Hanby Elementary School - Brandywine School District

Hanby
Elementary
School
Family Handbook
2016 - 2017
Veronica Wilkie, Principal
Larry Snow, Assistant Principal
2523 Berwyn Rd
Wilmington, DE 19810
Phone 302-479-2220
Fax: 302-479-2216
http://www.brandywineschools.org/hanby
Table of Contents
I.
Welcome Letter
II.
District Vision & Mission
III.
Hanby Pledge
IV.
About Our School
a. School Profile
b. Staff list and Professional Qualifications
c. School Traditions
d. Parent Involvement
e. Programs and Enrichment Opportunities
V.
School Procedures
a. Student Day
b. Arrival Procedures
c. Bus Routine
d. Dismissal
e. School Attendance
f. Tardiness
g. Visitors/Volunteers
h. Car Riders
i.
Before & After School Programs
j. Dress Code
k. Health Concerns/Nurse/Medication
l.
Lunch & Breakfast Program
m. Field Trips
n. Weather Related Early Dismissals
o. Crisis Response Plan
p. Connect V
q. Emergency Dismissal
r. School Closing/Late Opening
s. Contact Information
VI.
Student Progress Reports & Assessments
a. Homework Policy
VII.
Behavioral Expectations
a. Elementary School Code of Conduct
b. Bus Rider, Car Rider, and Walker Safety
c. School-Wide Expectations
VIII. School Calendar
HANBY ELEMENTARY SCHOOL
2523 Berwyn Road
Wilmington, DE 19803
(302) 479-2220
FAX (302) 479-2216
_________________________________________________________________________________
MARK A. HOLODICK, Ed. D
Superintendent
VERONICA WILKIE
Principal
A Message From the Principal
August 2016
Welcome to the 2016-2017 school year. We are excited about the events that
will take place at Hanby this year.
At Hanby, we appreciate you volunteering and helping whenever you can.
You can help us most of all by establishing a routine for your child. Having a
routine for homework and bedtime will enable your child to come to school
better prepared to learn. By working together we can ensure our students
meet with success.
This family handbook has been developed to give you an accessible resource
for school expectations, procedures and ways you can access necessary information. The handbook sets expectations for parents, students and staff. Please
keep the book accessible as an easy reference.
I’m looking forward to working with each of you and your children to ensure
that Hanby continues to be the EXCELLENT school for which we are known.
If you have any questions, please contact your child’s teacher. If the teacher
is unable to answer your question(s), please call Ms. Stevens to schedule a time
to speak with either Mr. Snow or myself.
Veronica Wilkie
Principal, Hanby Elementary
Brandywine School District Vision and Mission
The Brandywine School District Strategic Plan guides administrators, teachers, staff, parents,
and students to do their best every day. This work can be summarized in the District’s Vision
and Mission Statements:
Vision
Create a community of life-long learners so that each may excel in the world.
Mission
Embrace, inspire, and challenge every student every day
The District’s Strategic Plan can be found on the District’s website in the “About Us” section, at
www.brandywineschools.org
WE BELIEVE SUCCESSFUL STUDENTS IN THE BRANDYWINE SCHOOL
DISTRICT:
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Have a positive self-concept and feel accepted
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Conduct themselves in a peaceful, safe, and responsible manner
Respect all cultures, rights, and beliefs of others
Are goal-oriented and reflective in their learning
Arrive prepared and ready to learn each day
Approach tasks with persistence and confidence
Cooperatively and collaboratively learn from self and others
Take pride and care in the school facility and resources
WE BELIEVE PARENT PARTNERS IN THE BRANDYWINE SCHOOL DISTRICT:
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Are positive and proactive partners with the school community
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Adhere to District and school policies, rules and procedures
Support their child’s education by communicating regularly with school staff
Ensure that their child arrives each day on-time, prepared, and ready to learn
Provide an appropriate place and designated time for homework and reading
WE BELIEVE SCHOOL STAFF PARTNERS IN THE BRANDYWINE SCHOOL DISTRICT:
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Work collaboratively with other staff to promote educational best practices to embrace,
inspire, and challenge every student every day
Are positive and proactive partners with students, parents, and the community
Support their students’ education by communicating regularly with parents
Provide a welcoming and nurturing learning environment for all students
Provide an inclusive standards-based instructional program with high expectations for all
students
Adhere to District and school policies, rules and procedures
Hanby Elementary Mission Statement
We the members of Hanby Elementary School family will work together to
make learning fun.
Hanby Pledge
Today is a new day at Hanby Elementary.
I will be safe.
I will be responsible. I will be respectful of myself, others,
and the world around me.
I will look of the goodness in others.
By working together, we can make learning fun.
School Profile
Enrollment for the Past School Year
Kindergarten
91
1st Grade
86
2nd Grade
94
3rd Grade
111
4th Grade
103
5th Grade
82
Total
567
Avg Class Size: 23
As of 6/16
Hanby Elementary School
STAFF LIST
Principal
Veronica Wilkie
Assistant Principal
Larry Snow
Administrative Asst.
Danielle Stevens
Secretary
Priscilla Custis
Nurse
Martha Sommers
Kindergarten
First Grade
Kris Maynard
Marie Kennel
Meggan McNulty
Brooke Hughes
Chrissy Kilpatrick
Tara Souffie
Lorie Lavinson
Second Grade
Third Grade
Germaine Long
Sandy Shoemaker
Leandra Lewis
Terry Sassaman
Kathleen Frey
Theresa Black
Lindsay Berkheiser
Sandy Meredith
Mary Procacci
Fourth Grade
Fifth Grade
Jayna Nowell
Kathleen Marshall
Shana Janicki
Kristi Grant
Loretta Reilly
Margarita Glispy
Kelly McKinney
Sarah Rusk
Special Education
Dottie Moore
Jeff Northey
1st & 3rd
5th
Nichole Riccardi
JD Fleisher
4th & 5th
3rd
Raven Matthews
STAFF LIST
(continued)
Support Staff
Specialists
Julie Harrington, E.D.
Donna Meeley, Counselor
Milton Downing, Art
Norman Cochran, Phys Ed.
Michelle Raymond, Reading Spec.
Sarah Urchuck, Speech
Carol Murphy, Librarian
Susan Brooks, Music
Julianne Etayo, Psychologist
E. Watters, Interventionist
Robin Lamel, Music
Georgia Black, Band
Sylvia Sorrell, Visiting Teacher
Nicole Veater, Strings
Instructional Aides
Cafeteria
Custodial
Louise Jennings
Mary Lenzi
Darrell Gold, Chief
Summer Kearney
John Hennesy
Barbara Schnell
Kathy Harding
Pamela Fong
Abdul Khan
Ardeena Wallace
Grace Marcozzi
Professional Qualifications of Teachers
Parents have the right to know the professional qualifications of the classroom teachers who provide
instruction to their children. Federal law allows parents to request certain information regarding
Delaware licensing and certification requirements, the teacher’s major area of study and advanced
degrees, and the qualifications of our Para-educators. This information can be accessed through the
Delaware Department of Education website address: http://deeds.doe.k12.de.us. Click on “find an
educator” then click on “educator” and then click “search.” Scroll down for the information. Click on
“profile” to view the educator’s profile. Parents without access to a computer may use one at their
