Student & Parent Information

Daily attendance is an integral part of academic success for every student at Kelly. To foster learning and achievement we encourage daily attendance.

You may report a child's absence in one of two ways:

Send an email to klattendance@dragon.k12.pa.us.
Call the Kelly attendance line at 570-522-3335

In the case of student absence from school, parents will receive an automated message at approximately 9:30 a.m. to notify them that their child is not in school. Upon receiving the notification, a parent should email klattendance@dragon.k12.pa.us or call 570-522-3335 to confirm the absence. We encourage you to use this process, as it is a convenience to you and to our efforts to keep accurate attendance records.

An absence note can be emailed to klattendance@dragon.k12.pa.us or sent to school up to three days after the last day of the absence. After the third day following their absence, the day(s) of absence will be declared unexcused or illegal. Students with more than ten days of absence will need to obtain a note from a medical professional in order for the absences to be excused.

Please call or email the office before 8:45 AM with homework requests due to absence. Homework can be picked up after 3:00 PM in the office.

District Telephone Numbers

Transportation: 570-524-5800 (Rohrer Bus), 570-522-3202 (District Office)

Food Service: 570- 523-3220 x1021

Central Office/Main Office: 570-522-3205

Email Addresses

To contact a staff member via e-mail, use the following address:

last name_first initial@lasd.us

For example: wetzel_e@lasd.us will reach the Principal, Mr. Wetzel.

Please DO NOT E-MAIL regarding attendance or transportation.

Please send a note, or call the office.

Faculty & Staff

Pre-K - 5 Principal

Mr. Eric Wetzel

Pre-K - 5 Assistant Principal

Mr. Brett Hoffmaster

Pre-K Teacher

Miss Alexis Brockway

Kindergarten

Ms. Amanda Benshoff

Miss Lisa Erdley

Mrs. Madeline Giacalone

Mrs. Courtney Jamieson

Miss Makenzie Kern

Miss Madison Lambert

Mrs. Jennifer Malett

First Grade

Mrs. Shanda Bardo

Mrs. Ashley Diggins

Ms. Laura Faux

Miss Brooke Leitzel

Mrs. Amy Lowe-Matukaitis

Mrs. Ashley Papson

Mrs. Shannon Sheaffer

Second Grade

Mrs. Nikki Baney

Mrs. Courtney Beddall

Mrs. Kristine Golla

Mrs. Melissa Herb

Ms. Megan Madara

Mrs. Celina Sagan

Mrs. Jennifer Updegrove

Third Grade

Mrs. Nicole Anderson

Mrs. Megan Catherman

Mrs. Katie Concini

Mrs. Amanda Derr

Mrs. Mary Mostik

Mrs. Hannah Irion-Frake

Ms. Linda Ricco

Art

Mrs. Sara Jarrett

Mr. Bryce Snyder

Music

Mrs. Liesl Doebler

Miss Emily Kirsch

Physical Education

Mr. Brian Campbell

Mr. Dave Lagerman

Library

Mrs. Debra Hornberger

Title 1/Reading Remediation

Mrs. Lindsey Brown

Mrs. Lindsay Yoder

Math Remediation

Mr. Shane Kishel

School Counselors

Mrs. Kelli Molyneaux

Mrs. Emily O'Connor

Learning Support

Mr. Anthony Caruso

Miss Jillian Mazurkevich

Ms. Nicole McCaffrey

Miss Janelle Groff

English Language Learners

Ms. Raelene Kiepke

STEM and Enrichment Teacher

Mrs. Tara Miller

Speech Therapist

Mr. Anthony Puccio

School Secretaries

Mrs. Cindy Boonie

Mrs. Mary Ritter

Certified School Nurse

Mrs. Angie Kustanbauter

Custodians

Mr. Jim Stahl

Mr. David Bartholomew

Mr. Jayden Troutman

Aides

Mrs. Gretchen Driver

Mrs. Barb Gabel

Mrs. Becky Guardini

Mrs. Deborah Rathfon

Mrs. Ramona Ross

Mrs. Pamela Scholl

Mr. Benjamin Slear

Ms. Shelby Wetzel

Mrs. Tammy Winters

Mrs. Kiera Gessner

Ms. Diane Shamory

Personal Care Aide

Ms. Kim Rauch

Library Aide

Mrs. Martha Pilling

Cafeteria

Ms. Lynn Dauberman

Mrs. Heather Gessner

Ms. Ashley Thorpe

Ms. Jayne Zarr

School Officer

Mr. Randy Kurtz

School Psychologist

Mrs. Christine Gotshall

Health Suite

Health Services

First aid and medical care provided by the school nurse are primarily for illnesses or injuries that occur during the school day. The nurse by law may not diagnose, prescribe treatment or administer medication without a doctor’s order. The nurse also assists in programs for health maintenance and the prevention and control of disease.

Screenings: Every student at Kelly Elementary will have height, weight, vision, and hearing screenings completed each year. In addition, all students will have their BMI (body, mass, index) calculated according to the Pennsylvania Department of Health regulations and the results will be placed in their file. If you have any questions concerning BMI, you may call the school nurse where your student attends school. For additional information you may also review the Centers for Disease Control website concerning BMI at http://www.cdc.gov/nccdphp/dnpa/bmi/index.htm. Maintaining a healthy weight is an important step toward promoting a healthy lifestyle. If a student’s parent/guardian(s) is opposed to the health screening, please notify the school nurse in writing. The student’s parent(s) will be informed of any abnormal results of the vision and hearing screenings.

Exams: Students who are in kindergarten and those who enter from out of state need to have a physical exam. You may choose to have this completed by your family physician, or by our school physician. A copy must be kept in each student’s health record.

Students who are in kindergarten and grade 3, and those who enter from out of state, need to have a dental exam. You may choose to have this completed by your family dentist, or by our school dentist. A copy must be kept in each student’s school health record.

Illness: Please keep your child home if he or she has an elevated temperature of 100 degrees or above, is vomiting, is having diarrhea in the last 12 to 24 hours or has a contagious health condition. If your child has a contagious health condition, please call the school nurse to make her aware of your child’s condition. When excluded by the school nurse for a possible contagious condition, a physicians’ note is required for re-entry.

Emergency Forms: Please complete your child’s emergency form at the beginning of the year and return it promptly. Contact the office with any address, phone number and work place changes. Include three LOCAL emergency contacts on this form.

Health Update Forms: Please complete your child’s health update information at the beginning of the year on PowerSchool. This information will be kept confidential. The information will be shared only with your permission on a need-to-know basis. Mark your choices of “as needed” medications (see below) on this form in PowerSchool. This will permit the school nurses/personnel to treat your child with medication if symptoms arise during the school day.

Medications: (LASD Policy and #210 and #210AG):

It is requested that parents make every effort to administer medications at home either before or after school to minimize classroom interruptions. Please talk to your physician about medication dosing schedules.

