Guidelines

We will be using the REMIND APP to keep communication open between us.  Along with the REMIND APP, we can also be reached through email and or phone calls at school 419-846-3519. Please allow up to 24 -48 hours for a response. Please do not send text notices past 8:00 in the evening and no texts on weekends.

Take home folders will be used for communication between school and home.  Important notes and papers will be sent home in these folders along with all of the student’s work that has been completed and or graded.  This folder will also be used for parents/guardians to put any important papers, notes and or lunch money to send to school the next day.  Send lunch money to school in an envelope with your child's name and lunch code on the front. 

Please check and clean out your child’s folder daily. We will remind the students verbally each morning to hand in notes to the teacher. 

   Our staff has always been committed to providing the best educational experience we can for your child. Our research has shown that by using departmentalization for all subjects, more teaching/learning time is achieved. Departmentalization provides a more in-depth presentation of information and greater consistency in both content and assessments across the grade level. We meet as a team to discuss our assessments & make decisions that are data-driven. When evaluating your student’s needs, it is not one teacher, but the combined expertise of 5 who determine what instruction or services may benefit your child the most. 

 In first grade this year, we are focusing on positive behavior. To support the schooling initiative, "Be Pawsitive", all first grade students can earn rewards for demonstrating positive behaviors and supporting their classmates. 

    The "Be Pawsitive" initiative focuses on the positive aspects of behavior we wish to promote in our students. The three characteristics of "pawsitivity" as well as goals for each are as follows:

• Be Respectful

  • Listen quietly while others are speaking

  • Be kind to others

  • Wait patiently 

• Be Responsible

  • Follow directions

  • Demonstrate your best effort at all times

  • Keep our classroom clean 

• Be a Problem Solver

  • Be a teller not al tattler

  • Ask questions when you need help

  • Make smart choices

As teachers, we will role play, discuss and/or build visual models so that the students understand our expectations.

       To keep track of their rewards, students will receive a colored card with ten boxes. Each time a student is recognized for making good choices in the classroom, he will receive a treat and mark a square on his card. After each student fills in all ten squares on the card, each will receive a treat and a brag tag, sign the bulletin board outside the classroom, and have his name announced along with the morning announcements.

There are 10 levels:

 red    orange    yellow    green    turquoise   blue    purple    pink    silver    gold

Sometimes children need some redirection when they are struggling to meet our "Be Pawsitive" expectations. To help the students get back on track, we have established the following series of steps:

1. Non verbal cue to stop and think

2. Verbal cue to stop and think

3. Time out in the classroom

4. Time out in the circle at recess

5. Discussion with a parent and/or the principal.

Here are some examples of what these steps would look like in the classroom. Some non verbal cues a teacher may use include walking close to the student, a tap on the table, ringing a bell, or a hand signal. "Class, class", "1, 2, 3...eyes on me", and "I need you to complete your work correctly before we go to lunch" are examples of verbal cues. An example of a time out in the classroom might include sitting next to the teacher, losing an opportunity to participate in a game, or sitting with a clipboard on the floor until work is finished. Circle time happens rarely and is limited to 5 or 10 minutes. Students cannot lose their entire recess. Finally, if the teacher's numerous efforts to redirect a student to get back on track, a discussion will happen between parents and/or the principal. If your child meets with the principal, you will automatically be contacted. 

        If your child is absent, we ask that you work with your child to complete the assignments for that day.  Please return absent work to school in their take home folders within 3 to 4 days.

    A note needs to be brought to school if a student is riding a different bus home.  Also, it is important that a note is sent in to school stating if your son/daughter will be picked up for the day, so we can send them to the loop or cafeteria.  If it is late notice and a transportation change is needed, please contact the school by 2:30 so we can get your child to the correct area needed.  IT IS A SCHOOL POLICY TO SEND ALL STUDENTS TO THE BUS UNLESS THE TEACHER OR OFFICE HAS HEARD FROM THE PARENT OR RECEIVED A NOTE STATING OTHERWISE. ALSO, MASKS MUST BE WORN ON ALL SCHOOL TRANSPORTATION!

