Mabel B. Wesley Elementary SchoolA Science, …€¦ · Web viewMabel B. Wesley Elementary SchoolA Science, Technology, Engineering & Math (STEM) SchoolCome SOAR With Us! A texas

Mabel B. Wesley Elementary School

A Science, Technology, Engineering & Math (STEM) School

Come SOAR With Us! A TEXAS RECOGNIZED CAMPUS

2012-2013Parent/Student Handbook

Dr. Kimberly Agnew Borders, Principalwww.wesleyelementary.org

http://www.wesleyelementary.org/

Houston Independent School District

2012 Board of Education

Michael Lunceford, President

Anna Eastman, First Vice President

Juliet Stipeche, Second Vice President

Rhonda Skillern-Jones, Secretary

Greg Meyers, Assistant Secretary

Paula Harris

Lawrence Marshall

Harvin C. Moore

Manuel Rodriguez, Jr.

Terry B. Grier, Ed.D., Superintendent of Schools

Huston Independent School DistrictHattie Mae White Educational Support Center

4400 West 18th Street

Houston, Texas 77092-8501

Website: www.houstonisd.orgSubscribe to eNews: www.houstonisd.org/subscribeFollow us on Twitter: www.twitter.com/HoustonISD

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or

political affiliation in its educational or employment programs and activities.

Acknowledgment of Receipt of Parent HandbookI received a copy of the Parent Handbook on the date listed below. I understand that I am expected to read the entire handbook.

This Handbook contains important information about Wesley Elementary and Houston Independent School District. I acknowledge that revisions to the handbook may occur. All such changes will generally be communicated through official notices.

I understand that it is my responsibility to be familiar with HISD Board policies that pertain to my child’s enrollment at Wesley Elementary. I understand that I may ask the Principal any questions I might have concerning the handbook. I also understand that it is my responsibility to comply with the policies contained in this handbook, and any revisions made to it.

Parent/Guardian Signature Date of Handbook Receipt

Parent/Guardian Name (please print clearly)

Child’s Name (please print clearly) Homeroom Teacher

A Message from the Principal

Dear Parents,

Welcome to Mabel B. Wesley Elementary School. This handbook contains district policies and procedures that will be of great importance to you and to your child as we progress throughout the year. It is very important for you to develop a good working relationship with the school.

We believe that a very safe and inviting environment and frequent communication with parents will foster a very good working relationship among our students, teachers, parents, and the administration. Wesley has a long-standing history of high academic excellence. Together we will continue to achieve the high standards we have always maintained. Our faculty and staff are talented, devoted professionals. They take pride in the students and the community and will continue to ensure the academic success of each child.

Wesley Elementary School will use the Reading Street for Reading instruction and the Empowering Writers program for Language Arts instructions for Kindergarten through 5th grade. EnVision Math will be the school wide math program. All students will be required to produce monthly book reports. Science instruction will consist of science vocabulary and content building and discovery learning methods that will include hands-on and science lab activities. Students in Grades K-5 will be required to create a science project at the end of each nine week period. Writing instruction will be enhanced by writing assignments that require organization, creativity, voice, and research. The Wesley Elementary School Library will support all learning activities.

Student mastery of the Texas Essential Knowledge and Skills (TEKS) will be assessed daily and weekly by classroom teacher and lead teachers. Formal benchmark assessments will be given monthly to assess academic progress.

We will frequently inform you in a timely manner of the many activities that will take place here at Wesley. Parental involvement is a proven factor in the success of students throughout their education. The elementary years are crucial in the development of good work and study habits. Therefore, your support and participation in your child’s education is vital. We will address any questions or concerns to your child’s teacher.

Remember … together we WILL take Wesley’s students to new heights!

PrincipalMabel B. Wesley Elementary School

Mabel B. Wesley Elementary2011-2012 Parent Handbook

Table of ContentsAcknowledgment of Receipt of Parent Handbook................................................................................3

A Message from the Principal...............................................................................................................4

Table of Contents..................................................................................................................................i

General Information............................................................................................................................4

Campus Profile........................................................................................................................................4

Mission and Principles..........................................................................................................................5

Mission....................................................................................................................................................5

Core Values..............................................................................................................................................6

School Culture.........................................................................................................................................7

Statements of Belief................................................................................................................................8

School-Wide Discipline Management Plan.................................................Error! Bookmark not defined.

Teacher Removal of a Student...................................................................Error! Bookmark not defined.

Corporal Punishment.................................................................................Error! Bookmark not defined.

Suspension................................................................................................Error! Bookmark not defined.

In-School Suspension.................................................................................Error! Bookmark not defined.

Daily Progress Reports and Paychecks.....................................................................................................9

Student Incentives.....................................................................................Error! Bookmark not defined.

Classroom Instruction........................................................................................................................18

Departmentalized Grade Levels.................................................................Error! Bookmark not defined.

Instructional Resources.........................................................................................................................18

Grades and Grading...............................................................................................................................29

GradeSpeed: Parent Access to Teacher Gradebooks.............................................................................30

New Testing Document ........................................................................................................................30


Promotion Standards.............................................................................................................................31

Homework.............................................................................................................................................31

Inclusion................................................................................................................................................32

Field Lessons..........................................................................................................................................32

Transportation and Student Safety.....................................................................................................33

Private Transportation (Car Riders).......................................................................................................33

Walking to/from School.........................................................................................................................33

Bus Regulations.....................................................................................................................................33

Operational Systems..........................................................................................................................34

Enrolling Your Child...............................................................................................................................34

Updating Your Contact Information......................................................................................................34

Student Uniform Policy..........................................................................................................................34

Care of School and Personal Property...................................................................................................35

Textbooks..............................................................................................................................................35

Communicating with Students during the School Day...........................................................................36

Students Leaving Before Dismissal........................................................................................................36

Inclement Weather................................................................................................................................36

Medical Information..............................................................................................................................36

Operational Systems..........................................................................................................................37

Daily Schedule.......................................................................................................................................37

Lunch Schedule......................................................................................................................................38

Parent Communications and Involvement Opportunities...................................................................40

Progress Reports....................................................................................................................................40

Report Cards..........................................................................................................................................40

Monthly Parent Bulletin: The Eagles Nest.............................................................................................40


Eye on Excellence: Grade Level Awards Day..........................................................................................40

Family Support Team (FST).................................................................Error! Bookmark not defined.

Super Saturdays.....................................................................................Error! Bookmark not defined.

Parent/Teacher Association (PTA).........................................................................................................40

Title I......................................................................................................................................................40

VIPS: Parent Volunteers.........................................................................................................................41

Parent Advisory Committee...................................................................................................................41

Visitor’s Policy.......................................................................................................................................41

Requesting a Parent/Teacher Conference.............................................................................................41

2011-2012 Staff Roster.......................................................................................................................43

Mabel B. Wesley Awards & Recognitions...................................................Error! Bookmark not defined.

Wesley Fight Song..............................................................................................................................46

Mabel B. Wesley Elementary2012-13 Staff Handbook

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General Information

Campus ProfileMascot Bald Eagle

School Colors Blue and Gold

Campus Motto Come SOAR with Us!(SOAR: Solve, Observe, Ask, Read)

2012-13

Instructional

Theme

Rocking and Rolling with Rigor!

Principal Dr. Kimberly Agnew Borders

Mailing Address 800 Dillard StreetHouston, Texas 77091

Phone 713-696-2860

Fax 713-696-2866

Web Site http://www.wesleyelementary.org/

Chief Elementary Schools Officer Samuel SarabiaSchool Improvement Officer Rudy TrevinoOffice Address 4400 West 18th Street

Houston, TX 77092-8501Houston ISD Mail Route 10

Phone 713-556-7100


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Mission and Principles

MissionThe mission of Mabel B. Wesley Elementary School is to provide a supportive community that identifies, encourages and develops each student’s interests and abilities. The staff, students and families of Mabel B. Wesley are committed to using every day to help every student build the educational foundations necessary to enable them to achieve academic, social and career success. The Mabel B. Wesley learning community is built on a few simple, fundamental principles in direct alignment with the values of Houston Independent School District.

PURPOSE: The Houston Independent School District exists to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality elementary and secondary education available anywhere.

STRATEGIC INTENT: To earn so much respect from the citizens of Houston that HISD becomes their prekindergarten through grade 12 educational system of choice.

GOALS: The district’s primary goal is to increase student achievement.