The school district will be stocking several over the counter medications in the health suites. They are listed on the health update form. These medications cannot be administered unless written permission is received on the health update form. These medications are not intended for continuous, frequent use and will be administered at the discretion of the school nurse or school personnel.

All medication, prescription and over-the-counter, must be brought to school BY THE PARENT OR GUARDIAN in the original container. Medication in plastic bags, envelopes, or other unlabeled containers will NOT be accepted. If your child needs to take another medication, please complete a medication authorization form.

All medication, prescription and over-the-counter, needs the prescribing physician’s complete order and signature. (This does not include medications stocked by the school district.)

Only a written request signed by the parent/guardian accompanied by a medication order from a licensed prescriber containing the following will be accepted:

Date.
Child’s name.
Diagnosis.
Name of the medication.
Route and dosage of the medication.
Required administration time and frequency.
Termination date for administration of the medication.
Listing of all other medication being taken at present, both prescription and nonprescription.
Any restrictions on school activities.
Any particular condition or circumstances relating to this patient that should cause the school nurse not to administer the medication.
Any particular side effects relating to this patient that the school nurse and any school personnel should make special effort to inquire about or observe.
Physician’s phone number.
Physician’s signature.

The initial dosage of the medication shall have been administered either at the student’s home, the physician’s office, or the hospital, except in the case of an emergency. In the case of an emergency, the initial dosage may be administered in school. Initial dosage refers to the first dosage administered from the prescription.

A fax copy will be accepted when faxed directly from the prescribing physician’s office. Our fax number is 570-522-3296.

Asthma Inhalers (LASD Policy #210.2):

Students may possess asthma inhalers and self-administer the prescribed medication used to treat asthma with proper authorization. A parent/guardian must contact the school nurse to obtain the form and procedure required to obtain authorization.

Clothing: The Health Suite has a limited supply of clothing for use to replace soiled clothing until the child can get home. These loaned clothes must be laundered and returned to the school. Please contact the nurse if you are able to donate new or lightly used clothing, new underwear and new socks.

Please contact our school nurse about any health concerns. The health suite phone number is 570- 522-3287. We also have available Children’s Health Insurance Program or CHIP forms in the nurse’s office if you need health insurance for your child.

The School Day

Office Hours: 8:00 AM – 4:00 PM

Students May Enter Building: 8:20 AM

School Day: 8:45 AM - 3:30 PM

The school year operates on a six-day cycle. This allows us to schedule meetings and classes such as art, music, physical education, stem and library. You will receive information from your child’s teacher regarding the cycle days on which art, music, physical education, stem and library are scheduled.

AM Arrival of Students Being Dropped Off

Parents who drive their children to school may drop them off at the side of the building (doors #3 and #4) near the gymnasium between 8:20 AM and 8:45 AM. There is no early entry into the school building. Pull up parallel to the curb as you drop off your child. Please do not park your car at the curb. A single-line procedure is used and only students should exit the car at drop-off. Parents should go to the end of the sidewalk and drop your child off. Parents, who wish to escort their child to the drop-off area or help their child carry items, should park their car and walk the child to the entrance using the crosswalk. If you are entering the building with your child, park in a designated visitor parking space and proceed to the front entrance of the building to sign in.

PM Pick-Up of Students

Dismissal of students begins at 3:30 P.M. Please park in the overflow parking lot, which is next to the faculty parking area, or in a designated visitor parking space. If your child brought a note to school stating that he/she would be picked up, wait at door #4 (Pre-K, K, 1st, and 2nd grades) or door# 5 (Grade 3 and families with multiple students). If no note was sent for the child's pickup, you must report to the main office. Leaving a phone message or sending an e-mail does not guarantee that your child will be sent to the parent pick-up area. Please maintain a safe driving speed while on school property.

Student Code of Conduct

School Wide Behavioral Expectations

Behavioral expectations at Kelly Elementary center around four basic principles that tell us “What do dragons do? They D.A.S.H!”

D - Do Kind Things

A - Always Try Our Best

S - Stay Safe

H - Hold Ourselves Responsible

Teacher Managed Behaviors

Teachers will generally manage lower level behaviors such as:

work refusal
frequently out of seat
distracting/interrupting others
not following bathroom/cafeteria expectations
unsafe/rough play
and other minor offenses

Office Managed Behaviors

These behaviors tend to be more serious and require administrative involvement (such as):

fighting/physical aggression
property damage
major class disruption
profanity
stealing
bullying/harassment

Potential Consequences for Inappropriate Behavior

All behaviors present an opportunity for students to learn from mistakes. Teachers will teach behavioral expectations at the beginning of and throughout the year to model expectations. Staff will frequently re-teach behavioral expectations, conference with the student, offer breaks, have the student complete a problem-solving paper, complete an apology when appropriate, and reinforce appropriate behaviors.

When behaviors are repeated or are more severe, higher level consequences may be given such as: loss of privileges, lunch in the office, structured/limited recess, parent contact/conference, individual behavior plan, and referral to counselor or principal.

When major behaviors occur such as: fighting, physical aggression, bullying or harassment, property damage, etc., they may require more significant intervention and/or consequences such as: lunch/recess detention, parent conference, referral to counselor/social worker, referral to MTSS core team, and in-school or out-of-school suspension.

Recess

Recess periods are provided as part of our regular school day. Fresh air and free exercise are essential for proper child development, physically, and educationally. It is assumed that all students will take part in recess. A pupil returning to school following an illness will be excused from recess for a period of up to three days provided a written explanation is provided. Any period longer than three days will require a doctor’s excuse.

Since children do go outside for recess in winter, we strongly recommend children have gloves, warm coats, and headwear. We cannot provide hats or gloves for your children, for reasons of hygiene. If children wish to play in the snow, boots and snow pants are also required. It is highly recommended that you also send a change of clothes, in case the snow pants get wet all the way through! Children will not be allowed outside during extreme weather conditions.

Playground Rules

Follow directions the first time they are given.
Go to and from the playground in a quiet, orderly, and prompt manner.

Always walk in halls, through doors, and on playground walkway.
When in line: remain quiet, face the front of the line, and keep hands and feet to yourself.

Use equipment and playground properly.

No running or tag games within mulched area or on the equipment.
Only go up on ladders.
Only down on slides.
Go around games in progress.
Keep off the fence.
Walk only on steps to field.
No climbing or sitting on the handrail of steps.
Field is for organized games or jogging.

Use positive words to address others and resolve conflict.
Keep hands, feet, and objects to yourself. Rough play, such as tackling, grabbing, wrestling, kicking, hitting, or pushing another person will not be permitted.
Once outdoors remain outdoors.

Students need permission from adults to go inside if needed.
Play away from windows, doorways or walkways.

Dress for the weather.

Boots must be worn to go in snow.
Snow pants must be worn to slide down hills. (If not dressed properly students must remain on cleared areas.)
Sneakers are recommended (safest footwear option).