child’s school by first contacting the school’s main office.
Note: All of Hanby’s teachers have received highly qualified status.
School Traditions
A variety of school traditions take place at Hanby Elementary each year including:
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Back to School Barbecue
Boo Hoo Breakfast
Winter Concert
Spring Concert
Spelling Bee
Talen tShow
Fun Day
Math 24 Challenge
STEM
Each of our traditions are rooted in our mission statement. We believe these traditions enable us to
build a community of learners who value themselves and their ability to help others.
Parent Involvement
Parents are strongly encouraged to get involved in the Hanby Family. This incorporates the mission of
the school; creating a partnership among students, parents, families, staff and the community. Below
are several ways that parents can get involved:
PTA
The PTA consists of all interested parents and teachers. Meetings are held regularly throughout the school year with programs designed to strengthen understanding and cooperation between home
and school. In addition to monthly meetings, the PTA sponsors fundraising and family activities. All
money raised by the PTA is used for programs and activities that directly benefit the children of
Hanby.
VOLUNTEERS
Volunteers are an essential component to the successful operation of the school. By being an
active member of the school family you are demonstrating to your children your beliefs about the
importance of school and learning. There are numerous ways in which you can be of assistance. Inside
the school these include classroom, library and cafeteria helper. We know not everyone is able to work
inside the school but would like the opportunity to assist. This can be achieved by participating on one
of the PTA’s committees that involves such things as collecting and clipping labels and box tops or
cutting items for the classroom teacher. See your PTA representatives for additional ways in which
you can be of service.
HOMEROOM PARENTS
Each classroom teacher identifies one or two homeroom parents each year. The Homeroom
Parent helps the teacher in the planning of parties, field trips, telephoning of parents and general classroom help as needed.
Programs and Enrichment Opportunities
THE ARTS
The arts are an important part of the program at Hanby. All students receive art and music at least once a week. Students in grades 4-5 will have the opportunity to be a member of the
chorus, band and/or orchestra.
PHYSICAL EDUCATION
Physical Education is an important part of each child’s school experience. The development of good health and exercise patterns begins early. Children participate in PE once a week
in addition to regularly scheduled recess and other special activities. At Hanby, physical activity
is also incorporated into the curriculum. Students may do wall push-ups while reciting their
spelling words or do squats and ball passes as they name various types of trees. We believe physical activity helps to stimulate the brain and helps our students to maintain focus.
LIBRARY
The library serves as a focal point for the school. Each student will attend library once a
week and have the opportunity to check out books. Throughout the year various projects are incorporated into the school to promote reading.
COMPUTER LAB
The computer lab is used by all of the students in the building for research, organizing
data, and communicating information to others. Students are taught basic computer skills that
are commensurate with their grade level. Additionally, through the use of games, students are
able to enhance their reading, writing and math skills.
SPECIAL EDUCATION
The Special Education program at Hanby follows the state and federal guidelines for services to
children. Children with special needs have an Individualized Education Plan (IEP) developed with
a child study team. The classroom teacher and/or parent can refer children for special education services.
Children identified with special needs are served in an inclusive setting, taking part in the regular
classroom with specialized staff support.
READING SPECIALIST
The reading specialist assists teachers with students who are struggling with reading
within the regular classroom. Students are given an opportunity to work in a small group
setting on specific skills to increase their comprehension, fluency and/or decoding
skills.
COUNSELING PROGRAM
The counseling program supports students and their families as they experience difficulties. Students may be selected to participate in social, decision making and/or anger
management groups among others. Additionally, the counselor meets with each class
throughout the year to address issues such as bullying, peer pressure and friendship.
POSITIVE BEHAVIOR SUPPORT (PBS)
Positive Behavior Support is our school wide proactive behavior program. Students are
taught the necessary skills to become productive citizens. Through modeling, reinforcement and a common language, students become aware of the behavioral expectations.
At Hanby our three goals are incorporated into our pledge; students should be safe,
respectful and responsible. This systematic approach decreases behavioral concerns
and increases time on task for learning.
At Hanby you will find that all teachers work hand in hand to support all academic and
social components of the students.
ANTI-BULLYING PROGRAM
This year we will have an Anti-Bullying program. Staff, students, and parents will learn
about bullying and how to handle it. Presentation will be given throughout the school
year to help everyone develop the skills necessary to combat bullying.
Student Day
8:50 a.m. - 3:35 p.m.
Students may not enter the building before 8:35 a.m.
Arrival Procedures
Upon arrival students should walk quietly to their classrooms, gather morning materials, use bathrooms, get drinks, and get ready for the school day. Students who are having breakfast should
report directly to the cafeteria. Children may enter the building at 8:35 a.m. To promote selfreliance and responsibility, children are encouraged to go to their classrooms and prepare for the
day on their own.
Instruction begins immediately at 8:50 a.m. It is crucial that your child is in the classroom at this
time.
The outside doors will be locked promptly at 8:50 a.m. Students arriving after 8:50 a.m. are marked
tardy. Children should report to the office to get a late pass before going to class.
Bus Routine
Morning - Buses will enter and drop off students at the designated area. Adults will be present to
monitor arrival and assist children.
Afternoon – Following afternoon announcements, students will be escorted by their grade level
teachers to their assigned bus. Should your child’s dismissal arrangements change, please supply
written notification to your child’s teacher. Contact BSD Transportation at 762-7181 regarding
any questions about bus schedules, or to ask the protocol for a temporary bus change.
Bus Arrivals and Dismissals take place in the rear of the school building.
Car Riders and Walkers
Morning Drop Off
Car riders will enter the building through the front entrance beginning at 8:35
a.m. To keep the traffic flowing smoothly all cars are to enter by making a right
turn into the lot. Students are able to be dropped off for the length of the drop