Primary Goal 1: Increase Student AchievementHISD student performance will demonstrate gains as evidenced by scores on TAKS, SAT, and other state and national tests, thus narrowing the achievement gap, and graduating students who are college- and career-ready.

Additional goals are established in support of increasing student achievement, as follows:

Goal 2: Improve Human CapitalThe district seeks to create a performance culture that values employees who are results-oriented, talented, innovative thinkers; individuals who strive to increase student achievement and contribute to the reformation of public education.

http://www.houstonisd.org/HISDConnectEnglish/Images/PDF/HISDs%20goals_StratDirection.pdf


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Goal 3: Provide a Safe EnvironmentThe district shall create a safe environment conducive to learning for all students and provide safety and security measures at district schools and facilities, and while attending district-related events.

Goal 4: Increase Management Effectiveness and EfficiencyThe district shall have a decentralized organizational structure that will promote autonomy and innovation in schools. With a district-wide commitment to performance over compliance and a shared accountability system in place, the district shall employ best practices of administrative principles to make optimal use of district resources and taxpayer dollars.

Goal 5: Improve Public Support and Confidence in SchoolsThe schools belong to the people; hence, the board, administration, and support staff are public servants who exist to support the schools and the relationship between teachers, students, and parents. Public confidence will increase as the district increases transparency, accountability at all levels, and meaningful engagement of the community.

Goal 6: Create a Positive District CultureThe district's clearly articulated purpose will serve as the catalyst for creating a powerful sense of community and a shared direction among personnel, parents, students, and the public. Because the district realizes the value of investing in human capital, the district will work to attract and retain the best teachers and staff members, and create working conditions in which their talents can flourish.

Core ValuesThe Mabel B. Wesley learning community is built on a few simple, fundamental principles in direct alignment with the values of Houston Independent School District.

Safety Above All Else—Safety takes precedence over all else. A safe environment must be provided for every student and employee.

Student Learning Is the Main Thing—All decisions and actions, at any level, focus on and support “the main thing”: effective student learning.

Focus on Results and Excellence—Each employee focuses on results and excellence in individual and organizational efforts.

Parents Are Partners—Parents are valued partners in the educational process, serving as the child’s teacher in the home. All school and district activities will give proper consideration to the involvement of parents.

Common Decency—The district shall be responsive and accountable to the public and its employees. Community members and employees shall receive respectful and courteous treatment.

Human Capital—Through recruitment, retention, dismissal, and professional-development programs, the district will work to make sure students are served by the top talent available, from teachers to superintendents.


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School CultureTrustworthiness.

We communicate honestly and without intending harm. We act with integrity and have the courage to do the right thing, even when it is difficult. Trustworthiness in Action: Telling the truth, even if it means accepting a punishment or

consequence; choosing not to cheat, steal or deceive one another; keeping your word and honoring your commitments; standing by one another as support and advisors.

Respect.

We will treat everyone with dignity, regardless of who they are or what they’ve done. We have a responsibility to be the best and treat others as we would like to be treated. Respect prohibits violence, humiliation, manipulation and exploitation. Respect in Action: Following the Golden Rule; being tolerant of one another’s differences; using

good manners; considering the feelings of other people; choosing not to threaten, hit, hurt or curse another; dealing peacefully with anger, insults and disagreements.

Responsibility.

We put ourselves in charge of our choices and are accountable for their consequences. We seek to meet and exceed expectations. Responsibility in action: Following instructions; working through trouble spots; always doing your

best; being self-disciplined and proactive; using self-control; considering the consequences before you act; being accountable for mistakes and poor decisions and learning from them.

Fairness.

We stick to a common standard without regard to our own feelings or preferences. We create and use processes for dealing with similar situations and stick to them. Fairness in action: Playing by the rules; taking turns and sharing; being open-minded; listening to

others; choosing not to take advantage of another’s weakness; refusing to punish without grounds.

Caring.

We make ethical decisions. We seek the common good. Caring in action: Being kind; greeting one another with a smile; expressing gratitude; forgiving

others; helping those in need.


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Citizenship.

We understand the importance of obeying laws and rules. We better the world around us with good works. Caring in action: Working to improve our school and community; cooperating; getting involved in

campus affairs and decision-making committees; staying informed; following rules, directives and mandates; respecting authority; protecting the environment and conserving its resources.

Statements of BeliefAll students should memorize our Statements of Belief, as they are part of our daily Morning Exercises.

School PrincipalsWe are prepared.We always walk.We are always respectful.We expect to learn and achieve!

Upward BoundI’m building up my self esteem.I’m working hard to fulfill my dreams.I’ve decided I’m going to do my best,Complete all assignments and do well on my tests.I’m going to work and work and never give up‘Till my mind is strong and my spirit is tough.And every day when I go to schoolI’ll show all my friends that I’m no fool.I’m going to follow through because I believeIf I keep trying I will achieve.I’m going ahead – I can’t slow down,Success is my goal and I’m upward bound.

The Learners CreedI believe in myself and my ability to do my best at all times.Just for today,I will listen,I will see,I will speak,I will feel,I will thinkI will reason,I will read,I will write.I will do all these things with one purpose in mind: to do my best and not waste this day, for this day will come no more.


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School-Wide Discipline Management PlanEach teacher will fully implement the “5 C’s”. They will then use the School-wide Discipline Management Plan to respond to students who continue to display disruptive behavior. Red Discipline folders will be used to document all phases of the discipline plan.

For additional information Levels of Misconduct and student actions that appear under each, please consult the district’s Code of Student Conduct.

Each teacher is required to implement the classroom management system to utilize the E, S, P or U scale to track and record student daily behavior. Grade level systems should be uniform and all systems should be student-friendly. Consistent implementation of the grade-level discipline management system will help to student to meet grade-level behavior and academic goals.

Level I Acts of MisconductMuch behavior can be managed by the classroom teacher. The teacher may use any of the disciplinary options listed below in maintaining classroom discipline.

Disciplinary Steps for Level I Acts of Misconduct:

1. Oral correction 2. Conduct cut (E to S)3. Student-teacher conference and conduct cut (S to P)4. Classroom time out (teacher may designate an isolated area in the classroom or student may be

sent to team members’ room to serve a timeout) 5. Parent conference facilitated by teacher. (email, phone, or face-to-face contact) 6. After-school detention (maintained by classroom teacher; parents must receive at least 24 hours

advanced notice of detention in writing) 7. Lunch detention ( student may be isolated during lunch)

Procedures:

Any staff member who observes a student violating class rules may correct that student. A record of the offenses and disciplinary actions should be maintained by the teacher on the

student’s Discipline Log and Daily Progress Report (Merit Sheet) . This log should be filed in the student’s red Discipline Folder should an Administrative Disciplinary Referral become necessary.

Level I behavior violations will be handled in the classroom by the teacher and grade level until they have exhausted all of the steps listed above.


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Level II: Administrator InterventionLevel II acts of misconduct include those student acts that interfere with the orderly educational process in the classroom or in the school. A teacher who observes a student engaged in Level II or higher misconduct will fill out an Administrative Disciplinary Referral for the principal or other appropriate administrator. The principal will forward a copy of the Referral to the parents.

Disciplinary Steps for Level II Acts of Misconduct:

1. Conduct cut to U, regardless of the student’s current conduct grade (This override will be made by the Main Office before report cards are issued.)

2. Parent conference facilitated by Team Leader to create a behavior contract (Please see the section on Parent/Teacher Conferences for additional guidance.)

3. Administrative Timeout (student will be removed from the class by the designated administrator to complete classroom assignments in an isolated area)

4. Required administrator/student/parental conference5. Saturday detention or placement in in-school suspension (ISS)6. Exclusion from extracurricular activities (field trips, award ceremonies, etc.)

Procedures:

A teacher/staff member must complete an Administrative Disciplinary Referral before sending the student to the office. Students who come to the office without a discipline referral will be returned to class.

Administrator confers with student and/or teacher to establish appropriate action. Written notification of action and a carbon copy of Administrative Disciplinary Referral is sent to

parent. A carbon copy of Administrative Disciplinary Referral Notification is sent to the teacher

indicating action taken. The teacher’s copy should be filed in the student’s red Discipline Folder. The original Administrative Disciplinary Referral is filed in the student’s Discipline file in the Main

Office. Repeated violations shall result in a more severe response and/or referral to Level III.

Level III: Suspension or Alternative Placement

Level III acts include misconduct for which an administrator may suspend the student, place the student into in-school suspension, or, if the administrator finds the Level III misconduct to be serious or persistent, refer the student to a district-level Disciplinary Alternative Education Program (DAEP). The principal or other appropriate administrator makes the disciplinary determination on the basis of the severity of the misconduct.