The consequences for breaking recess rules are:

First offense – Warning/Re-teaching
Second offense - Time-out from recess.
Third offense – Written notice to classroom teacher, parent is notified and a consequence will follow such as:

missing recess
restricted play to a specified area
others that may be determined by classroom teacher and recess staff.

If the behavior is severe, a student may be sent to the principal.

Student Clothing

Our school recognizes that individual student’s attire is a choice of personal style and individual preference. However, we strongly encourage families to consider the health, safety, and educational programs of students when selecting appropriate clothing for school. Student clothing or attire:

should be safe for the child or others;
should be appropriate for weather conditions and/or season;
should promote a safe learning environment that is free from disruption.

While School Board Policy #225 does not specify the acceptable types of shoes at school, children should wear comfortable shoes that can be used on playground equipment and in gym classes. The shoes should have an ankle strap and no platform. Flip flops, slides, and clogs are strongly discouraged for safety reasons. Shoes need to be safe for wear on mulch, gravel, uneven field surfaces, and gym and playground equipment. Your child may not be permitted to play on the playground equipment without proper shoes. Sneakers are best if it is at all possible for your children to wear them. No shoes with inserted wheels are permitted.

Cafeteria Information

The lunch program makes available a school lunch for students, or students can bring their own lunch from home. Parents may occasionally dine with their child if prior arrangements are made with the principal’s office.

Prices

Elementary Student: Breakfast Free and Lunch ($3.60)

Reduced Meal Prices: Breakfast Free and Lunch Free

Adult:

Lunch (entrée, fruit, vegetable, and milk) $5.00

Students have an account in the point of sale system in the cafeteria, and their account number is their six-digit student ID number. Parents can add money to their student’s account by sending cash or a check to school made out to “LASD Cafeteria”, or online through the www.ezschoolpay.com website. There is a transaction fee for online payments. Parents can use EZ School Pay to add funds, track purchases, and set low balance reminders for their student’s account.

Parents who believe their students should receive free or reduced price meals must apply each year online at www.ezmealapp.com to obtain free or reduced price meals.

If a student is in debt, they may not charge any a la carte items to their account, such as an extra milk or a snack. Parents should make a payment as soon as possible if their student owes money to their lunch account. Parents are encouraged to read school board policy #808 regarding lunch account debt, and make timely payments to keep their student’s lunch account balance positive. If a student has a low balance or owes money, reminders will be sent by email, postal mail, and or telephone calls.

Lunch menus can be found online at www.lasd.us, clicking the “Menu” button, and then clicking the “Menus” heading.

Transportation Information

Bus routes and schedules are provided to all families whose students ride the district buses. Safe school transportation is considered an integral part of the total educational program. Riding a school bus is a PRIVILEGE contingent upon proper and courteous conduct. We recognize that safe school bus operation is only possible with the full cooperation of our parents, students and school staff. Students must get on and off the bus at their assigned stop. If for child-care or emergency reasons, a child needs to get on or off at another stop or ride another bus, the school must be provided with a written notice from the parent/guardian. This notice must be approved by the administration.

All students who ride a bus are required to go home on their assigned bus. If a student is leaving school in any other manner than normally assigned, please send an explanatory note with your child to present to the homeroom teacher who will forward this note to the main office. Please DO NOT E-MAIL as we may not receive the information. IF you must make changes in transportation after the school day has begun, please call the office (570-522-3292).

If a student will be riding a bus other than his/her assigned bus to a child-care provider, and Alternative Transportation Form must be completed and approved by the Business Office. These forms are available at the school office.

The school district uses cameras at certain areas of the building for security purposes. The buses also have video cameras with audio capabilities placed on them. The actions recorded by these devices may be used in disciplinary procedures (Policy #810).

Bus Conduct Rules

Students who ride the bus are expected to:

Stay in their seats while the bus is in motion
Speak in low voices, using NO profanity
Refrain from throwing objects
Keep head, arms and hands inside the bus
Keep hands and feet to themselves
Cooperate with the bus driver
Act in a respectful manner
Not eat or drink on the bus

Lack of self-control in following the bus riding procedures may result in a discipline report being filled by the bus driver with the principal. Consequences for bus disciplinary referrals may include conference with the principal, reteaching expected behavior, loss of school privilege, parent contact, loss of bus privilege, or other corrective action.

Alternative Bus Transportation

The school board has established special busing arrangements to alternative caretakers for children with working parents. Alternative-transportation forms, available at the Kelly School Office, must be completed and returned to the Director of Administrative Services at Central Office. Please refer to Policy 810: Transportation for specific procedures related to student transportation.

If you are requesting that your child ride a different bus, or that he or she ride the same bus but get off at a different bus stop for one day, the office must have a note from the parent stating the following:

child’s name
teacher’s name
date
bus number child is to ride and the exact stop at which child is to get off

Leaving a phone message does not guarantee that alternative transportation is in place.

Programs & Curriculum

General Curriculum

Reading/English Language Arts

Our curriculum places an emphasis on phonics and phonemic awareness in the early grades as students learn to identify letters, sounds, and how to blend sounds to make words. As students progress, they learn decoding, encoding, and fluency skills while they build vocabulary for more complex texts and authentic literature. Teachers use a mixture of fiction and non-fiction texts for read alouds, guided reading, and independent reading.

Spelling instruction focuses on high frequency words, regular and irregular spelling patterns, and frequently misspelled words. Writing skills are incorporated into our literacy program so students progress from basic mechanics of writing letters/words to writing narratives, informational texts, and opinion pieces to writing longer, more structured pieces.

Mathematics

Our curriculum focuses on developing students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Teachers blend direct instruction, structured investigation, and open exploration. The curriculum taps into the intelligence and strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich. Seeing, touching, and sketching ideas create pictures in the mind’s eye, helping learners construct, understand, and apply mathematical ideas. Our curriculum incorporates increasingly complex visual models, including the Number Line and the Array models, in a coherent framework across the curriculum.

Teachers use manipulatives, games/activities, word resource cards, and daily practice activities called Number Corner. The Number Corner features short daily exercises that introduce, reinforce, and extend skills and concepts related to the critical areas of study at each grade level. New pieces are added each day, providing starting points for discussions, problem solving, and short written exercises. Students work on skills including estimation and counting, place value, measurement, using data, number sense, and computational fluency.

Social Studies

Our social studies curriculum introduces students to concepts and information about communities, customs and holidays, citizenship, government, maps/geography, civics, economics, and historical biographies and cultures. These concepts vary by grade level and are based on state standards.

Science

Our science curriculum introduces students to concepts and information about weather, animals, plants, simple machines, landforms, ecosystems, energy, solar system, habitats, natural resources, forces and interactions, and life cycles and traits. These concepts vary by grade level and are based on state standards.

