – before we call home. All students are given the opportunity to regain privileges, and each day is treated as a new day that brings with it a fresh opportunity to demonstrate good decision-making.

Student Success We will work hard to make this a happy and positive year for your child. We want each child to learn, but more importantly, we want each child to have a good feeling about school and themselves, and to know that learning is fun. Please don’t worry about your child’s well-being at school as we will do our very best to keep your child safe and take good care of him or her while in our care at school. Children are precious to us. We care about how they feel, what they think, and what they need to be happy and successful students at school.

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Classroom Management We believe Classroom Management is the key component in any educational setting. We believe that a safe and caring environment makes it easier for students to focus on their learning. We strive to set an appropriate tone for learning and interaction, prevent behavior problems by teaching students the social and emotional skills that help them learn problem-solving skills and coping strategies, engage them in rigorous and interesting curricula, and include all students in the classroom so that their needs are met. Fostering a positive learning environment where all students feel welcome, safe, and cared about is essential and is achieved through relationship building and good classroom management practices. We are committed to making our classroom a safe and challenging environment and engaging our students through the curriculum as well as getting to know them and interacting with them one-on-one. We believe that meeting the needs of our students is a very crucial part of our classroom. We work hard to create a classroom environment, set behavioral expectations, and facilitate the kind of social interactions that help students feel comfortable with each other, their teachers, and staff, so that meaningful discussion, interaction and learning can take place. Talking will be commonplace in our classroom, along with individual and group work. We encourage students to take responsibility for their learning and to be actively engaged in learning. To that end, we set goals for learning with each student and use student learning maps to help students know and understand what they are learning. The learning maps also help guide teacher instruction. We encourage all students to participate in class and to learn from each other as well as me. Our job in the classroom is to facilitate student learning through differentiated, multi-sensory, meaningful, relevant, engaging, and rigorous delivery of instruction and approaches that provide students opportunities the support they need to put into practice the knowledge and skills they are learning. We learn about students’ multiple intelligences and use real-life scenarios and situations to help them to see why learning is important so that they are more engaged and have a greater understanding of the value of education. We strive to have a democratic and equitable classroom so that students can learn skills that will serve them well for a lifetime. We are fair, firm, and consistent in enforcing rules and expectations for all students, so the students know what to expect and trust us and each other. We involve students in developing and adhering to classroom rules so that we can have a safe and productive learning environment where everyone feels welcome, safe, and respected. We engage students in helping to create a positive learning environment through use of Responsive Classroom approaches for classroom management and Love and Logic approaches for discipline. Ultimately, we want students to feel supported and to experience as much success with their learning as possible. We take great strides to making learning fun and memorable so that students want to learn and which help them retain what they learn.

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Philosophy of Discipline and Responsive Classroom Approach Our philosophy of classroom management and discipline approach is derived from elements of the Responsive Classroom and Love and Logic approaches, as well as the district’s Positive Behavior Support (PBS) program. The Responsive Classroom approach is used to create a learning environment where children thrive academically, socially and emotionally as well as practices that teach children to take care of themselves and each other, and the school environment so that everyone can learn at his/her best. The New Castle Elementary staff strives to teach children how to treat one another in ways that build community within the classroom, within a grade level, and across the school. Teachers work with students to create classroom communities of learners working and playing together to learn skills that help children be successful students. This approach has its foundation in the following acronym C.A.R.E.S. (Cooperation, Assertion, Responsibility, Empathy, and Self-Control). Responsive Classroom is just one critical component that allows students to grow to their potential. Instructional practices, Family Nights, Rules and Logical Consequences, Classroom Organization, Common Teacher Language, Schedules and Routines, and Morning Meetings, as well as Classroom Meeting, when needed, are developed and planned using concepts of C.A.R.E.S. The Guiding Principles of the Responsive Classroom Approach are listed below.

Guiding Principles of Responsive Classroom 1. Learning social skills is as important as learning academic skills. 2. How children learn is as important as what they learn: Process and

content go hand in hand. 3. Children gain knowledge most effectively through social interaction. 4. To be successful academically and socially, children need to learn

cooperation, assertion, responsibility, empathy, and self-control. 5. Knowing each child we teach – individually, culturally, and

developmentally – is as important as knowing the content we teach. 6. Knowing the families of the children we teach and inviting their participation is essential to

children’s education. 7. How adults (at school) work together is as important as how skillful each individual teacher

is: Lasting change begins with the adult community.