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Suspension is limited to three days per occurrence. A decision to suspend a student is final and may not be appealed. A student may be suspended, placed into in-school suspension, or, if serious or persistent behavior occurs, removed from the regular classroom and placed in a DAEP for engaging in Level III misconduct at school or at a school-related event.

Disciplinary Steps for Level III Acts of Misconduct:

1. Required administrator/student/parent conference 2. Restitution or restoration, as applicable, for vandalism of property3. Restriction or removal of computer privileges (for computer-related infractions)4. Placement of the student in in-school suspension 5. Suspension for up to three school days per occurrence 6. Exclusion from extracurricular activities, including end-of-year promotional exercises7. Referral to a district Disciplinary Alternative Education Program

Procedures:


Administrator confers with student and parent about the misconduct. The student is given an opportunity to explain the incident. The administrator determines misconduct.

Administrator decides whether to suspend student or refer him or her to a DAEP. Written notice of the offenses and the action taken are given to the parent and teacher.

Repeated violations shall result in a more severe response and/or referral to Level IV.

Level IV: Required Removal to a Disciplinary Alternative Education ProgramA student shall be removed from the classroom and placed in or referred to a DAEP by the campus administrator when the student engages in any conduct listed under Level IV of the Code of Student Conduct.

Disciplinary Steps for Level IV Acts of Misconduct:

1. Required administrator/student/parent conference 2. Teacher removal of the student from the classroom 3. Referral to a district Disciplinary Alternative Education Program

Procedures:


Administrator confers with student and parent about the misconduct. The student is given an opportunity to explain the incident. The administrator determines misconduct.


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Administrator completes process to refer student to a DAEP. Written notice of the offenses and the action taken are given to the parent and teacher.

Student Discipline FoldersEach Wesley student will have a Red Discipline folder that will be maintained by their homeroom teacher. Teachers must send the Red Discipline folder to the Main Office when a student is referred.

The folder will contain the following documents:

Student Phone Log Copies of Administrative Discipline Referrals Daily Progress Reports Behavior Contracts (if applicable) Classroom Artifacts (if applicable) Documentation of Parent Conferences

Corporal PunishmentCorporal punishment will not be used by any staff member at Wesley to discipline a student. Every attempt should be made to refrain from physically handling any student. When physical restraint is required for the safety of a student or other students and/or staff, or for self-defense, the minimum restraint required should be your guide.

Certain physical acts against a student by school personnel (such as choking, kicking, punching, pinching, hitting with an inappropriate object, etc.) are not authorized and will be considered as a violation of the corporal-punishment policies.

Administrative After-School Detention In cases where student behavior is severe enough to warrant removal from the classroom but the responding administrator does not believe an at-home suspension is in order, he/she may be assigned Administrative Detention.

All staff members should be aware of the following procedures concerning After-School Detention:

Students who are given After-School Administrative Detention will be listed on the daily behavior infraction list emailed out by Ms. Sterling.

Parents must be given written 24 hour notice of Administrative After-School Detention. Dr. Lewis will hold Administrative Detention on an as-needed basis. During detention, students will be isolated from all other after school activities and programs.

Parents must arrange for students to be picked up from detention. Students may not walk home after detention.

If a student fails to report to detention, an automatic three day suspension will be given to the student.

Written notification of the action will be given to the parent and the referring teacher. All written documentation should be maintained in the student’s Red Discipline Folder.


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Administrative InterventionEach student that receives an Administrative Discipline Referral will earn an Administrative Discipline file that will remain in the Main Office. This folder will contain all of the students’ Discipline Referrals received to date. Administrators will administer consequences according to following outline:

Administrative time-out and phone call Scheduled administrative conference (face-to-face) with teacher, parent, and student Administrative After-School Detention Parent/Guardian required to visit student during class period (If parent cannot attend, student

will automatically be suspended for three days) Suspension from school (up to three days) Referral to Alternative School and/or Intervention Assistance Team (IAT)

o For a student to even be considered for Alternative School, he/she must have served a minimum of three Out-of-school suspensions for the current school year. Teacher are also responsible for collecting a significant amount of documentation (merit sheets, conference notes, behavior contracts, etc) in order to support a referral to Alternative School.

Written notification of the action will be given to the parent and the referring teacher. All written documentation should be maintained in the student’s Red Discipline Folder. A student who has been suspended should not be readmitted to class without clearance (written or verbal) from an administrator.

Monday Tuesday Wednesday Thursday Friday

Administrator on Duty for Discipline

Dr. Lewis Ms. Bragg Mrs. Poole Dr. Agnew Dr. Lewis

In case of absence: Ms. Bragg Dr. Lewis Dr. Agnew Mrs. Poole Dr. Agnew

SuspensionThere are times when the 3 Strikes plan will not be an appropriate discipline option. A student who commits a Level II or above offense must be referred to the Main Office immediately. Level II or above misconduct can be just cause for automatic suspension from school. The decision is left to the responding administrator’s discretion. The administrator will impose disciplinary action on the student fairly and equitably after careful consideration of the circumstances of each case. Factors to be considered are:

Seriousness of the offense Age of the student Number of times the student has displayed in inappropriate behavior The attitude of the student


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The overall effect of the misconduct on the learning environment

Written notification of the action will be given to the parent and the referring teacher. A student who has been suspended should not be readmitted to class without presenting a Suspension Clearance slip issued by the Main Office.

Teacher Removal of a StudentAccording to Senate Bill I, a teacher can remove a student from the classroom only after every reasonable effort has been made to change/modify the student’s behavior. This includes teacher-directed disciplinary techniques, frequent parent teacher conferences, and/or numerous administrative interventions. Before the teacher can remove the student from class, they must have documented:

1. The student’s repeated inappropriate behavior that interferes with the teaching/learning process.

2. The efforts the teacher made to positively redirect the student’s behavior.

When a Student Presents a Threat to Self and OthersIf a student becomes so unruly that he/she presents a threat to self or others, the teacher in the classroom should press the emergency button and ask for assistance. The teacher may restrain the student if the student is presenting a threat to him/herself or to anyone else. A student should not be touched for any reason if the purpose is to punish or discipline the student. The Main Office staff will locate a teacher on campus that is trained to conduct restraints. If that teacher is not available, the principal will be called.

Student Uniform PolicyStudents will adhere to the school uniform policy each instructional day unless otherwise instructed:

Navy blue shirts or blouses (with or without Wesley emblem) with long or short sleeves. Tank tops, muscle shirts and spaghetti strap shirts may not be worn to school.

Navy and khaki bottoms or jumpers of appropriate length. Shorts and skirts must be no more than 3 inches above the knee.

Socks or tights must be work with closed-toed and closed-back shoes. Hard sole shoes, cowboy boots and sandals are not permitted. If shoes have laces, they must be completely laced and tied.

Caps, hats, sweatbands or bandanas may not be worn. Girls may not wear earrings larger than 1”. Boys may not wear earrings to school. Shirts must be tucked in at all times. School uniforms must be worn on all field lessons. Students may carry only clear or mesh backpacks. All others will be collected.


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Failure to report to school in uniform is a Level II offence and will be handled accordingly.

Daily Progress Reports Both primary and secondary grade levels will use Daily Progress Reports, commonly referred to as Merit Sheets, which contain the following:

Homework assignments for the week Student’s daily conduct grade for each teacher/interventionists/ tutorials Behavior notes that support and explain daily conduct grades Averages thus far in all five core subjects every Friday Nightly parent signature lines Teacher and Parent comments

Daily Progress Reports combine instructional information and school-to-home connections, daily conduct grades, and an incentive system that reward student behavior with weekly , monthly and quarterly rewards. Teachers will use Daily Progress Reports to record students’ daily behavior and weekly grades. By rewarding the desired behaviors with something tangible and desirable for our students, we introduce students to the real-world concept of how their behavior and the consequences of both good and bad decision-making can affect their lives.

Each student will receive a daily conduct grade of E, S, P or U (excellent, satisfactory, poor and unacceptable, respectively) based on their behavior choices. Students’ conduct will move down the scale for any misbehavior as described in the Houston ISD Code of Student Conduct.

Students’ conduct will move up the scale for:

Helping others without being asked Demonstrating trustworthiness Showing respect for peers or adults Being responsible Going above and beyond without being asked

Failure to return a signed Daily Progress Report is a Level I Offense (Failure to deliver or return written communications between home and school) and should be disciplined appropriately.