Homework

Homework is assigned on a regular basis, and generally is to be about 10 minutes per grade level per night. For example, a second grade student can be expected to complete about 20 minutes of homework per night. Homework provides reinforcement of concepts, practice of skills, and study discipline. Done with care and diligence, it is an important ingredient for success in school. Therefore, students are required to complete and hand-in all assignments.

Although parents usually assist or monitor homework, the main responsibility for completing homework rests with the child. In the absence of self-discipline, the parent/guardian needs to structure the homework time.

Consider these suggestions:

Have your child carry an assignment notebook to record assignments.
Identify a quiet place for study in your home.
Identify a time for daily study.
If your child says there are no written assignments, create a study routine (i.e., use the vocabulary in dark print to create word lists.)
Stress the importance of ongoing review and avoiding the tendency to study only right before the test.
Monitor the assignment log and help your child make good decisions about his/her study time.

Please call the office before 8:45 AM with homework requests due to absence. Homework requests may be made over the attendance line (570) 522-3335. Homework can be picked up after 3:00 PM in the office.

Special Area Programs

Art

The art program at Kelly Elementary is process oriented. Children experience a variety of media, learning new skills and building on previously learned techniques. Art appreciation is taught through looking at art, talking about art and studying various artists and cultures throughout time. The art program grows each year through this multimedia approach to creativity and problem solving.

It is strongly recommended that your child wear older clothes on art days. Although paint shirts are available, accidents do happen. Most stains are removable if they are pretreated and then laundered.

Most artwork is kept in portfolios until the annual art show in the spring. Your child’s best work is then selected for display. Other works are kept in the portfolio as a means of assessment.

You can help encourage your child’s interest in art by providing art materials at home. If the family vacation includes a trip to a city with a museum, stop in and visit! You’ll be surprised at how much your child can teach you about art!

Library/Media Center

The Library/Media Center is open during most school hours. Children are scheduled for a class visit once each cycle for story time and instruction, but are encouraged to visit the library frequently.

Books may be signed out for one cycle and are due on or before the following library class. Items may be renewed up to three times at the discretion of the librarian.

Kindergarten

May borrow one book at a time during the first part of the year. At the beginning of January, kindergarten may borrow two books at a time. These books must be returned before borrowing another.

First and Second Grades

May borrow two books at a time. These books must be returned before borrowing another.

Third Grade

May borrow three books at a time. These books must be returned before borrowing another.

Overdue Materials

Overdue notices will be sent home every week and parents will be notified by phone or mail if materials are extremely overdue.

Music

At Kelly, students take part in a variety of activities in music class. These are designed to help your child develop musical skills and to know and appreciate many different styles of music. Singing activities include songs from our American folk tradition, songs from many different parts of the world, patriotic and holiday songs, and songs that are part of musical programs in which your child takes part. Your child will listen to music written in many styles and become familiar with many kinds of performing groups. Movement is also a basic part of our program. In addition, time is spent playing simple instruments and discovering basic concepts about how music is put together. You can reinforce what your child is learning in school in several ways. You can listen to music together, attend community concerts, and encourage your child to take part in school performing groups. You may also wish to check out recordings from the library. Ask your child about some of the music class activities. In this way, music can be extended into your home. Concerts are held in the winter and spring, one per grade level for the year, in grades one through three.

Physical Education

The Physical Education program at Kelly is designed to offer students the opportunity to participate in a wide variety of activities. These activities help develop motor skill performance as well as individual fitness levels. Childhood obesity is an epidemic in today’s society and our physical education curriculum includes numerous games and activities that incorporate fitness. Students will be engaged in physical activities that are developmentally appropriate and develop health. In addition, our program is designed to help students develop an appreciation for activity and games. You may continue to foster this development by playing games and doing family activities at home.

Encourage your child to wear comfortable, play clothes and sneakers for class.

Student Progress and Conferences

Student progress will be reported to parents by two methods. The first report (45 days) will consist of parent-teacher conferences. Students’ progress will be discussed and parents will receive a copy of the report card. The teacher will notify you of the day and time of the conference. For the second report (90 days), the third report (135 days), and the fourth report (180 days) a report card will be sent home. An optional conference can be scheduled at any time during the school year at the parent’s or teacher’s request.

Teachers will contact parents if they are concerned about academic, behavioral, or physical health needs of the student. Likewise, parents should contact the teacher if they have a concern. It is only through open communication and the cooperation of home and school that your child will receive the education that best meets his/her present and future needs.

Additional Services

The following services are available for students who qualify:

Reading/Math Support - Title I: Support provided to learners who will benefit from additional, intensive reading or math instruction. Specifically designed instruction provides students with appropriate instruction in areas they are experiencing difficulties. Students qualify for this service using the STAR assessments and other benchmark screenings.

Learning Support: Individualized educational support provided to learners eligible for special education with modifications or adaptations made in the curriculum as per the IEP.

Adaptive Physical Education: Adaptive physical education will be offered to students who are referred based on information from the physical education teachers, classroom teachers, and the learning and/or academic intervention teams.

Speech: Articulation or language composition support provided to eligible learners.

English Language Learners (ELL): Program differentiation provided to learners whose primary language is one other than English. Students are screened for these needs as they complete a home language survey at the time of enrollment, as required by law.

Gifted Support: specially designed instruction and programming supports provided to learners who are eligible for gifted identification.

Intervention Time: structured interventions provided for students with academic and/or behavior needs. Identification of students eligible for these interventions are determined through the school’s MTSS process.

Kelly Elementary Title I School, Parent, and Family Engagement Policy

Purpose

The district is committed to the belief that all students can learn and acknowledges that parents share in the district's commitment to the educational success of their children. This building level policy is a companion to LASD Board Policy 918: Title 1 Parent and Family Engagement.

Definition

Parent (defined as the child's natural or adoptive parent or legal guardian) and family engagement shall be defined as an ongoing process that assists parents and families to meet their basic obligation as their child's first educator, promotes clear two-way dialogue between home and school, and supports parents as leaders and decision-makers at all levels concerning the education of their children.

Authority

The Board recognizes that the responsibility for each student's education is shared by the schools and the family and acknowledges that the schools and families must work as knowledgeable partners to effectively educate all students.

To this end, the Board will support the development, implementation, and continuing evaluation of a parent and family engagement program which will involve parents at all grade levels in a variety of roles as required by Section 1116 of the Every Student Succeeds Act (ESSA).

Objectives

The Title I Parent and Family Engagement section of the Every Student Succeeds Act (ESSA), Section 1116(b) requires each Title I school to develop a written Parent and Family Engagement Policy that describes the means for carrying out the requirements of Section 1116. The school must ensure that information related to school and parent programs, meetings and other activities are sent to the parents of Title I children in a format and in a language the parents can understand.