off point. Cones are in place to indicate the drop off points. Please do not get out of your car and
have your child prepared to exit your vehicle. If it is necessary for you to come into the building
please park your car in the main lot and come into the office. For safety, students should only exit
the vehicles on the curb or passenger side.
Walkers may enter the building from either the front or side entrance.
Afternoon Pickup
Dismissal begins at 3:15. In order to help the flow of traffic in the afternoon we ask for all traffic
to enter from the right. We will be providing each parent of a student who goes home by car in the
afternoon a nametag placard with your child’s name and grade. Display the placard in your window as
you pull up. In this way we can more readily identify you and your child. You may want to attach the
tag to your visor. If someone else is picking up your child, they must park their car, come into the
school office and show identification. Please send a letter to the teacher in the morning notifying
him/her of the change.
Walkers are dismissed through the side entrance, near the playground, at the end of the day.
Parents who are waiting for students are asked to wait for your students on the side leaving the
pathways clear.
The goal for everyone is to keep our children safe. We request that you do not use your cell phone
while driving on school property. We also request that you maintain a speed of 5 mph.
Dismissal
Students should NOT be dismissed after 2:45 p.m.
A written note for early pick up of students by parents must be given to the teacher in the morning.
Students will be called to the office for dismissal when the parent or designee arrives in the office.
Parents must come to the main office to sign out their child, not to the classroom. We understand that early dismissals are sometimes necessary. However we ask that you attempt to schedule
appointments after the school day. Our teachers are working with our children until the end of the
day. Early dismissals not only interfere with your child’s academics but with each child in the classroom that is disturbed by the call from the office. Since students are in the process of moving to
the designated locations, once dismissal has begun we will no longer be able to call a student to
the office. You will need to go to your child’s designated area.
When both parents leave the state or country for business or vacation, the school must be informed of the
person at home who is legally responsible for the child. This information must be sent to the office for distribution to the necessary staff.
Attendance
Under Title 14 of the Delaware Code, Chapter 27, every parent and/or legal guardian of a child between
the ages of five and sixteen is required to assure that his/her child attends school. Under this law, a
student in the public school system who has three unexcused absences from school in a school year is
considered truant, subjecting parents/legal guardians and students to possible legal action. Please see
the District Elementary Code of Student Conduct for details on required actions for truant students.
Excused Absence
An excused absence requires a parental note of explanation and will be provided on or before the fifth
day of the student’s return to school. A student’s absence will be marked as unexcused in the Student
Accounting System until the parent note is provided. If you choose, you may e-mail the excuse note to
both the teacher and Priscilla Custis, the Attendance Secretary, at
[email protected].
Note: Excused absences are included in the maximum number of absences permitted to meet the Delaware Department of Education’s requirement of attendance for 85% of instructional time to qualify for
promotion to the next grade. Students in grades K – 5 may not miss more than a total of 25 days.
Absences will be excused for the following reasons:
1. Illness of student – A physician’s note is required for 3 consecutive days of absence
2. Scheduled appointments to a physical or mental healthcare provider, including, but not limited to, a
physician, dentist, orthodontist, psychologist, or counselor.
3. Contagious disease within the home of the student
4. Death in the immediate family or of a close friend
5. Legal business
6. Observance of a religious holiday
7. Remedial health treatment
8. Absence, pre-approved by the principal at least one week in advance, to participate in an educational
experience
9. Emergency situations as determined by the school principal
Following an excused absence, the student shall be allowed to make up all work missed, to take tests
which were missed and to submit any assignments which became due during the absence without penalty.
The time allowed for taking tests or turning in assignments shall be equal to the number of school days
missed due to the absence. A teacher may extend this time if he/she deems it appropriate. Excused
absences for religious observances will not interfere with achieving perfect attendance.
Unexcused Absence
Absences for all other reasons are classified as “unexcused”. Vacations are not considered an excused
absence. Please refer to the school/district calendar prior to scheduling a vacation.
Tardiness
Students who arrive to school after 8:50 a.m. must sing in with the person at
the front entrance and obtain a Late Pass.
Being punctual is important. Arrival after 8:50 a.m. is considered tardy and the student must obtain
a late pass from the person at the front desk. When a bus is late, an announcement will be made
over the intercom and the students will be excused.
Visitors
Visitors must sign in at the Main Office to get a name tag
All visitors must sign in at the office where they will receive a visitor name tag. It is the responsibility of all building staff to remind visitors to go to the office to sign in and get a nametag. This
policy is in effect at all times unless otherwise specified. Please go to the destination indicated on
the sign-in sheet only.
Parents have a standing invitation to attend meetings, assemblies, Open Houses, etc. Classroom
visitations MUST be scheduled with the principal or teacher.
Arrival is a very hectic time. The teachers are attempting to greet their students and to get them
started on a productive day. If you have a question for the teacher you can either send a note in
with your child or give the note to the secretary. The teacher will get the note and respond to you
as soon as possible. In this way you can get the question answered without interruptions and with
the appropriate attention.
Please see that your child comes to school in uniform each day.
The following Brandywine School District K-5 Dress Code is in effect from the first day of
school through the last day of the school year:
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Solid color shirts with collars and sleeves (short or long-sleeved) and turtleneck shirts
are permitted. Students should not wear sleeveless tank tops, or shirts with messages,
characters, or pictures.
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Students should dress appropriately for the weather. During cold weather, it is suggested that students have a sweatshirt or sweater. They are to be solid colors or have the
school logo. Sweaters and sweatshirts with hoods are permitted but the hood may not be
worn over the head inside the building.