Failure to return a signed Daily Progress Report is a Level I Offense (Failure to deliver or return written communications between home and school) and will be disciplined appropriately.

Student Incentives

Eye on Excellence Awards ProgramsAwards day programs will be held at the end of each nine week period. Team Leaders are responsible for coordinating these programs along with assistance from the teacher assistants. One class on each


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grade level will have a lunch picnic for excellent behavior. Students who have earned Out-of-School Suspension will not be allowed to participate in the class Eye on Excellence Award Programs.

Daily and Weekly RewardsStudents will receive daily classroom incentives for excellent or satisfactory daily behavior after they return their Progress Report. Each grade level team will be responsible for providing weekly team rewards for students who have excellent or satisfactory behavior.

Monthly Campus RewardsRewards will be provided school wide for students who have excellent or satisfactory behavior for the month during the last Friday of each month. The Magnet Team will coordinate monthly campus rewards following the schedule below. Each teacher will be given a homeroom roster at the beginning of the month. If a student earns a “P” or “U” for conduct, his/her name must be removed from the list. The Magnet team will collect the rosters are the end of the month, so the monthly celebrations can be planned according to the number of students attending. Students who have earned a “P” or “U” will not be allowed to participate in monthly celebrations.

Students of the MonthEach month there will be a school-wide focus on a specific Character Education theme. Each grade level will select a student to be celebrated as the Student of the Month. To be eligible, a student must demonstrate the specified character education theme through his/her behavior and/or academic performance. The student will be recognized by have his/her picture posted in the main hallway. Students will also be recognized during Eye on Excellence Award Programs.

Cafeteria RewardsEmpty “ice cream cones” will be posted visibly in the cafeteria to track student behavior during lunch. Grade levels that display excellent or satisfactory behavior during lunch will be rewarded daily by receiving a “scoop” on their cone for that day. At the end of the week, grade levels that have four scoops for Monday, Tuesday, Wednesday, and Thursday will receive an ice cream cup during lunch on Friday.

Perfect Attendance Incentives

Perfect AttendanceEach morning the names of classes with perfect attendance the prior day will be recognized during morning announcements. Each class will be given the letters to spell the phrase “Perfect Punctuality.” Each day that all homeroom students are present and punctual, the class may post a letter. The first class on each grade level spell the phrase will have a Popcorn and Punch Pow-Wow. Once a grade level class has spelled the phrase, all classes on the grade level must start all over with earning letters. Winning classes will be announced accordingly. Additionally, to encourage Perfect Attendance per homeroom, the class to have the best attendance, during each 9-week cycle, will receive special recognition during the Eye on Excellence Awards Programs and have a lunch picnic in the school garden.


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Special Fieldtrips There will be special fieldtrips for those students who have perfect attendance for the following dates

Monday, September 4th- Friday December 7th Tuesday, January 8th- Friday, March 8th

The students with perfect attendance during the identified time frames will be allowed to attend special fieldtrips. The fieldtrips will be theme-oriented and announced accordingly. There will be calendars displayed outside the cafeteria as visual reminders for students of perfect attendance goals. Each day will be crossed off as the day is completed. Designated teachers, parent chaperones and administrators will be assigned accordingly.


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Classroom Instruction

Self-Contained Grade Levels

Pre-Kindergarten

Regular Instructional Day

Time Activity 7:40-8:00 Breakfast in the cafeteria 8:00-8:50 Magnet (50 min) 8:50-9:30 Morning Drills (40 min)9:30-10:30 Literacy Workstations/

Read Aloud (60 min) 10:30-11:15 Lunch/Recess (45 min)11:20-11:50 Literacy Workstations/

Read Aloud (30 min, 90 min))11:50-1:00 Math (70 min) 1:00-1:40 Break/ Quiet Time 1:40-2:10 Social Studies (30 min)2:10-2:40 Science (30 min) 2:40-3:15 Workstations/Read-Aloud (35 min) 3:15 Prepare for Dismissal 3:25 Report to the cafeteria for dismissal

Early DismissalTime Activity7:40-8:00 Breakfast in the cafeteria 8:00-8:40 Morning Drills (40 min)8:40-10:10 Literacy Workstations/

Read Aloud (90 min)10:10-10:30 Write Foundation (20 min) 10:30-11:15 Lunch/Recess11:20-12:00 Math (40 min) 12:00-12:30 Science/Social Studies (30 min) 12:30-12:45 Rest Period (15 min) 12:45 Prepare for dismissal 12:50 Report to the cafeteria for dismissal1:00 Dismissal


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Kindergarten

Regular Instructional Day

Time Activity

8:00-8:15 Morning Drills (15 min)

8:15-10:35 Reading Block (140 min)

10:40-11:25 Lunch/Recess (45 min) 11:10-11:25 Recess11:30-12:30 Math (60 min)12:30-1:00 Science/ Social Studies (30 min) 1:00-1:45 Stanford 10 Prep (45 min) 1:45-2:20 Intervention ( 35 min) 2:20-3:10 Magnet (50 min)

3:15 Prepare for dismissal

3:25 Report to the cafeteria for dismissal

Intervention ScheduleInterventionist: Mr. Alvarez (Monday-Thursday)Time Assigned Teacher

12:00-1:00 Richardson1:00-2:00 Poole2:00-3:15 Crawford (ESL)

Early DismissalTime Activity

8:00-8:15 Morning Drills (15 min)8:15-10:15 Reading Block (140 min)10:15-10:35 Math (20 min) 10:40-11:25 Lunch/Recess (45 min) 11:30-12:00 Math (30 min, 50 min cumulative) 12:00-12:30 Stanford 10 Prep (30 min) 12:30-12:50 Intervention (20 min) 12:50 Prepare for dismissal12:55 Report to the cafeteria for dismissal


21

1st Grade Regular Instructional DayTime Activity

8:00-11:10 Reading Block ( 190 min) 11:10-11:55 Lunch/Recess (45 min)12:00-1:30 Math (90 min)1:30-2:20 Magnet (50 min) 2:20-2:50 Intervention (30 min) 2:50-3:20 Science/Social Studies (30 min) 3:20 Prepare for dismissal3:25 Dismissal

1st Grade Early DismissalTime Activity

7:50-10:25 Reading Block (155 min)10:30-11:05 Math (35 min) 11:10-11:55 Lunch/Recess (45 min)12:00-12:50 Math (50min, 85 cumulative) 12:55 Prepare for dismissal 1:00 Dismissal

Intervention Schedule (Effective January 2012) Interventionist: Mr. Alvarez (Monday-Thursday)Time Assigned Teacher

12:00-1:00 Jones 1:00-2:15 Holmes (ESL)2:15-3:15 Wilson-Jackson


22

2nd Grade Regular Instructional DayTime Activity8:00 -11:00 Reading (180 min)11:00-11:30 Intervention (30 min) 11:30-12:15 Lunch/Recess12:15-12:35 Math (20 min) 12:35-1:25 Magnet (50 min) 1:25-2:35 Math (70 min, 90 min cumulative )2:35-3:25 Science/ Social Studies (50 min) 3:25 Prepare for dismissal

Intervention Schedule Interventionist: Ms. Selman (Monday-Thursday)Time Assigned Teacher

8:00-9:00 Watson9:00-10:00 Gordon10:00-11:00 Landry 11:00-11:30 ESL Intervention (REACH)

2nd Grade Early DismissalTime Activity8:00-10:00 Reading (120 min)10:00-11:30 Math (90 min) 11:30-12:15 Recess/Lunch (45 min) 12:15-12:45 Intervention (30 min) 12:50 Prepare for dismissal1:00 Dismissal

Mabel B. Wesley Elementary2012-2013 Parent Handbook 23

Departmentalized Grade LevelsStudents who are in grades 3rd-5th will participate in Corrective Reading daily from 8:00 a.m. - 8:35 a.m. Students will be assigned reading groups and Corrective Reading teachers based on ability level. Students are to have BIC in their assigned Corrective Reading classrooms. At 8:35 a.m., students will then move back to their homeroom classes and complete the instructional day as planned. Example: Tristan is assigned to Ms. Jones’ homeroom class but assigned to Ms. Edgley for her corrective reading group. Tristan will have BIC in Ms. Edgley’s room until 8:00 and receive her 35 minute Corrective Reading lesson. Then, Tristan will return to Ms. Jones’ homeroom at 8:35. All Corrective Reading teachers are to stand at their classroom door and actively monitor students during the transition period to ensure student safety.