Positive Discipline: Use of Positive, Specific Teacher Language Positive discipline includes positive teacher language. The teacher sets the tone of the classroom, and by focusing on specific, clear, instruction, with a positive overtone, the students will respond accordingly.

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Rather than telling a student who is drawing instead of reading that she is not doing what she is supposed to do, tell the student, “It’s time to put the pencil away and open your book.” Another way is to tell the student, “It’s reading time now. Put the pencil down and read.” Additional reinforcement could be to tell her, “I want you to tell the class three details you found on page 181.” Giving the student a specific question and an expectation of her answering it will help her focus. Keeping the following five principles in mind will help develop positive discipline in the classroom.

Five Guiding Principles of Positive Discipline 1. Students want to do the right thing. Students do not want to be in trouble, or be embarrassed

in front of their peers. Rather, they want recognition for a job well done, as most people do. A teacher can build on this desire by having faith in the students and setting positive expectations.

2. Be specific when giving directions and when giving praise. Instead of saying “Don’t litter,” say “Please put all your snack trash in the garbage can.” The compliment “Good job,” is vague. A more effective form of praise is to say, “I appreciate how you picked up the trash you saw blowing on the playground.”

3. Direct your focus on one student at a time. Pull the student aside for guidance in a one to one situation, in a place where other students will not overhear. This prevents embarrassment and helps the student to respond to the guidance in an honest manner.

4. Don't talk too much. Young students have a short attention span, and can’t remember long lists of instructions or comments. Keep instructions down to one or two steps. Have the students repeat the instructions to be sure they know what to do.

5. Give the students time to respond. This is especially true when working with English language learners, who may need additional time to process what you have said, and to develop their response. Wait for an answer when asking a question, and give them at least 20 seconds to reply. Don’t interrupt, but rather, follow up with questions that encourage critical thinking and reasoning.

Using these five guidelines allows students to maintain dignity, and makes them willing to please the teacher. Part of a teacher’s job is to guide a student, developing good thinking skills and social skills. Positive classroom discipline techniques help produce positive, happy students.

Behavior Management The goal of classroom management and discipline is to increase the amount of time students spends in class. The maintenance of good student behavior is an important part of each child’s development and safety. This starts with the relationship that the staff develops and maintains with the children, and their families, throughout the school year. Every child has a right to an environment that is safe and conducive to learning. We have adopted the Responsive Classroom approach to foster a warm and safe learning environment for students. While teaching discipline, we are focusing on empathy and structure. Empathy helps us understand the child and structure allows us to set the guidelines and limits that all children

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need. This focus is critical in accomplishing the basic goals of helping children develop self-control and a sense of community. The benefit to using this model helps teachers hold a shared view, speak a common language, and use a standard set of tools. How does it work? Teachers and students begin, in August, developing the classroom guide, practicing procedures, and creating structure together. During the first six weeks, this system is practiced, modeled, and reviewed in every classroom. As we move into the second half of the school year, students receive one reminder, are redirected once, and then a logical consequence follows. Students understand that the consequence will help them learn why the behavior is inappropriate. The component of community is built through morning and class meetings. Morning meetings are conducted first thing in the morning and help establish the tone for the day. The basic elements include a greeting, sharing, news and announcements, and an activity. Class meetings are used to help students develop a solution to any problem that occurs in their school community. The basic tools include positive reinforcement, modeling, reparation/fix what has been broken, think time somewhere in the classroom, and a loss of a privilege. Teachers have also aligned expectations in common areas like the cafeteria, hallways, and playgrounds where responsibilities are shared. Aggressive behavior is an automatic referral to the office, is used only when a child is unsafe or fails to respond to consequences in the classroom. We find that when a child is referred to the office for aggressive behavior help from parents is needed. A meeting to review the problem and to develop an action plan often proves successful. Sometimes parents and teachers decide at the meeting that students need additional support and a small group intervention may be recommended. This intervention may or may not be out of the classroom and might be delivered by support staff. If a student continues to be unsuccessful, an individual intervention would be our next recommended step. A referral to evaluate a student's individual needs would be requested if progress is not seen after small group and individual interventions. This leveled system of interventions allows us to help our students in a very systematic way, helping all students meet with school success. Our school discipline system can be complimented at home by a program called Smart Discipline. You can learn more about any of these programs by going to www.smartdiscipline.com, www.responsiveclassroom.org, or contacting the school and asking for the principal or Family Counselor.