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Black, khaki, and navy blue pants, shorts, skirts, skorts, dresses, and jumpers are permitted. Shorts, skirts, etc. must be finger-tip length. Leggings are considered tights/
stockings. If wearing leggings the top must be fingertip length. Students will not be
permitted to wear denim except on designated days determined by the principal.
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Clothes must fit appropriately so as not to expose undergarments. Belts must be worn at
the waist.
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Due to safety concerns, shoes must be tied, buckled, or Velcro-fastened. Clogs, flipflops, mules, Crocs, and other backless shoes are not permitted. Sneakers must be worn
on gym day.
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Hats and head coverings may not be worn inside the building, although exceptions will be
made for religious purposes.
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Black, blue or gray sweatpants may be worn on gym days only. Students are still required
to wear a collared shirt.
If students are out of dress code they will be required to change clothes.
Health Concerns
At Hanby Elementary, good health habits are emphasized so our students may participate fully in the
learning experience. Children do not perform at optimal levels if they are experiencing symptoms
related to colds, flu, upset stomach, vomiting, fever, chicken pox, etc. Therefore, we ask that you do
not send your child to school if s/he is not in good health on any given day. No child should be sent to
school with a temperature or until his/her temperature has been normal for at least 24 hours after
any illness. Should your child develop an illness or an elevation of temperature during the school day,
the school nurse will phone you or the person you designate on the student emergency card to inform
you of his/her condition, and to request that you come to school to pick up your child. We have no
facilities for the care of children who become ill during the school day.
As part of our health screening process, our school nurse will periodically examine children. Eyesight, hearing, skin and scalp will be checked. Abnormalities will be reported to you along with recommendations for follow-up care.
It is important that the school nurse be made aware of any special health problems, allergies, dietary
needs, etc. about your child. We are committed to providing a medically safe and healthy environment for our students. We ask for your total cooperation in helping us maintain this standard.
Medication
Please do not send medicines to school with children. All medication should be
brought in to the nurse by the parent in the original container with the pharmacy
label. The school nurse will dispense non-prescription medicines provided the
medication is in the original container with detailed dosage information and parent
signature.
Nurse’s Office: 302-479-2207
302-479-2220 Ext: 4201
The parent must bring all medications to
the school nurse in the original prescription
bottle.
Breakfast and Lunch Programs
Brandywine School District offers nutritious and healthy meals to our students every day. Strict USDA, Division of Public Health, Department of Education regulations are enforced and followed. Below is some information regarding our program:
MEAL COST
Breakfast cost:
Reduced Priced Meals is $0.30
Paid Priced Meals for Primary Schools is $0.80
Lunch cost:
Reduced Priced Meals is $0.40
Paid Priced Meals for Primary Schools is $1.50
BREAKFAST and LUNCH PERIODS
Lunch periods vary from school to school but Breakfast is always offered at least 20 minutes before the first
bell rings. Eating a healthy breakfast provides energy for concentration and problem solving and helps prevent
children from feeling tired, restless or irritable at the beginning of their day.
FREE and REDUCED PRICED MEALS
School Nutrition receives a list of students who are directly certified to receive Free Breakfast and Lunch
Meals from the Delaware Division of Health and Human Services. A notice is sent from our department notifying you that your child(ren) automatically are eligible to receive Free Breakfast and Lunch Meals for the entire
school year. If you receive such notice, you do not have to fill out a Meal Benefits Form.
SCHOOL LUNCH PAYMENTS
The School Nutrition department encourages parents to pay on line so that you can view all meal/snack transactions, set up low balance notifications or automatic deposits, and to set up limitations on snacks or meals if
necessary.
Effective August 1, 2016, the new on line payment program is being changed to www.schoolcafe.com. The
good news is that you don’t need to do a thing! The transition to the new online payment program will be
smooth. You may be required to change your password when the transition is complete.
However, if you would like to create an account, go to www.schoolcafe.com , (you must know your student’s ID
number). Your deposit should be in your child’s account by end of business day. There is a $1.75 charge per
deposit however, if you have more than one child, that charge is applied only once if you divide that deposit into
your other children’s accounts.
Or, you can also pay with Cash or Check. Please make out check to “School Nutrition.”
Please help your child memorize their student ID which is used for their lunch account. This allows for a
smoother transition during lunch time.
School Nutrition District Office
302-529-3110 x 228
SchoolCafe.com Frequently Asked Questions
May 2016
1. What happens to my child’s balance from ParentOnline?
The current balance was automatically transferred to the new system.
2. Does my child’s student ID number change?
NO! Your child’s student ID number remains the same.
3. How do I limit extra purchases?
The new SchoolCafe system allows parents to limit extra a la carte purchases numerous ways.
Purchases can be limited to: A total purchase price per day - To block any snacks purchased from the
account balance - To block any snacks purchased with cash in hand. (Adjustments to the above restrictions can be make online through schoolcafe.com.)
4. Can I still earn bonus meals for buying 10 meals?
Not exactly. School Cafe does not support the bonus meal function. Unfortunately, effective this
school year, the Bonus Meal and/or credit amount will be eliminated due to financial reasons.
7. Is there a Transaction Fee?
Yes, the fee is $1.95 for each payment. If you have to make a payment for more than one child you
will only be charged for $1.95 as long as you enter the one payment amount and then divide it into
your children’s accounts.
8. Is there a minimum and/or maximum I can deposit on line?
Yes, the minimum amount is $10.00 and the maximum amount is $100.00.
HANBY LUNCH & RECESS TIMES
GRADE
LUNCH
RECESS
K
12:50—1:20
1:20—1:50
1
12:10—12:40
12:40—1:10
2
12:50—1:20
1:20—1:50
3
12:10—12:40
12:40—1:10
4
11:00—11:30
11:30—12:00
5
11:35—12:05
12:05—12:35
The School Nutrition staff looks forward to feeding your child(ren) nutritious meals! If you have any
questions, feel free to contact their office at 302-793-5052.
Brandywine School District School Nutrition Program Website:
http://brandywineschools.org/16021017105517377/site/default/asp
Field Trips
Weather Related Early Dismissal
A signed parent permission slip must be on file for