Our policy will be:

Developed jointly with and agreed upon by parents and family members of Title I children
Written in an understandable format and provided in a language parents can understand
Distributed to all parents and family members of Title I children
Made available to the local community
Updated annually to meet the changing needs of parents, family members and the school

The policy describes how parents and family members will be involved in the planning, review and improvement of the school's Parent and Family Engagement Policy (ESSA, Section 1116(b)(l)).

Kelly Elementary will convene an annual meeting, at a convenient time:

Which all parents and family members of participating children shall be invited, and encouraged to attend; to inform parents of their schools' participation as a Title I school; and

to explain the requirements, and the rights for parents to be involved (ESSA, Section 1116(c)(l)).

We will offer a flexible number of meetings, in the morning and/or evenings (ESSA, Section 1116(c)(2)).

We will involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of the Title I program, including the planning, review, and improvement of the school's parent and family engagement program (ESSA, Section 1116(c)(3)).

We will provide parents of participating children with timely information about the Title I program (ESSA, Section 1116(c)(4) (A)) through communication with our families.

We will provide parents of participating children with a description and explanation of the curriculum, we use at the school, the forms of academic assessments used to measure student progress, and the achievement levels of the challenging state academic standards (ESSA, Section 1116(c)4)(B)).

We will provide, if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible (ESSA, Section 1116( c)( 4 )(C)).

We will involve parents and family members in the joint development of the Schoolwide Program Plan under Section 1114 per ESSA (ESSA, Section 1116(5)).

We continue to use a school-parent compact that will be jointly developed with parents and family members and the compact outlines how parents, the entire school staff, and students will share in the responsibility for improved student academic achievement and the means by which the school and parents will build and develop partnerships to help children achieve the state's high standards.

Our compact will –

Describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging state academic standards, and the ways in which each parent will be responsible for supporting their children's learning; volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time (ESSA, Section (d)(l)); and
Address the importance of communication between teachers and parents on an ongoing basis through including:

Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement;
Frequent reports to parents on their children's progress;
Reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities; and ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand (ESSA, Section 1116(d)(2)(A-D).

Kelly Elementary will provide assistance to parents and family members in understanding the challenging state academic standards, state and local academic assessments, and how to monitor a child's progress and work with teachers to improve the achievement of their children (ESSA, Section 1116(6)(e)(l)).

Furthermore, we will provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology including education about the harms of copyright piracy, as appropriate, to foster parent involvement (ESSA, Section 1116(6)(e)(l)).

With planned professional development, we will educate teachers, specialized instructional support personnel, and other staff, with the assistance of parents, in the value and utility of contributions of parents and family members, and in how to reach out to, communicate with, and work with parents and family members as equal partners, implement and coordinate parent programs, and build ties between parents and family members and the school (ESSA, Section 1116(6)(e)(3).

Kelly Elementary will, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal, state, and local programs including public preschool programs and conduct other activities that encourage and support parents and family members in more fully participating in the education of their children (ESSA, Section 1116(6)(e)(4).

We will ensure that information related to school and parent programs, meetings, and other activities is sent to the parents and family members of participating children in a format and to the extent practicable, in a language the parents and family members can understand (ESSA, Section 1116(6)(e)(5). We will provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) (ESSA, Section 1116(7)(f).

Schoolwide Positive Behavior Program

At Kelly Elementary, PBIS principles are used to teach, recognize and praise the behaviors we expect to see from our students. Additionally, behavioral data is used to identify and support students with emotional or behavioral needs. This framework allows for all students to receive the supports they need to be successful in school.

School Wide Behavioral Expectations

Behavioral expectations at Kelly Elementary center around four basic principles that tell us “What do dragons do? They D.A.S.H!”

D - Do Kind Things

A - Always Try Our Best

S - Stay Safe

H - Hold Ourselves Responsible

There are posters throughout the school detailing the four school rules (D.A.S.H.). At the beginning of the school year and again in January, students will be taught expected behaviors for each rule. Teachers will help students learn what the expectations look and sound like in every setting of the school environment. Behaviors that meet these expectations will be reinforced throughout the school year in the following settings:

D.A.S.H. on the Bus

D.A.S.H. in the Cafeteria

D.A.S.H. on the Playground

D.A.S.H. at Arrival and Dismissal

D.A.S.H. in the Hallways

D.A.S.H. in the Bathrooms

D.A.S.H. on the Playground

D.A.S.H. in the Classroom

Students will receive Dragon Stars from staff when they are meeting behavioral expectations and can place Dragon Stars in the classroom jar. Teachers may draw from the classroom jar for special individual recognition or may award a class reward or special activity (i.e. PJ day, extra recess, etc.) for meeting a goal. Dragon Stars are part of each teacher’s classroom management system as well as our building SWPBIS.

Teachers will submit the total number of Dragon Stars earned each week and classes will receive special recognition when they reach a milestone.

Collecting Behavioral Data: Referrals and Supports

Even with clear expectations and positive reinforcement, sometimes children will show behavioral need. To address inappropriate behavior, an Office Disciplinary Referral (ODR) system has been implemented.

Classroom Managed Behaviors are concerns that are minimally disruptive to the learning environment and are handled by the teacher.

Major ODRs will be used to document issues that can pose a safety concern, damage property, or blatantly violate the respect or rights of others. A major ODR may also be completed if classroom managed behaviors occur frequently or repeatedly (so that disruptions are no longer minimal). These behaviors are documented and addressed by a team of the teacher and PBIS committee members. Parents/Guardians will receive notice if a child has received a Major ODR.

When a child receives numerous ODRs, the team will meet to create a behavior intervention plan, which may include Tier 2 services, such as skill building and conflict resolution groups. These services would be available to all students with demonstrated needs, to support skill and relationship development with their same-age classroom peers.

Social and Emotional Learning

Our PBIS team is also dedicated to providing our students with quality social and emotional learning opportunities. The Lewisburg Area School District has purchased the Second Step program, which provides primary students sequenced lessons on topics about understanding their emotions, developing social and problem-solving skills, and building empathy. Each teacher has materials to support weekly 2nd step lessons at each grade level. Supplemental materials for anti-bullying and emotional regulation themes are also available to Kelly students.

Social and emotional education is provided to all students as a Tier one support, to build student skills and create community of caring throughout our building. Research shows universal, classroom-based SEL programs for children have benefits academically, socially, and over the long term. For more information about the Second step program, please visit: www.secondstep.org

PBIS Team Members

The PBIS team has members from all grades and levels of intervention across our building. Please contact the team with questions or interest in supporting our D.A.S.H. program!

Elementary Principal: Mr. Wetzel

Elementary Assistant Principal: Mr. Hoffmaster

Counselors: Mrs. Molyneaux and Mrs. O'Connor

Title 1: Mrs. Brown

Special Education: Ms. McCaffrey

Kindergarten: Ms. Benshoff & Mrs. Giacalone

First Grade: Mrs. Bardo & Mrs. Diggins

Second Grade: Ms. Sagan & Mrs. Updegrove

Third Grade: Mrs. Derr & Mrs. Mostik

PBIS is a School & Community Partnership

To be successful, our behavior program needs to be a partnership between home and school. We are looking forward to a great year and appreciate all your support.

