Assessment
Calendar
Comprehensive Safe School Plan
Consequences
Daily Schedules
General Information And School Policies
Letter from the Principal
Principles and Standards for Behavior
School Rules
Staff
Suggested Materials

On behalf of the staff of Monarch Grove School I would like to welcome all students and parents to the 2007-08 school year.  This handbook contains valuable information for your use.  Please save this handbook for easy reference throughout the school year.  The Monarch Grove Staff is looking forward to working with you and your children!

Parents are encouraged to become involved in our school program! Please do not hesitate to call on me with questions, concerns, compliments and/or friendly advice!  I look forward to hearing from you!

Sincerely,

James Scoolis, Ed.D. Principal
jscoolis@slcusd.org

Parents often ask about which school materials are required.  While the District does not require students to provide any materials, since our school is undertaking a coordinated effort to ensure that students are organized for student success; parents can help by supplying the following items.  For students in grades 3-6, if the parents can not provide these items, the school will supply the following items:

3 ring binder-- with a 2 inch spine (be certain it fits in a backpack-- 'TRAPPER KEEPER' styled binders are NOT recommended--they are too big and will not be useful to help organize students-- if  students do not have appropriate binders students will be provided a separate binder to use daily.
8 binder dividers WITHOUT Pockets
Zipper pouch to hold pens and pencils for materials to fit inside binder two or more ball point pens
#2 Pencils with useable erasers (three or more)
3-ring standard ruled white binder paper
2 or more ballpoint pens (for students in grades 3 and above)
A backpack to carry learning materials to and from home and school

The school will supply necessary items for students in grades 3-6 if parents do not.

ALWAYS LABEL ALL MATERIALS AND CLOTHING BROUGHT TO SCHOOL!

Report cards are issued at the end of each trimester.  First through third grade teachers will use (+, ,-) to  denote student academic achievement.  For students in grades 4-6, report cards will contain letter grades, which indicate the student's performance relative to the expectations for achievement at that grade level.   Marks for effort (Outstanding, Satisfactory, and Unsatisfactory) will be used in all grades.  The teacher will notify parents when a student is experiencing difficulties with academic progress or behavior.

Parent/teacher conferences are scheduled at the conclusion of trimesters in November and March.  These conferences are very important for discussing your child’s academic progress with their teacher.  Other conferences may be scheduled by appointment as needed at the request of the parent or teacher.    All of  the following methods may be used when assessing and reporting student achievement: grades, rubric scores, standardized testing data

At times student achievement, especially in written language, is reported as a number, which is based on a scoring scale called a rubric.  A rubric is a set of descriptive guidelines for determining achievement that is generally organized on a four-point scale of performance with four being the highest.   A number value is given that represents a summary of each performance level:

Standardized tests are so named because the methods of administering are controlled so as to be as nearly identical as possible wherever the test is given.  Our students take two separate assessments as part of the state mandated STAR system: The California Standards Test (CST) which measures student achievement against the content standards (the subject matter teachers teach) and the California Achievement Test, Sixth Edition (CAT-6) which compares student achievement on broad knowledge with students nationwide.

The California Standards Tests (CST) is comprised of items that were developed specifically to assess students' performance on California's content standards in English Language Arts and Mathematics. The State Board of Education adopted the content standards that specify what all California children are expected to know and be able to do. It is important to note that ‘California Standards’ Scores are reported in percent correct, NOT percentiles. The following table shows four years of average student achievement for Monarch Grove students in each of the assessed grade levels.

CST results for the past eight years: shown in average percentage of items correct

The 2003-04 school year marked the first year that our neighboring school, Sunnyside, was closed and the student populations were consolidated to Monarch grove and Baywood School.   As a result our school population demographics changed as a result.                                     

California Standards Tests scores are also reported in five scoring bands: “Far Below Basic, Below Basic, Basic, Proficient, Advanced’.   The state has determined that student achievement target is ‘proficient or above’. The results for the past five school years showing the percentage of students ‘proficient or above’ for each school year is reported below.