Classroom Rules 1. Listen and follow directions the first time given. 2. Raise a quiet hand and wait to be called on before speaking or leaving your seat. 3. Keep your body, hands, feet, and objects to yourself. You are responsible for you and your

things. 4. Show respect and be kind. Be considerate and accepting of the ideas and feelings of others

(classmates, teachers, and others). 5. Help each other and make good choices. 6. Practice The 7 Habits and Responsive Classroom approach related to developing positive

character (Be Caring, Assertive, Responsible, Empathetic, and Self-Controlled). 7. Learn all we can learn and make learning fun!

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Consequences Our philosophy of consequences is derived from a combination the principles of the Responsive Classroom Approach (C.A.R.E.S.), Love and Logic, and Leader In Me.

1st time rule is broken 1st Warning: name recorded and reminder about expectations

2nd time same rule is broken 2nd Warning: moved to designated area or “Chill Chair,” away from group, to reflect on choices

3rd time same rule is broken: 3rd Warning: name recorded and sent to Buddy Room to reflect on choices

4th time same rule is broken: Loss of some recess and note home

5th time same rule is broken: Note in agenda book, phone call home, loss of recess

Severe Infractions

Note in agenda book, phone call home, formal write up (FYI or Referral) depending on severity of infraction as indicated in Student Code of Conduct

Student Responsibilities Students are expected to arrive at class fully prepared. That means, at minimum, remembering to bring agenda book, gold folder, and any assignments or papers requiring adult signature every day. It also includes completing homework or other classwork sent home for completion (when assigned) and remembering to bring it and turn it in by the due date. Students are also expected to use and care for classroom materials properly, thoughtfully, and respectfully. Students are further expected to follow classroom rules regarding behavior, cooperation, interacting responsibly and respectfully, staying focused to avoid distracting themselves and others, asking for help when needed, and making good choices. Students are expected to give their best effort, at all times. These responsibilities and expectations help us to foster and maintain a learning environment where everyone feels safe, is comfortable taking risks with sharing and learning, and is able to learn, grow and thrive. Students are expected to take an active interest and role in their learning. Student Learning Maps (SLMs) are reviewed with students at the start of all math and reading units. Our SLMs identify key learning objectives and detail expectations regarding core content standards – specifically, letting students know what they are expected to know, understand, and do during implementation of each and/or master by the end of the school year. Learning objectives are set for activities so that students know what they are expected to know and do during each lesson.

Student Agenda Books Each student is provided an Agenda Book and a gold folder. The agenda book is an important place where teachers can write notes to parents/guardians and parents/guardians can write

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notes to the teacher (especially concerning changes in transportation or other important information teachers need to know). When a student has a good day, the parent/guardian will see a stamp and occasionally a positive note home. When a student has made poor choices that impact his/her learning, that of others, or the learning environment, or were involved in a more serious problem at school, the teacher will write a note in the agenda, and if necessary, will also contact the parent/guardian by telephone depending on the severity or repetitiveness of the behavior. It is therefore critically important that parents/guardians look at and sign (or initial) the agenda book each day after school. This year, first grade students will not be expected to write down homework assignments in the agenda book as we will not be sending homework packets, homework will be very limited this year. We are instead expecting students to write in journals and read at home to hone these skills. Teachers will take on the task of writing other important information (e.g., special events at school, school closings) in student agenda books, and will also post such information on Dojo. It is important for parents/guardians to check student agenda books every night, including the last day of the school week, to look for notes to parents/guardians about student progress, student success, student behavior (positive or negative), or other concerns. Please support us in helping students carry out their responsibility for their agenda books. Students have been told that this it is their responsibility to show the agenda book and folder to a parent/guardian or other responsibility adult every day after school and have the parent/guardian or other responsible adult sign the agenda book, and then it and the folder back in their bookbags and bring them to school the next day. Students are expected to turn in their agenda book and folder each morning. Please let your child know when they need to show the teacher a specific note from you. This expectation is an important part of helping students develop a sense of responsibility and will help prepare them for taking on additional responsibilities when they move on to second grade next year.