TOGETHER, WE ALL D.A.S.H!

Parents can support our D.A.S.H. program by:

●Reviewing behavior expectations with your children

●Providing positive reinforcement for meeting behavioral expectations at school

●Participating in our Parent-School Association

●Becoming an incentive sponsor

Multi-tiered Systems of Support Program

MTSS is a series of interventions that support student achievement. Interventions include:

Professional development for teachers: faculty receive annual professional development in both academic and social-emotional topics.
Positive Behavioral Interventions and Support (please see the PBIS portion of our Handbook)
Response to Intervention (RTI): Includes three tiers of academic support

Tier 1- All students receive high quality, research-based instruction in the general education setting. All students will be administered the following universal screeners for academics: STAR and DIBELS. The screeners will be used to identify students with greater needs.

Tier 2- Students struggling to make progress at Tier 1 (approximately 15% of all students) will receive tiered intervention based on universal screener results. Students will receive academic MTSS interventions after falling into both the “intervention” categories of the STAR assessment and the “intensive” and “strategic” categories for DIBELS. Interventions will occur 4 times/week for 30 minutes per session. Anticipated duration of interventions may last for a marking period or longer, depending on student progress.

Tier 3- Students who have not responded adequately to interventions in Tier 1 and Tier 2 and are performing below grade level will move to Tier 3. They will receive intensified, comprehensive intervention along with their grade-level instruction. Anticipated duration of interventions may last for a marking period or longer, depending on student progress.

School and community collaboration- PSA supports our building initiatives.
Curriculum Design- Kelly Elementary teachers participate in curricular development along with the administrative team.

MTSS Progress Monitoring

In addition to quarterly report cards, students receiving tiered supports through MTSS will have progress monitoring for specific literacy skills. Parents who have concern about their child’s academic progress should consult with their student’s classroom teacher or Lindsey Brown, LASD MTSS Coordinator at:

email brown_l@dragon.k12.pa.us
phone 570-522-3292 ext. 4161.

English Language Learners

The Lewisburg Area School District provides an English as a Second Language (ESL) program for all students who qualify.

If you need information translated in your native language, please contact Michael Jones at the Lewisburg Area School District Central Office at 570-523-3220.

El Distrito Escolar del Área de Lewisburg ofrece un programa de inglés como segundo idioma (ESL) para todos los estudiantes que califican.

Si necesita información traducida a su idioma nativo, comuníquese con Michael Jones en la Oficina Central del Distrito Escolar del Área de Lewisburg al 570-523-3220.

توفر منطقة منطقة لويسبورغ التعليمية برنامج اللغة الإنجليزية كلغة ثانية (ESL) لجميع

الطلاب المؤهلين.

إذا كنت بحاجة إلى معلومات مترجمة بلغتك الأم ، فيرجى الاتصال بـ Michael Jones

في المكتب المركزي لمقاطعة لويسبورغ في 570-523-3220.

Школьный округ Льюисбургской области предоставляет программу «Английский как второй язык» (ESL) для всех учащихся, которые соответствуют требованиям.

Если вам нужна информация, переведенная на ваш родной язык, пожалуйста, свяжитесь с Майклом Джонсом в центральном офисе школьного округа округа Льюисбург по телефону 570-523-3220.

Lewisburg地區學區為所有符合資格的學生提供英語作為第二語言（ESL）課程。

如果您需要以您的母語翻譯的信息，請聯繫Lewisburg地區學區中心辦公室的Michael Jones，電話：570-523-3220。

Special Education & 504 Service Plans

Annual Notice of Gifted Support Services

The Lewisburg Area School District is committed to providing Gifted Support services to those students who are eligible and in need of these services.

Each school district shall conduct awareness activities to inform the public of gifted educational services and programs and the manner by which to request these services and programs. These awareness activities shall be designed to reach parents of students enrolled in the public schools and the parents of school age children not enrolled in the public schools.

The Lewisburg Area School District provides programming for students who are identified as Mentally Gifted. This term includes a person who has an IQ of 130 or higher or when multiple criteria as set forth in Chapter 16 regulations and in Department Guidelines indicate gifted ability. Determination of gifted ability will not be based on IQ score alone. Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted must include an assessment by a certified school psychologist.

Identification Activities:

Building level teams meet regularly at the elementary, intermediate, middle school, and high school levels to monitor student progress, to develop intervention strategies, and to identify students who may need gifted services. The teams consider a variety of academic, behavioral, speech/language, and motor development information. Teachers within the district are trained in referral procedures. School counselors, working in collaboration with their district colleagues at all levels, are also important front line personnel in these procedures.

The Lewisburg Area School District has an assessment plan which specifies the type of evaluations that are administered at various grade levels. The analysis of assessment results is an important child find strategy, and students may be referred to the school guidance counselor and/or school psychologist for additional assessment.

Initiating an Evaluation:

Parents who have questions about their child’s academic or developmental growth and believe that their child may be Mentally Gifted should contact the appropriate building principal, school guidance counselor, or the Gifted Coordinator to request screening and/or evaluation. A parental request for a gifted evaluation should be made in writing.

Confidentiality of Student Records:

If a screening procedure finds evidence of giftedness and a gifted evaluation is recommended, the district must issue a Permission to Evaluate form to parents or guardians. Written consent is required prior to conducting the evaluation. An evaluation report is prepared after the assessments are completed. The written record of the results is called an educational record and is maintained by the District. The record contains information that personally identifies a child’s name, name of parents or other family members, address, and other traceable information. The school district protects the confidentiality of personally identifiable information according to the district’s Student Records policy and FERPA (Federal Educational Rights and Privacy Act).

Further information about gifted education is available from building principals or the Gifted Coordinator at 570-522-3277.

Annual Notice of Special Education Services and Programs

Lewisburg Area School District is committed to providing a free appropriate public education (FAPE) to students with disabilities. The District must annually provide notice to the public about special education services and procedures to identify, locate, and evaluate all students who may be eligible for and in need of special education.

In addition to public school students residing within the district, the Lewisburg Area School District considers all children with disabilities attending private school as well as children who are homeless, wards of the state, and those who are highly mobile such as migrant children.

Potential Signs of Developmental Delays and Other Risk Factors for Disabilities:

The Individuals with Disabilities Improvement Act (IDEIA) lists 13 disabilities categories. The following contains excerpts from the definitions.

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction usually evident before the age of three.
Deaf-blindness means concomitant hearing and visual impairments.
Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing with or without amplification.
Emotional disturbance is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

Inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school problems.