3rd Grade Instructional Schedule Time Activity8:00-8:35 Corrective Reading (30 min) 8:35-8:40 Transition8:40-10:25 Block 1 (105 min) 10:25-10:45 Block 2 (20 min) 10:45-11:35 Magnet (50 min) 11:40-12:25 Lunch/Recess12:25-1:45 Block 2 ( 80 min, 100 min cumulative) 1:45-3:25 Block 3 (100 min) 3:25 Prepare for dismissal 3:30 Dismissal

Intervention Schedule Interventionist: Mrs. Callins (Monday-Thursday)

Time Assigned Teacher

8:00-11:30 Blow

Intervention Schedule Interventionist: Mr. Perry (Tuesday & Thursday)


8:30-10:00 Ms. Jones3:15-4:30 Ms. Jones


3rd Grade Early Dismissal Schedule Time Activity8:00-8:35 Corrective Reading (30 min) 8:35-8:40 Transition8:40-9:50 Block 1 (70 min) 9:50-11:00 Block 2 (70 min) 11:00-11:40 Block 3 ( 40 min) 11:40-12:25 Lunch12:25-12:55 Block 3 ( 30 min, 70 min) 1:00 Dismissal


4th Grade Instructional Schedule Time Activity8:00-8:35 Corrective Reading (30 min) 8:35-8:40 Transition8:40-9:45 Block 1 (55 min) 9:50-10:40 Magnet (50 min) 10:45-11:50 Block 1 (65 min, 120 min) 11:50-12:35 Lunch/Recess (45 min) 12:35-2:35 Block 2 ( 120 min) 2:35-3:25 Intervention (50 min) 3:25 Prepare for dismissal 3:30 Dismissal

Intervention Schedule Interventionist: Mrs. Campbell (Monday-Thursday)


8:30-12:30 Edgley

Intervention Schedule Interventionist: Mr. Perry (Tuesday &Thursday)


12:45-3:15 Ms. Thomas

4th Grade Early Dismissal Schedule Time Activity8:00-8:35 Corrective Reading (30 min) 8:35-8:40 Transition8:40-9:50 Block 1 (70 min) 9:50-11:00 Block 2 (70 min) 11:00-11:50 Block 3 ( 50 min) 11:50-12:35 Lunch12:35-12:55 Block 3 ( 20 min, 70 min) 1:00 Dismissal


5th Grade Instructional Schedule Time Activity8:00-8:35 Corrective Reading (35 min)8:35-8:40 Transition8:40-8:55 Block 1 (15 min) 8:55-9:45 Magnet (50 min) 9:45-11:15 Block 1 ( 90 min, 105 cumulative) 11:15-12:05 Block 2 (50 min) 12:05-12:50 Lunch/Recess12:50-1:40 Block 2 ( 50 min, 100 min)1:40-3:25 Block 3 (105 min) 3:25 Prepare for dismissal 3:30 Dismissal

Intervention Schedule Interventionist: Mr. Perry (Tuesday & Thursday)


10:00-12:00 Mr. Meddars

5th Grade Early Dismissal Time Activity8:00-8:35 Corrective Reading (35min) 8:35-8:40 Transition 8:40-9:50 Block 1 (70 min)9:50-11:00 Block 2 ( 70 min) 11:00-12:05 Block 3 (65 min) 12:05-12:50 Lunch12:50-12:55 Block 3 (5 min, 70 min cumulative) 12:55 Prepare for dismissal 1:00 Dismissal


Instructional Resources

Empowering WritersThis writing program is a research-based technique used improve student writing. The methodology uses whole class instruction, minimally twice a week for the introduction, modeling, and practice of the explicit skills called for in the genre being taught. Empowering Writers methodology focuses on 4 key principles in order to build and cultivate effective teaching and learning of writing instruction. These principles include:

Use literature or published or examples as a jumping off point for instruction Teacher modeling Guided Practice Application

Empowering Writers will be implemented in grades Kindergarten through 5. For more information, please visit http://www.empoweringwriters.com/

Reading MasteryReading Mastery is designed to provide systematic instruction in English language reading. Reading Mastery is a full-year curriculum and will be implemented in grades K-3. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text. Lessons are designed to be fast-paced and interactive. Students are grouped by similar reading level, based on program placement tests. The program includes placement assessments and a continuous monitoring component.

Corrective ReadingFor struggling students, the consistently explicit, sequential, and systematic instruction usingCorrective Reading promises:• Accurate, efficient, effective learning• Skill mastery for every student• Heightened academic achievement

Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. This reading program will be implemented grade 3, 4 and 5 daily from 7:50 a.m- 8:25 a.m.

STEM (Science, Technology, Engineering, Math) Magnet Wesley Elementary is classified as a School-Wide Magnet Program (SWP). All students in grades kindergarten through 5 who live within our attendance zone and attend our school will automatically participate in our Magnet program; there is no need for them to apply.

http://www.empoweringwriters.com/


Like all other Magnet programs in Houston ISD, Wesley’s Magnet program is a school of choice developed to serve students with specialized interests, talents and needs, specifically in the area of Life Science. The following serves as the underlying framework of our Magnet program:

Wesley Elementary offers an enriched curriculum designed around college and career readiness in the area of Science, Technology, Engineering and Math (STEM) that strives to meet students’ interests, talents and needs in this field and has relevance in today’s society.

Wesley Elementary strives to provide an ethnically diverse student body so that students gain the experience needed to live in a multicultural society.

Wesley Elementary accepts, within its enrollment goal, students who have a strong interest in STEM and who have met the selection criteria outlined for our program.

Wesley Elementary strives to increase student access to our Magnet program through the district’s awareness activities, transfer procedures, and transportation policies.

Wesley Elementary actively encourages parent, community and business involvement.

STEMscopes (Science, Technology, Engineering, Math) Instruction STEMscopes is a new program from Rice University's Center for Technology in Teaching and Learning. STEMscopes provides educators and students the keys to science achievement through online instructional materials that address the rigor of the STAAR and newly-adopted science TEKS.

This comprehensive resource is 100% aligned to the new TEKS and STAAR readiness and supporting standards for the following grade levels: Kindergarten through 4th grade, 5th grade and 6th-8th grades. Each TEKS objective is built into a SCOPE, or unit, centered on the research-based 5-E method of teaching with additional resources for Intervention and Acceleration. STEMscopes will be implemented in all Science classes, grades Pre-Kindergarten through 5.

STEM Magnet Ancillary Classes

Pre-Engineering LabThe Pre-Engineering lab will offer students unique opportunities to solve real-world problems through creative designs and scientific inquiry. The Pre-Engineering lab will challenge children to explain challenges using creativity, teamwork, science, and engineering. Exploration and experimentation will guide students to learn about some of the different fields of engineering. All students Pre-Kindergarten through 5th grade will participate in grade-level appropriate engineering activities and projects.

Technology LabThe Technology Lab will offer students an opportunity to use computer-based learning to explore online resources to increase technology literacy. Students will create lab projects which utilize their creative processes. The lab projects will emphasize and supplement instruction of each core subjects like math, science, language arts and social studies while also addressing technology objectives. All students Pre-Kindergarten through 5th grade will participate in grade-level appropriate technology activities and projects.


Grades and GradingStudents are given grades in order to:

1. Evaluate the achievement of students at the end of and/or during a lesson, assignment, unit, project, or grading cycle.

2. Provide a report of student progress for parents, students, and school records.3. Report at the end of a grading cycle, semester, or year to what degree the student has achieved

the required objectives.

Two grades a week will be taken for each subject (Reading, Language Arts, Mathematics, Science and Social Studies). Student work will be graded in ink and the numerical score will be legible. Additional grading guidelines are as follows:

Teachers will use the GradeSpeed web-based grade book. Grades will be updated every week no later than Monday at 8:00 a.m. All assignments will belong to one of the following categories, which will have the listed weight

on students’ final averages:

Category WeightClasswork 40%Campus Common Assessments

25%

Teacher-Made Assessments 20%District-Wide Benchmarks 15%

If a student completes a Classwork assignment (not an assessment) but makes a grade less than 80%, he or she will be given an opportunity to redo it for a 5 point penalty.

All teachers who teach students serviced by Special Education will have a copy of their Individual Education Plan and consult that document for guidance on grading, assessment recommendations and appropriate instructional practices.

Student Portfolios of Graded AssignmentsAll assignments that are graded and placed in the grade book should be kept in a file folder and kept until the end of the school year.