Our Class Schedules

Walton's AM Class Wu's AM Class

8:40 - 9:00 Morning Meeting 8:40 - 9:00 Morning Meeting

9:00 - 10:30 ELA 9:00 - 9:45 Chinese Literacy

9:45 - 10:30 Math (No intervention Students)

10:30 - 11:00 Reading Club 10:30 - 11:00 Reading Club

11:00 - 11:30 Lunch 11:00 - 11:30 Lunch

11:35 - 12:05 Bridging/Centers/SS (MWF) 11:35 - 12:05 Science

Walton's PM Class Wu's PM Class

12:05 - 1:35 ELA 12:05 - 12:50 Chinese Literacy

12:50 - 1:35 Math (Math Intervention students)

1:35 - 1:50 Recess 1:35 - 1:50 Recess

1:50 - 2:20 Bridging/Centers/SS (MWF) 1:50 - 2:20 Science

2:20 - 3:05 Special 2:20 - 3:05 Special

3:05 – 3:19 Return to Classroom, Pack Up 3:05 - 3:19 Return to Classroom, Pack Up

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Specials Schedule

Walton Specials Wu Specials

Mon Music Mon Art

Tue Art Tue Gym

Wed Technology/Library Wed Gym

Thu Gym Thu Technology/Library

Fri Gym Fri Music

District Policy Regarding Absences Student attendance is very important. If your child is truly sick with a fever, of course he/she should remain at home. The Code of Conduct gives a list of excusable absences. However, a casual “I don’t feel good” without any outward signs of illness or fever can often be translated as “I know I have a quiz or test in _____ today.” or “I don’t feel like going to school.” Also, if your child begins to develop a pattern of “I don’t feel good,” day after day, when there is no fever or other evidence of real illness, it may warrant a discussion with the child and/or school officials to determine if there is some non-academic reason (e.g., bullying, work avoidance, overdue assignments, tests, etc.) why your child does not want to come to school. In any case, it is best to try to get your child to come to school every day, especially given the rigor and pace of instruction and state core content standards your child must now master. Missing even one day of school may cause your child to feel “lost,” have difficulty catching up, and/or miss instruction critical to successful participation in subsequent classes and activities. If your child is having difficulties or claiming he/she doesn’t feel well, with no outward sign of illness or fever, seems to be preoccupied with problems in school or out of school, we can arrange for your child to talk with a teacher or counselor about whatever might be upsetting him/her, and if your child really is ill, he/she will be sent to our school nurse, Mrs. Davidson. She will contact you and send your child home, if warranted. Classwork and/or homework missed during an absence may need to be made up, depending on the work missed, when the student returns. The student will receive one additional day to complete work for each day of school missed. Some work (i.e., word sorts, word work, etc.) may be sent home to be made up if it doesn’t require teacher support. Please refer to the Code of Conduct concerning forced absences resulting from in-school or out-of-school suspensions.

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District Policy Regarding Changes to Student Transportation and Early Dismissal

School policy requires that a legal parent or guardian of a child must send a note in order for school staff to change any dismissal procedures. Without written notification, your child will be sent home the same way he/she arrived or as previously agreed to with our staff.

Please try to avoid picking up your child early from school unless it is absolutely necessary. Even though students in Grade 1 have Special at the end of each day, early dismissal causes them to miss important activities, interactive activities with other students, and sometimes interferes with testing, and may impact student grades if they are not there to participate in the day’s lessons/activities. In addition, we ask that you refer to the Code of Conduct for information and communication requirements relating to early dismissal and changes in how your child gets to or from school each day. For instance, if your child normally walks but will be picked up, send a written note. If your child is normally a car rider but needs to walk home, send a written note. If you child normally rides the bus but needs to be a car rider, send a written note. If you know in advance that you be picking your child up early from school, send a written note. Sending transportation change communications via email, text, or Dojo are discouraged as teachers are more likely to miss these forms of communication during the day; therefore, send a written note or contact Mrs. Torres, in our main office, directly. Such communications should be made by 2:00 p.m., as waiting until later in the day may result in missed communications between the office and teacher. Written communications help avoid confusion and helps teachers and administrators at the school, work together with you and your child to ensure that your child gets where he or she needs to get at dismissal time. Questions about this requirement can be directed to Mrs. Torres in our office at school.