The table below shows percentage of all students achieving at the ‘basic or above’ level of achievement.

The 2006-07 school year was the fifth year that our district (and state) administered the California Achievement test-6th edition (CAT-6)., but the second year this assessment was given to only third grade students.   The (CAT-6) is a national standardized test given to all third and seventh grade students in the district. Students in are assessed for reading, language usage, mathematics and spelling skills.  Results from the CAT-6 are reported as “percentiles” which compare student achievement of students at that grade level to students nationally. For example, if a student or group of students score at the 69th percentile in reading, it indicates that this student or group of students has scored better that 69 out of 100 other students or groups of students at the same grade level nationally, not that the student marked 69% of the answers correctly.

The California Achievement Test -6th Edition (reported in percentiles) for the past four years

California Standards Tests scores are also reported in five scoring bands: "Far Below Basic, Below Basic, Basic, Proficient, Advanced'. The state has determined that student achievement target is 'proficient or above'. The results for the past two school years showing the percentage of students 'proficient or above' for each school year is reported below.

The 2005-06 school year was the fourth year that our district (and state) administered the California Achievement test-6th edition (CAT-6)., but the first year this assessment was given to only third grade students. The (CAT-6) is a national standardized test given to all third and seventh grade students in the district. Students in are assessed for reading, language usage, mathematics and spelling skills. Results from the CAT-6 are reported as "percentiles" which compare student achievement of students at that grade level to students nationally. For example, if a student or group of students score at the 69th percentile in reading, it indicates that this student or group of students has scored better that 69 out of 100 other students or groups of students at the same grade level nationally, not that the student marked 69% of the answers correctly.

At Monarch Grove we maintain a safe school, which is designed to improve the academic performance and behavior of all children.  Research on safe schools demonstrates that a comprehensive multi-level approach to prevention is the most efficient and cost effective way to ensure a safe learning environment.   At Monarch Grove we have included the following principles of safe schools into our school to ensure the safest and highest quality education possible:

• A compassionate caring, respectful staff who model appropriate behaviors, create a climate of emotional support and are committed to working with all students.
• Engaging curricula and effective teaching practices.
• Developmentally appropriate programs for all children that teach and reinforce social and problem solving skills including non-violent conflict resolution.
• Teachers and staff who are trained to support positive school and classroom behaviors.
• Collaborative relationships with families, agencies and community organizations.

We  have identified Five Model Scholarly Behaviors which are attributes of successful students—Perseverance, Practice, Risk-Taking, Pondering, and Participating.  In addition we have also identified seven ‘pillars’ of character:  Trustworthiness, Honesty, Respect, Responsibility, Generosity, Kindness and Loyalty.  We actively teach student the meaning of these words, encourage these behaviors and recognize student and adults efforts in these areas.

These approaches alone are sufficient for most student’s needs, but not necessarily every student. For some students who are at risk of academic failure or behavioral problems additional early intervention is necessary.  Early interventions may include any or all of the following: Student Success Team, working with the school counselor, both during and after school academic supports, and even in a few cases grade level retention.  These early interventions are sufficient in nearly every case, but for a very few, even more intensive interventions such as those provided by coordinated interagency services are required (e.g. Children’s Protective Services, County Mental Health, County Health and Welfare and the School Attendance Review Board).

In addition, to our intervention programs we have plans and procedures for safe resolution of all types of emergencies.  All staff are instructed on emergency procedures and practice them regularly throughout the school year.  Copies of the comprehensive safety plan are available for review in our school office.

We maintain very high expectations for student behavior.   All of the efforts of Monarch Grove teachers and staff are done to ensure that all students are safe and all students learn.  The school rules and consequences are derived from the following standards, rights, and principles of student behavior.

1.         Every student has the right to learn.
2.         Every teacher has the right to teach.
3.         Everyone respects the rights and property of others.
4.         Students take responsibility for their actions.