Basis for GradingStudents’ grades will be determined by teacher evaluation of their understanding of grade level knowledge and skills. This evaluation will be based on the significant learning activities conducted by the teacher in a given period. The teacher will take into consideration all available data in judging a student's achievement in relation to the content objectives. Student success with individual and/or group assignments, projects, performances, and classroom participation will be helpful with making judgments, in addition to test grades. This information will be documented in the teacher's class record book, student's work folders, rubrics, etc., and will be made available to parents upon request.


GradeSpeed: Parent Access to Teacher GradebooksGradeSpeed is an online grading system used in more than 450 school districts in Texas, including those in Dallas and Austin. Adopted by Houston ISD for the 2009-2010 school year, GradeSpeed will give students and parents access to daily grades, daily attendance, and homework assignments and can notify parents via e-mails or text messages when their child is absent or his or her grades drop below a specific level. Please visit the Houston ISD website for additional information or to register for parent access to GradeSpeed.

New Testing Document The State of Texas Assessments of Academic Readiness (STAAR™) will replace the Texas Assessment of Knowledge and Skills (TAKS), which is the criterion-referenced assessment program that has been in place since 2003. STAAR™ includes the 12 end-of-course (EOC) assessments mandated by SB 1031 in 2007 and the new grade 3–8 assessments mandated by HB 3 in 2009. The new tests will be implemented in the 2011–2012 school year.

Student Success Initiative and Other Statutory Requirements in 2011–2012 Because performance standards for STAAR grades 3–8 will not be set until after the spring 2012 administration, only raw-score information (the number of questions correct out of the total number of questions on the test) will be available. Therefore, Student Success Initiative (SSI) retest opportunities for STAAR grades 5 and 8 reading and mathematics will not be available in May and June of 2012. For the 2011–2012 school year, districts must use other information in addition to raw-score information to make promotion/retention decisions. When making promotion decisions for students in grades 5 and 8, statute requires that districts consider the following academic information:

• the recommendation of the student’s teacher(s),

• the student’s grade in the subject or course, and

• the student’s potential for achievement or proficiency in the subject or course.

More information about SSI procedures in the absence of passing scores on STAAR will be provided in the 2011–2012 Grade Placement Committee (GPC) Manual. In a similar fashion, STAAR scores for grades 3–8 will not be available to meet statutory requirements such as those that call for the use of passing scores to determine eligibility of limited English proficient students to exit special language programs and be reclassified as English proficient. During the 2011–2012 school year, information will be disseminated to provide guidance to school districts about procedures to follow for this and other program-related purposes.


Promotion StandardsHouston ISD has established firm standards for promotion from one grade to the next, based primarily on attendance, course grades and success on two tests: the State of Texas Assessments of Academic Readiness (STAAR™) and the Stanford 10/Aprenda norm-referenced tests.

Grades 1 and 2To be promoted from 1st or 2nd grade, a student must:

Miss no more than 8 days of school, Must pass the High Frequency Word Evaluation (HFWE) Maintain an overall (end-of-year) grade average of 70 in

o Reading, o Language Arts, ando Mathematics, plus o either Science or Social Studies.

Grade 3To be promoted from 3rd grade, a student must:

Miss no more than 8 days of school, Meet the promotion standard on the Reading STAAR. Maintain an overall (end-of-year) grade average of 70 in


Grades 4 and 5To be promoted from 4th and 5th grade, a student must:

Miss no more than 8 days of school, Meet the promotion standard on the Reading and Math STAAR. Maintain an overall (end-of-year) grade average of 70 in


HomeworkThe purpose of homework is to allow additional practice of skills taught in class and, very often, to extend students’ application of those skills to real-life problems. Homework is assigned for all subjects nightly Monday through Thursday. Assignments should take 1-2 hours to complete collectively. Homework grades will not be averaged for report card grades, but failure to complete homework consistently will eventually affect a student’s grades. Parents should use the Weekly Homework Logs


sent home each Monday to keep up with homework as it is assigned and insure that students are completing their homework.

If a student returns all of their homework for a week, they will receive a coupon for 5 Eagle Dollars off their next purchase from the Eagle Mart. They can receive this reward from each of their teachers if they are in a departmentalized grade level.

InclusionStudents being served through Special Education will be considered for inclusion services, meaning they will remain in their core curriculum classes for instruction and receive support from a member of our Special Education Inclusion staff while in class. Further questions about Inclusion should be addressed to the Special Education chairperson for our campus.

Field LessonsField lessons within our city and to nearby points of interest are scheduled by various classroom teachers throughout the school year. These trips are designed to supplement different aspects of the classroom curriculum and to introduce students to the resources of the community. Parents will receive notices of field lessons well in advance of the scheduled trip date and will be asked to sign a permission form. Students without a signed Houston ISD parent permission slip will not be allowed to participate in the field lesson. Handwritten notes and/or phone calls from parents are not acceptable forms of permission.

All students attending field lessons must be in uniform. The gold Wesley-emblem shirt with navy bottoms is preferred, but not required. Any student reporting to school without a uniform on the day of a field lesson will be denied attendance. Refunds will not be given once funds have been turned in to the school secretary.

Parents are encouraged to attend field lessons with their child or to act as volunteer chaperones when requested. A “Volunteer Access to Police Records form” must be completed and approved by HOUSTON ISD Human Resources before you may attend field lessons. Please complete this form early in the year as it takes time for this form to be processed.

Denial of Field Lesson AttendanceIt is our hope and expectation that all students will be able to participate in scheduled field lessons. However, teachers do reserve the right to require a parent to accompany any student who has demonstrated excessive inappropriate behavior at school. The child will only be denied attendance if his/her parent or guardian is unable to accompany them for the field lesson.

A parent conference will be scheduled at least seven days prior to the field lesson. Denial of field lesson attendance will not be sent home by a student. This classroom teacher will

notify the parent/guardian by phone or in person. Field trip payments are non-refundable once the money has been turned in to the school

secretary. If a child has paid for a field lesson and attendance was denied, the money will be applied to his/her next field lesson experience.


Transportation and Student SafetyThe number one priority for both Wesley Elementary and Houston ISD is providing safe campuses for all students. Respect for and obedience of safety rules are expected at all times for the safety of our children. Many of our students walk to school and many have to cross the busy streets and intersections near our school. We ask all parents to teach and encourage their children to use all safety precautions.

Private Transportation (Car Riders) Parents who bring their children to school should drop their students off at the Dillard Street

cafeteria entrance no earlier than 7:00 a.m. and promptly depart from the campus. Please do not drive into the faculty parking lot when dropping off or picking up students.

Parents who wish to walk their child to the classroom must sign-in and receive a Visitors’ Badge from the Main Office.

In consideration of our school community, please do not leave vehicles parked in the street or double-parked in the parking lots.

Each family was assigned a transportation number at the beginning of the year. Every student should know their number by heart, as they will be called for dismissal by number. Adults reporting to pick up a child MUST present the transportation number assigned to them or they must proceed to the Main Office to have their child(ren) released.

Due to the crowded hallways at dismissal, we ask that parents remain outside the Dillard Street cafeteria entrance until the students exit the building.

Walking to/from School Crossing guards are positioned at the intersections of Little York and De Priest, Dillard and

DePriest, and Shepherd and Dillard. These individuals are staff on our campus and should be respected as such.

Students should use the sidewalks whenever possible. Students are directed to go immediately home before going anywhere else. Parents should

reinforce this idea with students.

Bus Regulations Riding the bus is a privilege. Improper conduct on the buses will result in that privilege being

denied. Students who come to school on the bus will return home on the bus unless a note from the

parent/ guardian is given to the teacher. Bus riders are to go immediately to their bus upon dismissal from school. We strongly urge all

parents of bus riders to encourage good safety habits while on the bus, for the safety of their child, other children and the driver.


Operational Systems

Enrolling Your ChildEach student is required to have an enrollment card on file in the school office. The following information must be provided:

Parent's or guardian's name Drivers License or state-issued Identification Proof of complete and current address (legal residence) Home telephone Parent/guardian’s work and/or cellular telephone (connected and working) Emergency number(s) (connected and working) Physician’s name and phone number Authorized person(s) allowed to pick-up the child(ren)

Updating Your Contact InformationIt is extremely important that the Main Office have an up-to-date address and working phone number for every family with a student enrolled on our campus. Notify the school immediately if you have a change of address or telephone number (home or work) during the school year.