students to go on field trips. Verbal permission is
not acceptable. Field trips are an important part of
our curriculum, and students are encouraged to participate. A great deal of planning and coordination
goes in to each of these events. It is imperative that
all money and signed permission slips are received no
later than the day before the trip.
Completed early dismissal cards should be returned promptly by parents and information
should be up-to-date. A parent phone tree will be
activated by the school through the automated
“Connect V” system. All parents will be notified.
Please keep all contact information current.
Crisis Response Plan
Brandywine School District prides itself on being prepared for any occurrence.
Every school has developed a Crisis Response Plan. In case of an emergency where
students will have an early dismissal, we will follow the procedure indicated in the
dismissal section of this handbook. If an evacuation becomes necessary, we will
walk or be transported either, The Church of the Holy Child or Concord High
School. In either case, parents will be notified by a Connect V message and phone
call. Parents/Guardians/Designated Persons must provide identification when
picking up the students. Students will only be released to persons designated on
their emergency dismissal cards. Please note if your child usually takes a bus to
their daycare, and you would like the daycare to be able to pick up the child in
case of an emergency. This must be written on the emergency dismissal form.
If you would like a complete copy of the Crisis Response Plan, please contact the
Main Office. (Refer to Emergency Plan)
Connect V
Connect V allows the school to send important
information quickly to parents via phone about
district and school emergency situations, school
delays and/or cancellations due to inclement
weather. During the school year, Connect V will
allow the school to contact parents about
important school information and events, testing
schedules, report card distribution, open houses,
PTA meetings, and more. ALL parents/guardians
of students enrolled in our schools are automatically enrolled in this communication system, and a
parent message is usually sent early at the
beginning of the school year to ensure that the
school has the correct information for contacting
parents.
Any time your contact information
changes, please contact the school office to
make necessary adjustments to the data base.
Emergency Dismissal
In the case of an emergency closing during the
school day, an attempt will be made to notify the
parents/guardians through “Connect V.” The information on your child’s emergency card should be
kept current. If there are any changes to the
information (cell, home, or work numbers), notify
the school so we may update your records. Parents
should establish with their children prearranged
plans for arriving home in the event of an early
closing. In emergency situations where large
numbers of parents will pick up their children,
dismissal will be altered. All parents must come
into the school to pick up their child. Children will
be called to the cafeteria to meet their parent and
be signed out. Parents will not be allowed in the
classrooms. Buses will be
dismissed from Anson Road.
Remember to keep information on your child’s emergency card up to date
School Closing/Late Opening
When school will not be open or will open later than usual due to inclement
weather or other circumstances, a posting will be put on the Brandywine
School District Website (www.brandywineschools.org) and announcements
will be made on radio stations WDEL (1150), WAMS (1380), WILM (1450),
WNRK (1260), and WJBR (1290). Listen for Brandywine School District;
Hanby Elementary will not be mentioned. Please do not call the school.
Contact Information
Main Office
302-479-2220
Nurse’s Office
302-479-2207
BSD Transportation 302-762-7181
District Office
302-793-5000
Tracking Your Child’s Progress
CONFERENCES
Frequent parent/teacher consultations throughout the school year are recommended to promote
and maintain effective communications between home and school. These conferences may involve
both telephone conversations as well as in-person contacts. District-wide conferences are held
three times each year, but a parent may schedule additional conferences as the need arises. The
principal or assistant principal will attend parent/teacher conferences upon request. If you desire
a conference with your child’s teacher, please call the School Office or send a note with your child.
REPORT CARDS
There will be four reporting periods during the school. Report cards are distributed in November,
January, March, and June.
INTERIM REPORTS
Interim reports will be sent home three times a year, mid-marking period. (See the sample progress report for details).
Promotion Policy
The classroom teacher will make every effort to keep you informed of your child’s academic and social progress throughout the year. Children are promoted when they demonstrate mastery of grade
level objectives. Students who have not mastered grade level objectives will be administratively promoted to the next grade or retained. You will be notified in early spring of the possibility of retention, and a conference may be scheduled with you to discuss this decision. The principal will make
the final decision about retention after communication with you has taken place. Criteria for promotion is explained in the Code of Student Conduct, found on the Brandywine School District Website,
and in the provided handbook.
Student Records
Cumulative folders containing each student’s permanent school records are housed in the School Office. They include test results, report cards, & registration forms. Parents can gain access to their
children’s records by contacting the school secretary and scheduling a time for reviewing the cumulative folder. Folders may not be transported outside the office for review purposes, and written
consent from parents is required before records can be sent to outside agencies.
Home Access Center
The home access center gives parents the opportunity to view their children’s school information. At
the beginning of the year you will receive login information. Please hold onto this so you can periodically check your child’s attendance, discipline and homework records.
Homework Policy
Homework is given to provide independent practice for the students as well as a way of communicating to you what is being done in the classroom. During Open House your child’s teacher will give
you details about their grade level specific homework policy.
Behavioral Expectations
Throughout Hanby students are expected to follow the Brandywine School District Code of Student Conduct. A copy of the Brandywine School District Elementary Code of Student Conduct will
be sent home with each student. Parents are reminded to carefully read, review and discuss this
document with your child, and sign and return the card acknowledging receipt.
Additionally, students are to adhere to the Hanby Pledge of being safe, respectful and responsible.
In order to maintain this type of environment students are always required to keep their hands and
feet to themselves and listen and follow the directions of the adults. There are specific guidelines
for other areas. Students will be taught all of the guidelines in September.
On the bus this includes:
In the bathroom:

Sitting with their backs against
the seat

Use only the amount of soap,
water and paper towels required

Backpacks on laps


Feet out of the aisle
Place paper towels in the trash
cans

Speaking in a soft tone

Return to your class as quickly
as possible
In the cafeteria this includes:
On the playground:

Speaking in a soft tone

Stay in the designated area

Getting permission before leaving
your seat


Using table manners
Be aware of your surrounding and
how close others are to you when
playing

In the cafeteria/auditorium during a
program

Sit on your bottoms with legs
crossed so as not to disturb the view
of the person behind you.
In the classroom:

Follow the rules of the teacher
Behavioral Expectations
(continued)
In the hall:

Walk on the right

Walk quietly as not to disturb the learning of others
Procedures for infractions:

Student/Teacher conference

Removal of child from the activity

Phone call and written note to parents

Referral and conference with the principal
if more than 3 offenses per marking period
Types of disciplinary action:

Referral to Assistant Principal or Principal

Removal from an activity

Parent conference at school if child is moved
more than 3 times per marking period

Detention

Suspension of bus-riding privileges

Suspension from school
Please refer to the Code of Conduct for specific information.
KN - Progress Report
This year progress will be
Student Name
Student ID
Teacher
Principal
School
measured by what students
should be able to do by the
end of the marking period
Purpose: The primary goal of the progress report is to communicate with parents and students about both the student’s
notqualities
by the end
of the year.
progress in demonstrating achievement of the State Standards and
of a learner
for each marking period.
Achievement Toward Grade Level Standards Key By Marking Period
4=Strongly in Place
3=Progressing
2=Needs Improvement
Marking Period
1
2
3
1=Below Standard
Marking Period
4
Language Arts
Teacher Reading
1
2
3
4
Mathematics
TeacherCounting and Cardinality
Understands the connection between important ideas
and details inStrands
texts read have
aloud; been
understands how
the author/illustrator organizes and presents ideas
Count and compare numbers
Operations and Algebraic Thinking
reduced in number
Draws, dictates, and/or
writes a variety of
texts; with
and correspond
with
support, follows the writing process to improve
the Common Core
work
Speaking and Listening
Standards.
Writing
Gathers information from speakers; participates in
conversations; presents ideas clearly
Solve addition and subtraction problems
Numbers and Operations
Compose and decompose numbers
11-19
Measurement and Data
4
Foundational Skills
Classify, count, and describe measureable
attributes
Understands concepts of print; understands the concept
of spoken words, syllables and sounds; knows and
applies grade level phonics; reads emergent text
with purpose and understanding
Geometry
Reasons with shapes
Language
Mathematical Practices
Forms most upper and lower letters correctly; learns
and uses appropriate grammar and vocabulary in
spoken language; demonstrates appropriate capiOnly
talization, punctuation and spelling when writing
Social Studies
Teacher Growth toward content standards
Persevere, defend thinking, use precise
scores from 1-4 are
mathematical language
used in reporting mastery
towards the standards for Science
Teacher grades K-5.
Growth toward content standards
Demonstrates investigative skills and
strategies
Communicates knowledge of concepts
orally and/or in writing
Demonstrates ability to interpret and analyze information
Communicates knowledge of concepts orally and/or in
writing
Specialist Areas
NA = Not Addressed in Marking Period
Marking Period
Music
Teacher Growth toward standards
Understands concepts
Applies skills
Demonstrates appropriate behavior
Art
Teacher Growth toward standards
Understands concepts
Applies skills
Demonstrates appropriate behavior
1
2
3
4
Specialist Areas
Marking Period
Physical Education
Teacher Growth toward standards
Understands concepts
Applies skills
Demonstrates appropriate behavior
Library
Teacher Growth toward standards
Understands concepts
Applies skills
1
2
3
4
Process behaviors, study skills,
and work habits that contribute
to learning
but are not included
Student Name
Student ID
in an achievement grade.
KN - Progress Report
Teacher
Principal
School
Qualities of a Learner Key
* Exceptional
Marking Period
1
+ Satisfactory
2
3
- Unsatisfactory
4
Qualities of a Learner
Self-Directed Learner
Listens attentively
Follows directions
Seeks help when needed
Works well independently
Quality Producer
Produces neat work
Keeps material organized
Completes classwork on time
Marking Period
1
2
3
4
1
2
3
4
Additional Information
Days Absent
Days Tardy
Early Dismissal
Conference Requested
Conference Attended
Promotion in Danger
Promoted to Grade
Administratively Assigned to Grade
Retained in Grade
Completes homework on time
Work produced reflects ability
Text boxes allow teachers
to communicate to parents
Accepts constructive suggestions
what had been covered for
Works well in groups of various sizes
that marking period.
Participates in discussions
Related Services
Collaborative Worker
Marking Period
Math Support
Reading Support
Respectful Citizen
English Language Learner Support
Follows school/classroom rules
504 Accommodation Plan
Shows respect for property, self and others
Special Education: See IEP Progress Report
Accepts responsibility for own action
Gifted/Enrichment Program
First MP:
Second MP:
Third MP:
Fourth MP:
This year progress
will be measured by
1-5 - Progress Report
what students should
Student Name
Student ID
Teacher
Principal
School
be able to do by the
end of the marking
Purpose: The primary goal of the progress report is to communicate with
parents
students about both the student’s
period
notand
by the
progress in demonstrating achievement of the State Standards and qualities of a learner for each marking period.
end of the year.
Achievement Toward Grade Level Standards Key By Marking Period
4=Strongly in Place
3=Progressing
2=Needs Improvement
Marking Period
1
2
1=Below Standard
NA = Not Addressed in Marking Period
3 4
Mathematics
TeacherOperations and Algebraic Thinking
Marking Period
1
2
3
4
1
2
3
4
Language Arts
Teacher Reading
Identifies and integrates key ideas and details from
texts; analyzes how the author/illustrator organizes
Only
from
1-4
textsscores
and presents
ideas
Solves problems and understands numeric
relationships
Numbers and Operations
are used in reporting
mastery
towards
the
Writes
a variety
of texts for
different purposes; follows
the writing process to improve work
standards fro grades 1Speaking
andare
Listening
5. Grades
no longer
Integrates and evaluates information from speakers;
used
inongrades
4-5. during conversations; prebuilds
other’s ideas