Teacher – Parent Communications

Teacher Notices Teachers inform students and parents of events specific to their classroom or grade level (field trips, assemblies, classroom plays, etc.). Also, teachers often write notes specifically about your child. These may have to do with academic work, behavior, physical health, etc. Again, we ask that you have a place where your child can leave such information so you are sure to receive it.

Parent/Guardian Visits, Volunteerism, Field Trips

Parents/Guardians are always welcome at New Castle Elementary School. We do require that parents who wish to visit classrooms, make mutually convenient arrangements with their child’s teacher well in advance of the visit. In addition, the District has implemented a new visitor/volunteer clearance process for parents who wish to visit classroom on a more regular basis, volunteer in classrooms, participate in special events in classrooms or at school, or go on field trips. To obtain clearance, parents/guardians will need to go to the district website to access and complete the online volunteer clearance process. Go to the Parent tab then select “volunteer form” to initiate that process. Please note, that no matter how frequently you visit,

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you must always go to the office first, sign in, and obtain your visitor badge. As part of standard school safety practices, all volunteers and visitors to CSD schools must provide a photo ID each time the visit any District facility.

Parent–Teacher-Student Conferences The Colonial School District schedules two opportunities for parent-teacher conferences. During these conferences, the teacher will discuss your child’s academic, social, emotional and physical progress at school. Also, a parent may request a conference with a teacher at any time during the year by contacting the school and scheduling a date and time. Telephone conferences are very effective for minor concerns or when it is impossible for the parent to come to the school. We ask that you keep teachers informed of a telephone number that allows them quick access to you. If you have any questions, always call your child’s teacher first. If more information or assistance is needed, contact the main office. Your concerns will always be heard. Additionally, we are available to meet with you whenever there is a concern or need. We strongly encourage parents/guardians, and their child, to attend Parent-Teacher-Student Conferences so that your child sees that you are engaged and involved with his or her education, and so that we can get to know one another personally to develop a rapport that will help us work together in helping your child be as successful as possible at school – and at home. Please note, that there will be a different conference date and time schedule for students in the Chinese Immersion Program as both teachers will partner together on each conference and have approximately 40 student conferences to complete.

Notes to Parents / Notes to Teachers Communication specific to your child’s progress is often found on notes written directly to you, or written on assignments your child has completed. Teachers also frequently ask that work be signed by a parent and returned to school to confirm that the parent is getting a profile of his/her child’s academic progress. Likewise, a note from a parent to a teacher makes that teacher aware of your interest.

District Academic Communications

Progress Reports and Report Cards The District is implementing a new progress reporting system and changing the frequency for issuing report card for K-2 students. Information on these changes will be sent parents when communication materials have been completed. Teacher will provide some information during Open House and the district will provide additional information to parents at it becomes available. We ask for your patience and understanding while this new process is being implemented.

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Colonial School District Vision and Mission

Vision: The Colonial School district will be an innovative leader in academic excellence providing students with positive and appropriate learning experiences delivered by well trained, empowered staff. Mission: The Colonial School District provides high quality education to all students to become well rounded, contributing members of society by offering a comprehensive academic program in a safe and nurturing environment conducive to learning. Colonial fosters a strong sense of community by building partnerships between its employees, the students, their families, businesses and other constituencies. Values, Principles and Beliefs: 1. Student learning is a priority. We believe that every student can learn and we will provide

support so they can achieve their fullest potential. 2. Value diversity. We value, respect and embrace differences. 3. Open and inviting. We believe in creating and maintaining an open and inviting atmosphere. 4. Employee dedication and integrity. Our employees are dedicated and perform with the

utmost integrity. 5. Civility and respect. We expect civility, positive, respectful, and dignified behavior of all

stakeholders. Inappropriate behavior will not be tolerated. 6. Shared accountability. Students, parents, school personnel, school board and community

share in the accountability for the success of our students. 7. Financially responsible. We are stewards of our finances and are fiscally responsible. 8. High quality facilities. We maintain our facilities and operations to enhance the learning

environment. Everyone will treat our facilities and resources with respect. Motto: “College and Career Ready”