Student Uniform PolicyWe believe the dress and appearance of our students at Wesley should never distract from school activities or become a hazard to the student’s safety or the safety of others. Students should be clean and well-groomed each day. Our MANDATORY school uniform policy is an effort to ensure the safety of all students and to create an environment focused on learning. Uniforms are to be worn daily beginning the first day of school and ending the last day of class. The standard uniform for all students consists of:

Navy blue shirts or blouses (with or without Wesley emblem) with long or short sleeves. Tank tops, muscle shirts and spaghetti strap shirts may not be worn to school.

Navy and khaki bottoms or jumpers of appropriate length. Shorts and skirts must be no more than 3 inches above the knee.

Socks or tights must be work with closed-toed and closed-back shoes. Hard sole shoes, cowboy boots and sandals are not permitted. If shoes have laces, they must be completely laced and tied.

Caps, hats, sweatbands or bandanas may not be worn. Girls may not wear earrings larger than 1”. Boys may not wear earrings to school. Shirts must be tucked in at all times. School uniforms must be worn on all field lessons. Students may carry only clear or mesh backpacks. All others will be collected.


Shirts must be tucked in at all times. Solid white or navy sweatshirts, cardigan sweaters, or windbreakers may be worn over the standard uniform during school hours. During the school day, all coats and jackets not fitting this description must be kept in lockers/cubbies.

Failure to report to school in uniform is a Level II offence and will be handled accordingly.

The following items are prohibited and should not be worn or carried to school:

Tank tops, muscle shirts or spaghetti strap shirts Hard sole shoes, cowboy boots, flip-flops, open-backed shoes and sandals Caps, hats, sweatbands, or bandanas Extremes of dress (oversized/undersized clothing) Skorts, skirts, and shorts of an inappropriate length (more than 4 inches above the knee) Rolling/wheeled/luggage-style backpacks

In case of a Dress Code violation, the student will not be admitted to class. Parents will be called to bring appropriate attire to the student. If you have further questions or concerns, please contact the Main Office.

Care of School and Personal PropertyWe try to instill in students a sense of pride in the appearance of their school. Students may not mark school furniture, walls, ceiling, floor or equipment with pen, pencil, marker, or any other instrument. Students must not tamper with fire extinguishers, plants, trees or any electrical system in the school. Anyone who willfully destroys school property through vandalism, arson, or larceny, or who creates a hazard to the safety of our students will be referred to the proper law enforcement agency. We hope that students and parents will report incidents of destruction to school property during and after school.

Students are cautioned not to bring large amounts of money, radios, cameras, or anything of value to school. If a student wears glasses or watches, we ask that the student take responsibility for the care of them. If it is necessary to bring more money than needed to pay for lunch, students should leave it with the teacher for safekeeping. Students should not leave money or other valuables in desks. Students should not allow friends and/or classmates to wear personal items or to hold money.

TextbooksAll textbooks are loaned to students for their use during the school year. Textbooks should be covered and are to be kept clean and handled carefully. Students are totally responsible for their own books. Classroom teachers will ensure that your child’s name, grade and room are written on the inside cover of appropriate books. You will be expected to pay for damaged and lost books, which are charged to you.


Communicating with Students during the School DayStudents may use school telephones only in emergencies as determined by the principal or secretary. Except in cases of emergencies, classes will not be interrupted to deliver messages to students or to call them to the telephone.

Students Leaving Before DismissalIf a student must leave during class time, a note must be sent to the teacher notifying them of this request. Student will remain in their classroom until their parent arrives. The parent or guardian must go to the main office to request the students release from class. A parent or guardian (some exceptions with principal's approval) is the only one allowed to sign out the student(s). Parents must complete an early dismissal form that the student is released. After 2:30 p.m. (12:00 p.m. on early dismissal days), students will not be called out of class and must remain until dismissal.

Inclement WeatherPlease plan ahead and make arrangements so students will know exactly what to do if it is raining at dismissal time. Please complete the “Rainy Day” form and return it to school promptly. Student walkers will remain in school in the case of a lightning storm or excessively heavy rain. Dismissal will take place when the weather subsides. School bus riders will be dismissed at the regular time. Make certain your child is aware of the rainy day arrangements, which may differ from their regular routine.

Check the Houston ISD Inclement Weather Hotline (713) 267-1704 for any schedule changes that may occur because of the weather.

Medical InformationParents should make the school aware of any/all medical problems a child might have. We require a note from the parent if your child has a temporary injury or other condition requiring the student to be excused from participation for a limited time.

IllnessIf your child is ill and has a temperature, please do not send him/her to school. A student that contracts a contagious disease or condition such as pink eye, chickenpox, measles, impetigo, or other serious threatening condition must remain at home until the condition is treated and no longer contagious.

In the event that your child becomes too ill to remain in class, or if your child is injured at school, the Main Office will telephone you and recommend that you pick up your child. For this reason, it is important that we have a current, working telephone number. Unfortunately, transportation cannot be provided for sick children. We can only comfort them in our school clinic until you arrive.

Medication During School HoursIf your child requires medication during school hours, the following procedures must be followed:

An Authorization for Medication form must be filled out by the attending physician and signed by the parent. This form is available from the school nurse.


Please do not send medication of any kind to the school to be taken by the student without the proper form filled out in the nurse’s office. This includes aspirin, throat lozenges, cough/cold medicines, or other medication use to treat an illness or medical condition.

Operational Systems

Daily ScheduleActivity Time

Students Enter the Building 7:35 a.m.Breakfast 7:30-8:00 a.m.

Morning Announcements 7:50 a.m.Instruction Begins 8:00 a.m.

Tardy Bell 7:55 a.m.Dismissal 3:30 p.m.

Students should not arrive at school before 7:30 a.m. Students may begin entering the building at 7:30 a.m. and should report directly to the Cafeteria. They will remain in there until they are released to go to their homeroom class.

Early dismissal days will be announced! Early dismissal may change in case of testing or holidays; changes to early dismissal will always be communicated by flyer and by phone.

o Early Dismissal Days September 26, 2012 October 24, 2012 November 14, 2012 January 30, 2013 February 20, 2013

At dismissal, students who walk home without an adult will be released from the Main Office entrance on Dillard Street. Students who walk or ride home with an adult will be called from class over the intercom and exit the building through the Main Office exit. Bus riders will be taken to a classroom on the Pre-K/Kindergarten wing of the building to wait for their bus.


Lunch ScheduleThe costs for breakfast and lunch appear below. Meals can be prepaid up to a week in advance by contacting the Cafeteria manager.

Student Breakfast Free Adult Breakfast $2.00Student Paid Lunch $2.25 Adult Reduced Lunch $.3.00Student Reduced Lunch $0.40

Teacher Time In

Time Out

Recess Assigned Teacher Assistant (TA) to escort student to

recess

Cafeteria Monitor

Returned to Class by:

Pre-KindergartenO. Mendoza

(SPED)10:30 11:00 11:00-

11:15G. Thomas Guerra/Chavis 11:15

Robinson 10:30 11:00 11:00-11:12

Jackson/ Morgan Guerra 11:15

Stowers 10:33 11:03 Guerra

Jackson 10:36 11:06 Guerra

KindergartenCrawford 10:43 11:13 11:15-

11:30Lewis/Jackson Guerra/ 11:35

Poole 10:46 11:16 Chavis/MorganRichardson 10:50 11:20 Chavis/Morgan

First GradeWilson-Jackson

11:00 11:30 11:30-11:42

Jackson/Morgan Guerra 11:50

Holmes 11:03 11:33 GuerraT. Jones 11:05 11:36 Guerra

Second GradeWatson 11:30 12:00 12:00-

12:15Jackson/Lewis Morgan 12:20

Gordon 11:33 12:03 Morgan/ChavisLandry 11:36 12:06 Morgan/Chavis

Third GradeBlow 11:40 12:10 12:15-

12:30Jackson/Morgan Chavis 12:30

Jones 11:43 12:13 ChavisSimpson 11:45 12:15 Chavis

Fourth GradeThomas 11:50 12:20 12:20-

12:35Jackson/Morgan Jackson/Morgan 12:40

Edgley 11:53 12:23J.Mendoza 11:56 12:26 12:26 Jackson Jackson 12:40

Fifth GradeJones 12:00 12:30 12:35-

12:50Jackson/Morgan Chavis 12:50

Medders 12:03 12:33 ChavisEvans 12:06 12:36 Chavis

Reduced Price $0.10 Reduced Price $0.20



Parent Communications and Involvement Opportunities

Progress ReportsWesley students receive both DAILY and QUARTERLY progress reports. Quarterly Progress Reports are issued during each grading period. Both Daily and Quarterly Progress Reports are to be signed by the parent or guardian and returned to the classroom teacher the next school day.