Strands have been reduced
Writing
Understands operations with numbers and
computes in
accurately
number and correspond
Measurement and Data
with the Common Core
Solves measurement problems; represents
Standards.
Teachers will
and interprets
data
Geometry
use rubrics to determine a
Reasons with student’s
shapes
progress.
sents clear and well-organized oral presentations
Mathematical Practices
Foundational Skills
Makes sense of problems and perseveres;
constructs arguments and defends
thinking; uses precise mathematical
language
Knows and applies grade level phonics and word analysis skills; reads fluently
Language
Learns and uses appropriate grammar and vocabulary in
spoken and written language; demonstrates appropriate capitalization, punctuation and spelling when
writing
Science
Teacher Growth toward content standards
Demonstrates investigative skills and strategies
Communicates knowledge of concepts orally and/or in writing
Specialist Areas
Marking Period
4
Social Studies
Teacher Growth toward content standards
1
2
3
4
Music
Teacher Growth toward standards
Understands concepts
Only scores from 1-4 are
Applies skills
used in reporting mastery
Demonstrates appropriate behavior
towards the standards from
Art
grades 1-5. Grades are no
Teacher longer used in grades 4-5.
Growth toward standards
Understands concepts
Applies skills
Demonstrates appropriate behavior
Demonstrates ability to interpret and analyze information
Communicates knowledge of concepts orally and/or in
writing
Specialist Areas
Marking Period
Physical Education
Teacher Growth toward standards
Understands concepts
Applies skills
Demonstrates appropriate behavior
Library
Teacher Growth toward standards
Understands concepts
Applies skills
Demonstrates appropriate behavior
Process behaviors, study skills and work habits that contribute to learning
1-5 Progress Report
but are not included in an achievement grade. The *. + and — will be
Student Name
Student ID
Teacher
Principal
used to communicate how well a student exhibits these qualities.
School
Qualities of a Learner Key
* Exceptional
Marking Period
1
Follows directions
Seeks help when needed
Works well independently
Quality Producer
Produces neat work
Keeps material organized
Completes classwork on time
2
3
4
- Unsatisfactory
Marking Period
1
2
3
4
2
3
4
Additional Information
Qualities of a Learner
Self-Directed Learner
Listens attentively
+ Satisfactory
Days Absent
*
5
Days Tardy
Early Dismissal
Conference Requested
Conference Attended
Promotion in Danger
Promoted to Grade
Administratively Assigned to Grade
Retained in Grade
Completes homework on time
Work produced reflects ability
Collaborative Worker
Accepts constructive suggestions
Works well in groups of various sizes
Participates in discussions
Respectful Citizen
Related Services
Text boxes allow teachers to
Marking Period 1
communicate to parents what
Math Support
x
had been covered for that Reading Support
English Language Learner Support
x
marking period.
Follows school/classroom rules
504 Accommodation Plan
Shows respect for property, self and others
Special Education: See IEP Progress Report
Accepts responsibility for own action
Gifted/Enrichment Program
First MP:
Second MP:
Third MP:
Fourth MP:
Elementary Frequently Asked Questions for Standards Based Progress Report
What are the purposes of standards-based grading?
One purpose of standards-based grading is to align grading with the state standards as measured by
consistent and accurate student achievement data and common criteria for grading. Another purpose
is to accurately communicate achievement towards these standards to students, parents and educators. The effect of work habits on student learning is reported separately from the academics in a
category called Qualities of a Learner.
What is standards-based grading?
In a standards-based system, teachers report what students know and are able to do relative to the
state standards. The system includes:
·Improvement towards and student achievement of required state standards in all content areas based
on various forms of assessments
·A record keeping system that provides teachers with information that allows them to adjust learning
practices to meet the needs of students
·A system that encourages student reflection and responsibility
How is standards-based grading different?
On a standards based progress report, subject areas are subdivided into big ideas related to
standards that students need to learn or master. Each of these standards is assessed. The influence
of positive and consistent work habits on student learning is reported separately from the academics
in Qualities of a Learner (effort, completes homework, follows directions). Our reporting categories
correlate to the state standards.
What are the advantages of standards-based grading?
State standards are clearly articulated to the students throughout instruction. In addition, parents
can see which standards students have
mastered and which ones need re-teaching and re-learning.
Why are we changing from grades to numbers?
On the progress report, a student’s performance is more accurately represented using a 1, 2, 3, or 4,
than in traditional grading using an A, B, C, D, F in reporting mastery towards the standards. Traditional grading only provides a score for accuracy and completion of an assignment. These scores are
then averaged together. Taking an average does not provide information on whether or not a student
has mastered the standards.
Example of Traditional Student Summary Grades
What are the disadvantages of standards-based grading?
It’s a change, and change takes time to build understanding for everyone involved. Traditional grading
practices are ingrained in the community. All stakeholders will have to go through the change process.
How does a standards-based progress report improve teaching and learning?
Knowing where the students are in their progress toward meeting standards is crucial for planning and
carrying out classroom instruction. Teachers teach to the needs of their students. The grading system
is designed to give teachers more information about the student’s progress in meeting the level of
proficiency required by each standard. In addition, teachers share the standards with students and
parents, helping them to better understand the learning that needs to take place. These will be shared
in a parent/teacher grading handbook.
Do we report out on the student’s proficiency for the end of the year skills and knowledge, or is
the grade based on proficiency for that marking period?
The progress report is summative information about the level of proficiency of the learning skills that
are taught each marking period. Therefore, the grades throughout the year communicate a student’s
progress as compared to where we would expect him/her to be at that moment in time. By the end of