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New Castle Elementary School Vision and Mission

Vision: New Castle Elementary is dedicated to ensuring that all students achieve academic success. Mission: New Castle Elementary is committed to making every student career and college ready by providing rigorous instruction driven by the Common Core Standards and the needs of individual students with high expectations. We will create and support an environment in which all students and adults are welcomed, respected, and trusted to do what is best for our children while accepting cultural differences and fostering self-esteem. Motto: “We will go above and beyond the call of duty to ensure that every student is successful every day!”

First Grade Room 105 and 112 Mission Statements

We will work hard and always do our best. We will help each other and work as a team. We will be good leaders and make good choices. We will practice The 7 Habits at all times. We learn every day and make learning fun.

New Castle Elementary Spartan Chant

I am a New Castle Spartan.

I show pride the Spartan way. I promote safety every day.

I act responsibly when I work & play. I respond respectfully with the words I say.

I am a New Castle Spartan.

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District Contact Information

Colonial School District Address

318 E. Basin Road New Castle, Delaware 19720

District Office Phone Number (302) 323-2700

Transportation Office Phone Number (302) 323-2851

District Website www.colonialschooldistrict.org

School Contact Information

School Hours

8:20 a.m. 8:40 a.m. 3:19 p.m.

Doors Open Classroom instruction begins Dismissal

Please note the following:

• Students are not permitted to be dropped off or enter the building prior to 8:20 a.m. as there is no adult supervision available to monitor students prior to that time.

• Student drop off ends promptly at 8:35 a.m. Drop offs arriving after that time must be taken to the main office and be signed in by a parent/guardian.

• Likewise, students need to be picked up promptly at the end of the school day - no later than 3:30 p.m. - as there is no adult supervision available to monitor students after that time.

If your child needs to be placed in before or after care, the Bear/Glasgow YMCA offers childcare options on site at New Castle Elementary. For details and information about the program, you can call the YMCA at (302) 836-YMCA.

New Castle Elementary School Address

903 Delaware Street New Castle, Delaware 19720

Main Office Phone (302) 323-2880

Nurse’s Office (302) 323-2888

Cafeteria Manager (302) 323-2891

Fax Number (302) 323-2897

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New Castle Elementary Core Beliefs The New Castle Elementary Core Beliefs allow all teachers to choose their own methods for classroom management as long as New Castle Elementary Core Beliefs and the District’s Student Code of Conduct are not violated. These beliefs are: New Castle Elementary is a PBS School. We strive to make our school a place where everyone feels welcome, respected, safe, and supported in order to maximize the academic achievement and behavioral abilities of all learners. In order to do so, the staff is responsible for teaching and holding students accountable for adhering to the principles of the school.

“Be a Champion…It’s the Spartan Way” The Colonial School District Board of Education has an adopted Student Code of Conduct that applies to all children in the district. A copy of this Code can be found on the Colonial School District’s website, www.colonialschooldistrict.org. Parents may also request a paper copy from school. While we review it at school, we ask that you, as a parent, take some time with your child to help reinforce the importance of being a good citizen, making good choices and being responsible for his/her behavior. At New Castle Elementary School, the rules are based upon our philosophy of reinforcing and recognizing positive contributions of students and staff. The “New Castle Creed” sets the tone:

S- Show Pride P- Promote Safety A- Act responsibly R – RespondRespectfully

We celebrate students’ behavior, attitudes and efforts that reflect the “Creed”. A reward is given to students who ride busses to and from home following the rules. Positive car rider behavior is also recognized and rewarded. Teachers and students regularly recognize and celebrate student successes and students doing an exceptional job of developing self-control, responsibility and good work habits in the classroom. When children do not meet the expectations, there is a school-wide system to handle those situations. The teacher and children develop classroom rules. Grade level teams have expectations appropriate to the ages of the children. If a child is disruptive, disrespectful to adults and/or peers, or interrupts the learning of others, the behavior is recorded and parents are contacted. Any behavior that endangers others will result in the immediate removal of the child from the situation and parents/guardians will be contacted. The Colonial School District Student Code of Conduct requires administrators to contact police if a child assaults an adult, commits extortion or brings weapons to school. Obviously, neither the school nor home wants a child to have to experience involvement with the law and courts. Please make sure your child knows that school is a place for learning. If he/she is having serious problems or concerns, please contact the teacher, counselor, student advisor or principal.

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Our goal regarding discipline is to help your child develop self-discipline, responsibility and the ability to make good choices. Together the home and school are responsible for developing good citizens. If you as a parent/guardian have any concerns regarding discipline, it is requested that you first talk with the teacher or the person most closely related to the situation before contacting the administration. If you feel you need more assistance, please feel free to contact the principal. New Castle Elementary has 0 tolerance for Bullying! This issue can be reported to the classroom teacher, behavioral interventionist or school administrator. When a bullying allegation is reported the incident is documented into E-School and a full investigation will take place. Thereafter, a decision will be made and if substantiated, consequences will be assigned. Because of Brief of Confidentiality the type of consequences will not be communicated to the victim nor his/her parent.

New Castle Elementary Student Responsibilities One of the important educational objectives of New Castle Elementary School is the development of individual student responsibility. In order to help students develop this trait and to preserve classroom time for instruction, the students are responsible for bringing to school all items; such as homework, money, and lunches, necessary to meet his/her needs for the day.

Proper Dress and Shoes

Children need to be clean and comfortable in order to learn. As clothing is selected each day, please make sure it is clean, appropriate for sitting, working, and playing. Clothing that is inappropriate for a school setting, such as shirts having offensive language or symbols, will not be permitted. All shirts, tops, dresses with thin straps (less than 3 fingers wide) or no straps at all, must be covered at all time while at school, this includes recess and P.E. periods. A parent will be contacted to bring the child an alternate outfit if their attire is not appropriate for school.

Student are expected to wear proper fitting and safe footwear to school. Open-toed shoes, sandals, flip-flops (footwear that that allow toes to be exposed), and shoes that don’t stay on the foot without straps or ties (flats, ballet slippers, or ill-fitting shoes), are not permitted at school. Shoes or boots with heels are also not permitted at school, except for special occasions such as participation in assembly. Heelies, or any shoes with wheels, are not permitted in school. Our reasons for this policy have to do with protecting students feet and shoes that like those listed above make it dangerous for children to play at recess on mulched and grassy surfaces. In addition, students are required to wear sneakers on days when they have gym for safety reasons. If a student wears a type of footwear listed above, a parent will be called to bring in a replacement pair of shoes. If a parent is unable to bring in appropriate footwear, the child will not be permitted to participate in P.E. classes or recess.

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School Supplies NCE appreciates the support are parents are showing this in sending in school supplies and other materials requested on the Supply List that was sent home at the beginning of the school year. The supply list is available on the main District webpage. Please note that children are responsible for any school supplies they bring to school or which are issued to them, and are responsible for using them correctly and safely. It is our policy to hold parents and students responsible for any damage a student causes to instructional materials or school district property. The full replacement cost of any lost or damaged items, including library books, textbooks, and other instructional supplies, will be the responsibility of the child’s parent/guardian. Report cards will be marked at the end of each marking period if a child has a financial obligation to the school. The parent or guardian will receive written notification about the obligation prior to the end of the marking period.

Items Not Permitted In School

Toys, CD players, iPods, PSP or Nintendo DS devices, cell phones or paging devices, pets, and other items (for example, trading cards, etc.) that distract children from learning are not allowed in school. If items such as these are seen at school, they will be taken from children and an adult will have to pick them up. If an item reappears, the item will be kept until the end of the school year, when an adult will have to pick it up. If an inappropriate item is brought to school and is then lost or stolen, this is not a situation that school staff will be involved in helping to resolve.