 Our specials are not day specific, but follow in a sequential rotation:

                   GYM    LIBRARY    RELIGIOUS EDUCATION    ART     MUSIC

Each class begins with a different special in the rotation. On the following day, your child would travel to the next special in the sequence. Religious education is optional. If you returned a signed permission slip to school last year in Kindergarten, you are automatically enrolled. If you did not, you may fill out a permission slip at open house or the first day of school. Children will not attend until permission forms have been returned. 

Reading with your child every day is critical. Your child may already be reading while some children have not yet begun. This is normal. Research has shown time and again those children who are read to on a regular basis will learn to read faster than those who aren't. It is encouraged that you read with your child 15 minutes each night.  Students can find books digitally on their RAZ kids account and Epic. Both links are on the website page. At first, you may be reading to your child. Slowly your child will be able to pick out sight words and tell you sounds of letters. Soon they will sound out simple words like hat, bet, not, sit and fun. As their reading skills improve so will their confidence. 

Our reading program is made up of four areas of instruction: guided reading, Fundations (phonics), writing and shared reading. Guided reading is the core of our program. Students are separated into small groups and each group has their own instructor. Groups read decodable books and practice phonics skills following the guideance of the science of reading. Groups learn at their own pace. Students are evaluated and regrouped throughout the year as their skill level changes.

Fundations is a researched-based, direct, and systematic phonics program to teach students how to break down words into small manageable parts. The ability to break down large words is crucial to becoming a fluent reader. Students learn to identify word parts, build words using these parts and spell words. The students will learn about syllabication and fluency phrasing as well.

In writing, students will learn how to construct sentences and paragraphs. They will learn the steps of the writing process and use them to create various writing projects. They will write using a variety of formats such as letters, narrative stories, persuasive paragraphs and informative paragraphs. 

In Grade 1, instruction will focus on four critical areas:

• developing understanding of addition, subtraction, and strategies for addition and subtraction within 20

• developing understanding of whole number relationships and place value, including grouping in tens and ones

• developing understanding of linear measurement and measuring lengths as iterating length units

• reasoning about attributes of, and composing and decomposing geometric shapes

 The mastery of addition facts through 10 is a required first grade skill. Knowing their facts also helps alleviate some of the time it takes to complete more difficult problems in the future. We encourage you to use flash cards or the MobyMax Fact Fluency  at home to support your child’s mastery.

We use a standards-based report card in First Grade to help provide parents with an easy to understand report of their child’s academic progress. The same scale will be used for both online and in-school students. In First Grade, we use a 4, 3, 2, 1 grading scale. 

• 4- Exceeds Expectations (Working above grade level)

• 3- Meets Expectations (Working at grade level)

• 2- Near Expectations (Making progress)

• 1- Does Not Meet Expectations (Working below grade level)

  Any papers that do not have a grade on top were completed together in class.  Papers with either a point value such as +8/10 or +10/10 or also marked 4, 3, 2, 1 are graded and recorded in our grade book.  

  First graders are not expected to start the year off independently.  We understand that the students will need guidance and support the first half of the year.  We do a lot of review and start to lessen that support as the year progresses.  You will be amazed what your son/daughter will be able to accomplish independently as they mature as first graders.

Academic progress can be accessed through the Parent Portal in Progress Book.  Grade cards will be printed and sent home each trimester: November, February and May.  PLEASE LOG INTO YOUR CHILD’S ACCOUNT AS SOON AS POSSIBLE. 

Contact the office if you do not have your log in information from Kindergarten or are new to the district. If you have logged on to Progress Book in Kindergarten, you are automatically logged in for first grade. 

We teachers love sharing your child’s excitement when it is his/her birthday! You are welcome to send in a pre-packaged treats to celebrate your child's birthday. Treats will be sent home with students at the end of the day.