the year, students are expected to be proficient or advanced for each standard.
How can I check my child’s progress?
Progress reports will be printed on a quarterly basis for all students K-5. Additionally, parents of
students in grades 4-12 can view student class work through Home Access Center. Home Access
Center allows parents to view their child’s performance using the Internet.
What should I tell my kids that were looking forward to getting a letter grade next year?
Research has shown that letter grades do not motivate students to learn. On the contrary, research
has found three consistent effects of using - and especially, emphasizing the importance of - letter or
number grades:
1. Grades tend to reduce students' interest in the learning itself. One of the most well-researched
findings in the field of motivational psychology is that the more people are rewarded for doing
something, the more they tend to lose interest in whatever they had to do to get the reward. So,
it shouldn't be surprising that when students are told they'll need to know something for a test or, more generally, that something they're about to do will count for a grade - they are likely to
come to view that task (or book or idea) as a chore.
2. Grades tend to reduce students' preference for challenging tasks. Students of all ages who have
been led to concentrate on getting a good grade are likely to pick the easiest possible assignment if
given a choice. The more pressure to get an A, the less inclination to truly challenge oneself.
3. Grades tend to reduce the quality of students' thinking. Given that students may lose interest in
what they're learning as a result of grades, it makes sense that they're also apt to think less deeply. One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades. The more the
task required creative thinking, in fact, the worse the performance of students who knew they
were going to be graded.
What if my child earned a 90%? What is that now with no grades? It is not about getting a 90%,
it is really a reflection of their growth over the course of the year. A score of a 3 or 4 communicates
that the student is progressing towards meeting the standards or they are strongly in place. If the
score is a 2 or 1 then the student will require additional help in that content area.
Will there be more than one assessment per marking period?
Yes, there will be multiple assessments given during the marking period to demonstrate evidence
towards meeting the standards.
Will my son in middle school have off the same day as his sister in elementary school?
Unfortunately, all students do not have exactly the same calendar. With elementary now going to four
marking periods, more days do align between elementary and middle school; however, there are still
two parent/teacher conference days that are for PK-5 only: 2/3/17 and 5/5/17. PK-8 students also
have off on 10/13 for conferences, while 9-12 students have school. There are also days for mid-term
and final exams that are half days for high school (Jan & June) and middle school (June); PK-5
students have full days.
How does a 4 compare to an A? It is hard to compare a letter grade to a number score.
If your child received all A’s in the past you can most likely expect them to receive 3’s or 4’s in the
new reporting system. Learning in many instances is cumulative and understanding grows and develops.
It is difficult to compare letter grades with the number system because the marks stand for
completely different things. In a standards-based system the score represents what is learned –
where the student is in relation to the expectation or standard. In a letter grade system the grade
mark indicates how many points a student has accumulated, through assignments, extra credit,
participation, etc. In that system, the goal of the student was to gather as many points as possible to
get to an A. Now we are looking at where student work is in relation to a standard (performance
expectation), rather than an accumulation of points.
To help compare the two, remember that a 4 communicates that the students’ understanding of
standards are strongly in place for that marking period, while an A demonstrates that the students
scored high on assessments and assignments.
Is there research to indicate that standards-based grading significantly increases student
achievement?
Students learn the subjects and perform better when instruction and assessment are each
implemented with great fidelity. Research on standards-based grading shows that this reporting
system can more clearly communicate to teachers and parents their students’ progress within
standards-based progress and assessments. The works of experts such as Popham, Reeves, Marzano,
McTighe, Wiggins, Guskey, Brookhart, and O’Connor support this research.
Hanby Elementary School Calendar
2016 - 2017
(Dates are subject to change.)
August
25 Walk-thru Night/Back to School BBQ - Walk the Halls to Find New Classrooms
29 First Student Day (Grades 1-5) & Kindergarten Orientation Day
30 All Students Attend
September
2 Labor Day (Schools Closed, Offices Open)
5 Labor Day (Schools & Offices Closed)
8 Open House
13 DE Primary (Schools Closed, Offices Open)
October
3 Rosh Hashanah (Schools Closed, Offices Open)
11 Fall Picture Day
12 Yom Kippur (Schools Closed, Offices Open)
13-14 Parent/Teacher Conferences (Schools Closed, Offices Open)
November
4 End of 1st Marking Period
7 Professional Development Day (Schools Closed, Offices Open)
8 Election Day (Schools & Offices Closed)
11 Veterans’ Day (Schools & Offices Closed)
23 Professional Development Day (Schools Closed, Offices Open)
24-25 Thanksgiving Vacation (Schools & Offices Closed)
29 Picture Retakes
December
23 Professional Development Day (Schools Closed, Offices Open
26-30 Winter Vacation (Schools Closed, Offices Open 28th-30th)
January
2 New Year’s Holiday (Schools & Offices Closed)
16 Martin Luther King, Jr. Day (Schools & Offices Closed)
19 End of Second Marking Period
20 Staff Professional Work Day (Schools Closed, Offices Open)
February
3 Parent/Teacher Conferences (Schools Closed, Offices Open)
20 Presidents’ Day (Schools & Offices Closed)
March
17 End of Third Marking Period
19 Rock Your Socks Day
20 Professional Work Day (Schools Closed, Offices Open)
April
13 Spring Picture Day
14 Good Friday (Schools & Offices Closed)
17-21 Spring Break
May
5 Parent/Teacher Conferences (Schools Closed, Offices Open)
29 Memorial Day (Schools & Offices Closed)
June
7 5th Grade Move-Up Ceremony
8 Final Student Day for K-5 (Full Day for all students)
Please note the following for your information:
All Jewish holidays begin at sundown on the evening before the Holiday. Activities/Events
must not be scheduled on these days.
September 2-4, 2016
Rosh Hashanah
October 11-12, 2016
Yom Kippur
December 24, 2016 – January 1, 2017
Hanukkah
April 10 – 13, 2016
Passover