1.         Students follow the directions of staff members and parent volunteers.
2.         Students are courteous to staff members, parents, and students.
3.         Students remain on the playground (or other specially permitted area) during recess and lunch.
4.         Students walk at all times in the “hallways” (generally, all concrete areas of the schoolyard).
5.         Name calling, put downs, foul language or any other demeaning behavior is not permitted.
6.         Food is eaten in designated areas only.
7.         Students participating in playground games use established playground game rules.
8.         Students are punctual.
9.         Students are prohibited from touching property belonging to others without permission.
10.       Students are to keep ‘hands off’ of others.  Body to body contact (pushing, playing tag, etc. are not permitted)-- Fighting is strictly prohibited!!!
11.       Students are not permitted to chew gum at school.

In addition, all the rules listed in the district student conduct booklet that explains the rules of the San Luis Coastal Unified School District are enforced. Each family is required to read and discuss this code, and parents are required to sign and return the form in the booklet to your child's teacher at the start of each school year.

When consequences for behavior are needed, we strive to use them in a manner that will help students take responsibility for their behavior and to choose or learn a better method for dealing with a similar problem in the future.  We also strive to ensure that any consequence is related to the infraction.  Any of the following consequences may be selected depending on the individual situation. Consequences for infractions will be selected from the following list:

• Warning; students are reminded of rule infraction.
• Referral; student provides written explanations of incident and describe future behaviors so as to             avoid repeat of incident in a similar situation.  Student, teacher, principal, and parent sign referral.  When a referral is sent home, a phone call from the principal is placed to the parent and the referral must be returned to school.
• School Service;  student recess time may be used to provide service to the school.
• Temporary removal of student from playground or classroom.
• Lowering of academic grade (to be used if  the infraction is related to academic integrity and honesty)
• Parent/Student/Staff Conference
• Denial of privileges (i.e. study or field trip attendance)
• Suspension from school.

We also make every effort to reward and recognize appropriate behaviors.  These recognitions are made by positive phone calls home from principal or teachers,  “Caught Being Good” referrals and end of trimester citizenship award ceremonies.

· Parents must ensure that students arrive at school on time. Parents should notify the school in writing or by calling the office to report student absences.  Reasons for absences must be specific as required by state law.

· Foster a love of learning.  Go to the library or bookstore, often. Parents should read aloud to their child(ren) as well as  provide a model in the uses of language and positive lifelong reading habits by reading and writing for pleasure. Provide a quiet reading time for your child(ren) each day in addition to homework.

· Maintain high expectations. Parents should support students in establishing and achieving educational goals. Regularly review student work for a better understanding of content and quality. Assist your child in completion of assignments by facilitating research, asking questions and clarifying directions but allow your child to complete their own work.  See if you and your child can arrange for a “study buddy” for clarification. 

· Help your child be organized. Parents should provide students with a quiet, well-lighted place to study, time to study without distractions, and help students with time management to accomplish all tasks.  Set aside a regular homework time. 

· Volunteer! Parents are encouraged to volunteer in their child's classroom. Share your skills and knowledge with us! (Contact your child’s teacher to make arrangements.)

· Keep the lines of communication open.  Parents should contact classroom teachers at the earliest possible moment when questions arise to clarify information, address concerns, or provide friendly advice.  Clear and open communication between parents and teachers are key ingredients for student success.

· Parents (and all adults who work or play with our children) must model behaviors expected of students.  Parents should read the weekly newsletter and other school information sent home every Wednesday.  Parents must read, sign, and/or return schoolwork and other school documents when appropriate.  Always keep in mind that children learn how to act and behave from observing their parents, teachers and other adult models.  Help your child take responsibility for their actions.  Model responsible behavior by taking responsibility for your own actions  (e.g. admit your mistakes and take appropriate corrective action).

· Parents should monitor and adjust television, radio and other media usage in order to keep it to minimum.

· Above all, spend time with your child. Eat as a family and discuss what is happening in your lives.  Turn off the television.