Hearing Impairment means an impairment in hearing whether permanent or fluctuating that adversely affects a child’s educational performance but that is not included in the definition of deafness.
Mental Retardation means a significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period.
Multiple Disabilities means concomitant impairments the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.
Orthopedic Impairment means a severe orthopedic impairment that adversely affects a child’s educational performance.
Other Health Impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment that 1) is due to chronic or acute health problems 2) adversely affects a child’s educational performance.
Specific Learning Disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.
Speech Language Impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child’s educational performance.
Traumatic Brain Injury means an acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’ educational performance.

13. Visual Impairment including blindness means an impairment in vision that even with correction adversely affects a child’s educational performance.

Initiating an Evaluation:

Parents who have concerns about their child’s academic or developmental growth and believe that their child may have symptoms or characteristics similar to those noted above should contact the appropriate building principal, school counselor, or the Special Education Office to request screening and/or evaluation. A parental request for a multidisciplinary evaluation should be made in writing. A form is available from the building principals or through the Special Education Office.

Further information:

For more in-depth information regarding special education services please see the district’s website: www.lasd.us or notice as posted in the office at each school building. Parents can also obtain more information by calling the building principal or the Special Education Office at 570-522-3277.

Other Information

Communication with Teachers

Parents are encouraged to contact teachers with concerns or questions. We cannot address your concerns if we are not aware of them. The procedure is to send a note with the student requesting an appointment or to call the school office to arrange an appointment. Teachers cannot be disturbed while they are supervising children or instructing a class. Report to the office upon entering the building. A secretary will contact the teacher to see if he/she is ready for the conference. Although you may not receive an immediate response, you are also welcome to e-mail the teacher. Instructions are in the quick reference list at the front of this handbook. Please DO NOT E-MAIL regarding attendance or transportation. Please send a note, or call the office.

If you have a concern regarding your child’s teacher, our district’s policy encourages you to first contact the teacher and work to resolve the matter. If the concern continues or you are unwilling to address the matter directly with the teacher, you may contact the building principal (Board Policy #906).

Visits to Kelly by Other Children

Visits are not encouraged. However, there are times that children are visiting Lewisburg from other areas. The Kelly students and the child may benefit from a visit. To have a child visit Kelly Elementary School, a written request needs to be submitted to the principal five days prior to the requested visit. The following information must accompany the request:

Visiting child’s name
Age of the visiting child
Reason for the visit
An emergency contact name and number

The principal will approve the request if it meets with the regular-classroom and special-area teachers’ plans for the day. The visit may not cause a disruption in learning for the Kelly students.

Volunteers

There are many opportunities to volunteer at Kelly including Kid Writing, chaperoning field trips, book fairs, and many other PSA activities. A volunteer is any individual that has direct contact with children and has the possibility of care, supervision, guidance, or control of children or routine. A visitor is any individual that has limited contact with children and is always under direct supervision of a staff member.

All volunteers are required to have the appropriate clearances on file with the district office. Please refer to the volunteer handbook for complete details (available at the Kelly office or at www.lasd.us)

The Elementary PSA realizes that paying for volunteer clearances may be a financial hardship for some. The cost of these clearances will be reimbursed by the PSA if your family qualifies for a free or reduced lunch under the National School Lunch Program and, within one school year, you volunteer for a minimum of five hours or at three events that require clearances.

To apply for reimbursement, please send the following to your building principal:

Copies of the receipts from your clearances (PA State Police Criminal Record Check, PA Child Abuse History Clearance and FBI Criminal Background Check)

A completed PSA reimbursement form, including the record of your volunteer hours

Documentation for reimbursement can be sent throughout the school year, but should be sent in no later than the last Friday in May. Upon approval, a check will be mailed to your residence. All information regarding your request will be kept confidential. If you have difficulty meeting these reimbursement requirements, please contact the building principal.

Classroom volunteers work under the discretion of teachers. They may also offer special skills, as needed, to enrich the classroom or school program. The utilization of the volunteer program by teachers is vital for improving the quality of education both in our schools and in our community.

The school volunteers provide the following kinds of services:

General help to relieve the classroom teacher or other school personnel of non-professional chores.
Provide special help to an individual child or to a small group of children.
Enrich the school curriculum in areas requiring special talents, skills or abilities.
Provide resource speakers for classrooms.

Volunteers MUST report to the office upon entering the building and wear a visitor badge throughout their visit at the school.

Custody

In situations where court determined custody is in effect, the school district should be given a copy of the custody order. This will enable the district to maintain its impartial and unbiased position in these matters and prevent possible disruption or embarrassment for the child. If the school has not received official court orders concerning custody, then both parents have equal rights.

Electronic Devices and Personal Items

We ask parents to not send electronic games, cell phones, or other devices to school. The school is not responsible for loss or damage to electronic devices brought to school. We also discourage students bringing personal items such as toys, trading cards, etc. to school. The school is not responsible for loss or damage to any personal item brought to school. Special show and tell opportunities may be coordinated in advance with teacher approval.

Gifts Delivered to School

The delivery of gifts, such as balloons, flowers, presents, etc. to school is discouraged. Because of the disruption of the classroom and possible problems transporting these items on a school bus, please refrain from sending gifts. If a gift is delivered to school, it will be held in the school office until dismissal and it will be the responsibility of the parent to transport the gift home.

Lost and Found

School rules indicate that students should not bring personal items to school. If students bring personal items to school, those items should remain secured in student backpacks during the school day, to prevent items from being lost in the school building.

If, in the course of the school day, students misplace clothing, books or other items that are typically needed during the school day, items will be checked for identifying marks of ownership (nametags, labels, etc.). Items that don’t have an identifiable owner will be turned into the Lost and Found.

Students may search for lost items by visiting the Lost and Found table(s) to check for missing items when traveling with their teacher/class to another area of the building.

Parents may also visit Lost and Found. Lost and Found items will be on display during parent-teacher conferences and events where parents are visiting the school (e.g. Dragon Dash, Field Day). Please contact the office if you need to visit the Lost and Found at another time.

Items left in the Lost and Found after the school year has concluded will be donated to local charities.

Parent-Requested Early Dismissal

When your child needs to be dismissed before the 3:30 dismissal, send a note to the school stating the time you would like your child dismissed, the child’s full name, and the child’s teacher’s name. Parents should report to the office to complete a dismissal form, and the secretary will notify the teacher that you have arrived. Your child will be dismissed from the class when you arrive. (See: “A Note To School” on last page of handbook) Leaving a phone message, or sending an e-mail does not guarantee that the early dismissal request has been received. Parents, who are in the building and wish to take their children home early, should report to the office in order to complete sign-out procedures.

Release of Students

Children will be released to a parent or guardian who has custody of the child. Notification to the office is required when someone other than a legal parent or guardian will pick up the student.

Telephone Calls

Due to the number of students in the school, students cannot be called to the phone during the day. Parents wishing to leave telephone messages for their son or daughter should telephone (570) 522-3292 before 3:00 PM. Messages will be given to the student’s teacher from the school office. The student’s teacher will see that the student receives and understands the message. After 3:00 PM, telephone messages cannot be honored due to the dismissal procedure.