Report CardsReport cards are distributed every nine weeks. Report cards include grades in each of the five core subject areas (numerical grades from 50-100) as well as marks for ancillary subjects, work habits and conduct (reported as Excellence, Satisfactory, Needing Improvement, or Unsatisfactory). While most parents are most concerned with core subject grades, marks for Work Habits and Conduct are very important because they often give more insight on why core grades are what they are.

Monthly Parent Bulletin: The Eagles NestThe Eagles Nest is Wesley’s monthly parent newsletter. This publication is our primary way of informing you of many campus concerns, events, and news. Please read it regularly so that you will know what is happening at our school.

Eye on Excellence: Grade Level Awards DayStudents who earn above average grades in core subjects or conduct will be honored at the end of the school year at our Eye on Excellence awards programs. The following awards will be given:

Perfect Attendance: Missed no days of school during the grading period. Excellent Conduct: All E’s in conduct for the grading period. Most Improved Student: Greatest improvement in final average over last grading period

(awarded in Math, Reading, Language Arts and Science). Principal’s List: All A’s in core subjects, All E’s in ancillary subjects, work habits and conduct Honor Roll: All A’s and no more than two B’s in core subjects, All E’s or S’s in ancillary subjects,

work habits and conduct.

Parent/Teacher Association (PTA)The Mabel B. Wesley Elementary PTA is an integral part of the total school program. In order to function effectively, the PTA needs volunteer workers with a broad range of talents and skills. We urge all parents to become involved.

Title ITitle I is a federally funded project whose purpose is to “improve the educational opportunities of educationally deprived children by helping such children succeed in the regular program of the local educational agency, attain grade-level proficiency, and improve achievement in basic and more


advanced skills.” These supplemental education programs strive to increase parental involvement in order to contribute to their children’s academic success.

VIPS: Parent VolunteersEach year, thousands of parents and community partners help Houston ISD students and teachers on a day-to-day basis as part of the Volunteers in Public Schools (VIPS) program. VIPS represent all economic and educational backgrounds and all ages. They are caring adults who tutor students, serve as classroom assistants to teachers, provide enrichment and hands-on experience with computers, work in the library, clinic, office, and cafeteria, and provide other support, even from home.

All parent volunteers must be approved through the VIPS program in Houston ISD. If you are interested in offering your time, please pick up a Parent Volunteer form from the Main Office.

Parent Advisory CommitteeThe Parent Advisory Council (PAC) is collaboration between our school and parents and is designed to allow parents an opportunity to fully participate in cultivating school-wide parental involvement. There will be at least four PAC meetings held throughout the year, two meetings per semester. The meetings will be scheduled at various times in the day to accommodate parent schedules.

Visitor’s PolicyVisitors are welcome at all times. Houston ISD policy requires all visitors to sign in at the Main Office before going anywhere in the building. Parents may observe in their child’s classroom after receiving permission from the teacher or the Main Office.

School VisitorsFor the protection of the students and campus security, please adhere to these guidelines.

It is required that any person entering the campus, during the school day, come directly to the Main Office before going to any other parts of the school.

No student will be permitted to leave the campus with a visitor unless they have been signed out through the Main Office.

If you need to speak with a teacher, please contact the teacher to schedule a conference or schedule an appointment through the front office. Please do not interrupt classroom instruction.

Please do not walk to classrooms to pick students up early. You must go to the Main Office.

Requesting a Parent/Teacher ConferenceParents may request a parent/teacher conference at any time to discuss any variety of issues. It is recommended that students be included for a portion of all conferences. This tends to give students a better understanding of their expectations as they relate to improved student achievement or discipline. If possible, a twenty-four (24) hour notice should be given before a conference is held. Telephone appointments will be accepted through the Main Office; however, teachers will confirm all appointments. Meetings may be scheduled before 7:45 a.m., during the teacher's conference period, or after 3:15 p.m. Please call the School Office at (713) 696-2860 to schedule a conference.



HISD, 08/24/12,

Update


2012-2013 Staff Roster

Name Title LocationInstructional Leadership Team

Dr. Kimberly Agnew Borders Principal Main OfficeTristan Bragg Magnet/Instructional Coordinator

Testing CoordinatorRoom 23

Valerie Poole Reading Intervention Teacher504 CoordinatorReading Lead Teacher

Room 11

Douglas Lewis Special Education Chair/BSCAfter School CoordinatorSocial Studies Lead Teacher

Room 1

Main Office TeamJacqueline (Jackie) Banks Secretary Main OfficeMaria Guerra Clerk I Main OfficeSheila Sterling Clerk III Main OfficeRita Moreno SIMS Specialist SIS OfficeTamela Washington Nurse Main Office

Food Service TeamElizabeth Marquez Cafeteria Manager CafeteriaVenita Arceneaux Food Service Assistant CafeteriaBarbara Charleston Food Service Assistant CafeteriaDiann White Food Service Assistant Cafeteria

Custodial TeamMaria Alvarez Plant OperatorGuillermo Garza 12 Month CustodianMaria Sanchez 11 Month CustodianFrancisco Rodriguez 11 Month CustodianMaria Villegas 11 Month Custodian

TeachersMagnet Team


Marianne Keating Pre Engineering Science Lab, Team Leader Room 21 and T-14-15Chad Ellis Physical Education T-13Michelle Lemon Technology Room 7

Pre-KindergartenSarah Robinson Pre-K Teacher, Team Leader Room 29Andreana Stowers Pre-K Teacher Room 25Crystal Jackson Pre-K Teacher Room 27

KindergartenFrancianna Crawford Kindergarten Teacher, Team Leader Room 26LaTanya Poole Kindergarten Teacher Room 28Carrie Richardson Kindergarten Teacher Room 30

First GradeSonya Wilson-Jackson First Grade Teacher, Team Leader Room 5Tegria Jones First Grade Teacher Room 4Artisha Mitchell-Holmes First Grade Teacher Room 6

Second GradeRoslyn Watson 2nd Grade Teacher, Team Leader Room 9Shelisha Landry 2nd Grade Teacher Room 10Monica Gordon 2nd Grade Teacher Room 12

Third Grade Stephanie Blow Reading/Language Arts

Team LeaderRoom 24

Santrice Jones Math Room 22Gloria Simpson Science, Social Studies Room 19

Fourth Grade Albertha Thomas Math/Science, Team Leader Room 15Florence Edgley Reading/LA/Social Studies Room 13

Fifth GradeShelley Jones Reading/LA/Social Studies

Team LeaderRoom 17

Andre Evans Science T-18-T-19Marshall Medders Math Room 18

Special EducationDouglas LewisReagan Morgan (TA)

Special Ed. Chair/BSC TeacherTeaching Assistant

Room 1

Jonas MendozaRodney Jackson (TA)

Resource TeacherTeaching Assistant

Room 2

Osias MendozaGloria Thomas (TA)

Life Skills (K-2), ESLTeaching Assistant

Room 31


Holloway Speech Pathology Room 3Teacher Assistants & Academic Interventionists

Brendella Chavis Teaching Assistant Room 3 Druscilda Selman Hourly Interventionist (2nd Grade) Room 8Ramone Alvarez Hourly Interventionist (K-1) LibraryVirginia Callins Hourly Interventionist (3rd Grade) Room 16

Marvis Campbell Hourly Interventionist (4th Grade) Room 14Dennis Perry Math Interventionist (1-5) Room 20


Wesley Fight SongBy Mr. James Glenn, 2000

I’m so gladI go to Wesley School.

(I’m in the ____ grade!)I’m so glad

I go to Wesley School. (I’m in the ____ grade!)

I’m so gladI go to Wesley School,

Singing glory hallelujah, I go to Wesley school.

When I come to school, I learn a whole lot.

(We learn a lot here!)When I come to school,

I learn a whole lot.(We learn a lot here!)

When I come to school, I learn a whole lot.

Singing glory hallelujah, We learn a whole lot here.

When I think I can’t, Wesley lifts me up.

(GO WESLEY!)When I think I can’t, Wesley lifts me up.

(GO WESLEY!)When I think I can’t, Wesley lifts me up.

Singing glory hallelujah, I go to Wesley school.

Documents

Mabel B. Wesley Elementary SchoolA Science, …€¦ · Web viewMabel B. Wesley Elementary SchoolA Science, Technology, Engineering & Math (STEM) SchoolCome SOAR With Us! A texas