Any item deemed a safety risk will be taken from the child and the parent will be contacted. Title 14, Delaware Code, 4112 requires school personnel to contact police if serious offenses occur. (i.e. carrying weapons - **even look-alikes or toy weapons** - and dangerous instruments). The Colonial School District Student Code of Conduct specifies that a student in possession of weapons (real or look-alike) be suspended from school and have possible other consequences. Please help your child make good choices and take time to check the materials your child gathers for school. Students must learn that negative behavior generates certain consequences. Whenever possible, logical consequences will be utilized. A few consequences to consider are: reprimand, time-out in another classroom, parent contact, and behavior modification programs. Before a student is sent to the office with a referral, it is expected that classroom consequences have been implemented and the student’s parents have been or will be contacted about his or her behavior.

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Guidance

The Colonial School District has made a commitment to offering students access to certified guidance counselors in each school. Counselors assist classroom teachers in developing ideas for instruction during the year to help children acquire decision-making skills and positive self-esteem. Groups of students who have similar challenges such as: attendance, ill parents, divorce, new family members,

etc. will meet with the counselor in a small group to deal with specific topics. Also, the counselor will be available for individual meetings with students who need the assistance of an adult in dealing with personal issues.

Birthdays and Other Celebrations

The Colonial School District’s policy #5404 states that no outside food can be served to students during the school day. If parents would like to celebrate their child’s birthday then non-edible items for classmates should be purchased. Examples of these items are: pencils, crayons, coloring books etc. Due to safety and distraction issues, we ask that balloons and/or other favors are not sent in to school, but are kept for home celebrations.

Snacks such as ice cream, cookies, etc. may also be purchased through the cafeteria for celebrations as well (Must be ordered 2 weeks in advance).

Fresh Fruit/Vegetable Program for 2016-2017

New Castle Elementary once again received a special Grant that enables the school to provide a fresh fruit/vegetable snack to students. Only single serving fruits/vegetables and individually wrapped products are provided as part of this program. Examples of FFVP snacks include apple slices, grapes, orange wedges, bananas, apples, pears, melon, celery sticks w/low-fat dip, etc. The FFVP is part of a special initiative designed to encourage students to include fruits/vegetables in their diet and eat healthier snacks. Please notify your child’s teacher, school nurse, and cafeteria of any food allergies your has to foods or snacks served at school.

This year, fruit/vegetable snacks will only be provided Tuesday through Thursday and will not be provided on abbreviated dismissal days.

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District & School Communications

The District Calendar This year, Colonial School District will not be provided hard copies of the district calendar to parents or teachers. Parents/guardians may access the calendar electronically via the district website.

Alert Now / Emergency Information In the case of a school closing or special event, New Castle makes every effort to contact families. Alert Now is a system that will call each and every student’s home with a message from a district administrator. If you have questions about the messages that are delivered, please contact New Castle directly. To continue to make this system an effective way to notify our families, keep your telephone numbers updated with the Secretary. Although New Castle makes every effort to contact you with school closing information using the Alert Now System, sometimes we may have to rely on other methods. If school is cancelled, it will be announced over local radio stations: WDEL (1150), WAMS (1380), WILM (1450), WJBR (99.5), and WSTW (93.7). Please do not call the school. Simply listen for any announcement regarding “Colonial School District, New Castle”. It is imperative that parents who are not home during the day make arrangements for their children in case of delayed opening of school, early dismissal or school closing. Your child will need to know where to go in event of an emergency. If early dismissals would cause your child to be sent home a different way, please write a note to your child’s teacher.

Changes to Contact Information and/or Home Address It is imperative that parents/guardians contact the school to provide information about changes to phone numbers, emergency contacts, and/or home address or residence so that teachers and/or school administrators are able to easily and quickly reach you in the event of emergencies or unexpected changes to the school operations. Our goal is to keep you informed of happenings at school and enable you to attend to changes at school affecting your child. This will help minimize stress experienced by students in the event of unanticipated changes in their expected school day.

Questions Should have questions about information contained in this handbook or about the school in general, please don’t hesitate to call your child’s classroom teacher or the school office. Thank you for taking time to read through and familiarize yourself with this handbook.