Students will not be allowed to make telephone calls from the school except in the case of an emergency.

School-Sponsored Field Trips

Each grade level at Kelly Elementary School schedules field trips for students, some of which have expenses that students incur. School Board Policy #121 guidelines are followed for scheduling, approving, and supervising field trips.

Security

The school is responsible for students on school property during instructional time, during school-sponsored activities, and while they are on buses and/or school-owned vehicles. Kelly Elementary School has developed guidelines to ensure the safety of the students at Kelly during the school day and in the event of an emergency. These guidelines pertain to entering the building and dealing with various crises. Fire, tornado, and intruder drills are held throughout the year. It is our goal to maintain a safe and friendly environment for the students. We appreciate your support in this endeavor.

Entering the Building

Proceed to the main entrance to the building.
Ring the buzzer.
A staff member will ask your name as well as the reason for the visit.
You will then be buzzed in to the building.
You must be signed in and wear a visitor sticker or badge.
Show your photo ID to the office personnel upon arriving in the building, or show your photo ID if you are picking up a student.
Admission to the building may be denied if there is a security concern.
When leaving, return your visitor sticker or badge, and ask to be signed out.

Visitors to the Building

All visitors are expected to remain in the area of the building for which they have been signed in. Please refrain from visiting other areas of the building, including classrooms, without prior permission from the office and classroom teacher. These limitations are important to limit classroom disruptions and to maintain building security.

Textbooks/School Equipment

In teaching respect for property, we stress the need to care for and prolong the life of textbooks. School materials are the responsibility of each student. Books will be assigned according to a number that is recorded and maintained by the teacher. Lost or damaged textbooks will result in the student/family being billed for the book at the replacement cost. Damage to school equipment or property will also be billed at replacement cost. Parents will be notified of lost or damaged materials.

Taping or Photographing Students for Educational Purposes or Public Relations

We have the responsibility to control the educational environment, to ensure quality instructional time and protect the privacy rights of all persons. Events that can be taped or photographed include sporting events, plays, concerts, special school functions etc. Please check with the Principal and teacher for permission to tape or photograph other events. Students may be photographed during the school year for use in local newspapers, yearbooks, website, or social media. With the exception of the yearbook, no identifying information will accompany the photos. If you do not want your child photographed or videotaped for any reason, please notify the school office in writing.

Technology in the Curriculum

Technology in the Curriculum tools are an important part of your child’s education in the 21st Century. Teachers are utilizing a variety of websites to promote collaboration among students. During the school year, your child’s teachers may be using tools such as wikis, blogs, and other Technology in the Curriculum websites. In order to be in compliance with COPPA (the Children’s Online Privacy Protection Act) for students under the age of thirteen, information such as home addresses, phone numbers, or home emails will not be provided when students are creating accounts. Some sites may require a valid email address. In this case, students would use their school-assigned email addresses, which are heavily filtered and monitored. All of the sites used are ones that teachers have researched and enhance the teaching and learning process. If you wish for your child to not have access to these websites, please contact the school in writing. If you have any questions about the usage of Technology in the Curriculum tools in the classroom, please contact the building principal.

Use of Video Cameras for Disciplinary Purposes

Kelly Elementary School utilizes cameras at certain areas of the building for security purposes. Buses also has video cameras with audio capabilities placed on them (Policy 810.2). The actions recorded by these devices may be used in a disciplinary procedure.

Crisis Plan for Kelly Elementary School

The Kelly Emergency Plan is coordinated with the District Plan and other building plans. In the event of an emergency at Kelly, the Crisis Team (consisting of the Principal (or designee), District Safety Coordinator (or designee), and Central Office Coordinator) will determine the procedures to be followed. The Crisis Team will contact appropriate outside agencies according to the district plan. The Kelly plan will be reviewed and changed as needed by the Safety Team. The plan consists of the following actions:

Identify immediate problem
Dismissal of students, staff and others to evacuation site or by regular dismissal
Retention of those in building until safe conditions resume

During a time of crisis it is always very difficult for everyone. We realize that as parents you would be very concerned for your child. We are also concerned for your child. Please be assured that our plan is designed to provide safety for all students and staff at Kelly.

If a crisis occurs at Kelly that would affect the entire school, parents should NOT come to the school to pick up their children. All students will be bused home at an appropriate time. If students need to be evacuated to another site, ALL students will be bused home either from that site or they will be taken to an alternate site and bused home from there. If a crisis occurs that causes us to retain the students in the building until it is safe for dismissal, ALL students will be bused home when conditions are safe. PLEASE HAVE YOUR CHILD LEARN HIS BUS NUMBER AND REVIEW IT WITH YOUR CHILD FROM TIME TO TIME even if your child never rides the bus. The school district asks that ALL PARENTS follow the above guidelines in order to avoid confusion and to provide the safest procedure for all.

Distribution of Cards and Invitations

In some circumstances, students may wish to distribute holiday cards or party invitations to other students in their classroom. We request that parents only send in cards or party invitations to be distributed if all students from a class are invited. When some students are invited and others are not, some students may feel hurt feelings because of being left out. This can create a difficult situation for the teacher to address. If you wish to distribute a smaller quantity for a limited number of students, please contact families directly.

Distribution of Materials to Parents/Guardians by Students

Students regularly receive class newsletters and papers from the school, as well as assignments from their teachers. Community notifications and events are available on the district website.

Kelly Elementary School PSA

The Lewisburg Elementary PSA (Parent School Association) is a nonprofit organization that promotes family participation in the educational process, raises funds for educational materials and enrichment experiences, and provides an unbiased forum for sharing information on issues that impact our students, with the purpose of enhancing the lives of children in the Lewisburg Area School District. Our success depends on parent volunteers willing to become involved by sharing time, talents and energy with the students and staff. The efforts of the PSA are seen in informative Arts & Enrichment student programs, book fairs, room parent classroom support and educational grants that support teacher efforts, just to name a few.

As a parent of a Kelly Elementary student, you are a member of the Parent School Association. Please take advantage of the many opportunities provided throughout year to be a part of your children’s education. Getting involved is very rewarding. The PSA looks forward to working with you to make this a great school year. For more information about the PSA, please visit the district website at www.lasd.us.

School-Age Child Care (SACC)

The Lewisburg Area School District has a School-Age Child Care (SACC) program available for all families with children enrolled in the district. The program operates starting at 6:30 AM until the beginning of the school day and from the end of the school day until 6:30 PM. SACC continues to operate when school is delayed or closed due to inclement weather. For more information, please visit the SACC website at: https://www.lasd.us/community/sacc

Parents are responsible for communicating any changes to their child’s dismissal plans directly to the main office (570-522-3292) before 3:00 PM.