Gratz Brown Elementary Gratz Brown Elementary

Transcription

STUDENT/PARENT HANDBOOK
2015-2016
Gratz Brown Elementary
MO PLC Exemplary School Award
Accredited with Distinction
A Gold Level Positive Behavior Support School
Bronze Level National Recognition Award from
The Alliance for a Healthier Generation
1320 Gratz Brown
Moberly, MO 65270
660-269-2670
www.moberly.k12.mo.us
A Professional Learning Community
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Shared mission, vision and values
Collective inquiry
Collaborative teams
Action orientation and experimentation
Continuous improvement
Results orientation
Moberly School District
2015-2016 Calendar
AUGUST
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OCTOBER
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DECEMBER
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JANUARY
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- Dates to Remember August 11 & 12:
August 14-19:
August 20:
September 7:
September 18:
September 18:
October 12:
October 16:
October 20:
October 22:
October 23:
November 13:
November 25-27:
December 18:
Dec. 21-Jan 1:
January 18:
February 5:
February 15:
March 9:
March 15:
March 17:
March 18:
March 25:
April 13:
April 22:
May 20:
May 22:
May 26:
May 27:
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New Teacher Work Days
Teacher Work Days
First Day of School - Full Day
No School - Labor Day
Early Dismissal for Homecoming Parade
Mid-Quarter
No School For Students- Teacher Professional Development Day S
End of First Quarter
Parent/Teacher Conferences
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Early Out - Parent/Teacher Conferences
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No School
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Mid-Quarter (Progress reports sent home Nov. 24)
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Thanksgiving Vacation
Early Out - End of First Semester
Christmas Vacation
No School - Martin Luther King, Jr. Birthday
Mid-Quarter (Progress reports sent home Feb. 10)
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No School - President’s Day
End of Third Quarter
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Parent/Teacher Conferences
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Early Out - Parent/Teacher Conferences
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No School
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Easter Break
Mid-Quarter
No School
NCRS Commencement, 7:00 pm
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Commencement, 2:00 pm
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Early Out - Last Day of School - End of Fourth Quarter
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Extended Contract Day for Staff - Grades distributed by 6/01
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Inclement Weather Make-Up Days
Day 1: Built In
Day 2: Built In
Day 3: Built In
Day 4: Built In
Day 5: Built In
Day 6: Built In
Late Start Mondays - Arrival Schedule
Moberly High School - 8:30
Moberly Middle School - 8:40
North & South Park - 9:45
Gratz Brown Elementary - 9:35
Early-Out Dismissal Schedule
Moberly High School - 12:00
Moberly Middle School - 12:10
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- LEGEND End of Quarter
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00 Late Start Mondays
No School/Vacation
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00 Teacher Contract Days
Early-Out Days
*All Mondays that school is in session are late-start days
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APRIL
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MAY
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North & South Park - 1:00
Gratz Brown Elementary - 12:50
00 First & Last Day of School
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JUNE
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JULY
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Moberly Board of Education reserves the right to revise the school calendar when necessary
to accommodate for unforeseen circumstances.
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TABLE OF CONTENTS
GRATZ BROWN VISION/DISTRICT VISION STATEMENTS.
2
MOBERLY SCHOOL DISTRICT MISSION STATEMENT..... 3
GBE BUILDING GOALS .............................................................. 3
GBE PROMOTES SUCCESS........................................................ 3
Character Education
KEY MOBERLY PUBLIC SCHOOL DISTRICT
INFORMATION.......................................................................... 4
Moberly Public School District Board of Education, Moberly Public
School District Administration, Central Office Hours, Transportation/
Bus Barn, Moberly Public School Buildings
WELCOME...................................................................................... 5
GREETINGS FROM GRATZ BROWN ELEMENTARY.......... 6
A PROFESSIONAL LEARNING COMMUNITY....................... 6
GRATZ BROWN ELEMENTARY STAFF DIRECTORY.......... 7
SUPPLY LIST.................................................................................. 8
PROCEDURES................................................................................ 9
GBE School Hours, Student Attendance, Absence Policy, Absence
Procedure
ACTIVITIES.................................................................................... 9
Gratz Brown Elementary K-Kids Club, Academic Contests, Student
Arrivals for Activity, Student Attendance, Breakfast and Lunch,
Damaged Property, Change of Procedure, Early Dismissal, School
Guidance Counseling
CURRICULUM MAPS................................................................. 11
Third, Fourth, Fifth Grades, Art, Music, Physical Education,
Computer Lab, Counseling, Library/Media Center, Dismissal from
School, Doctor and Dentist Appointments, Early Departure, Early
Dismissal Times, Emergency Drills, Field Trips, Flowers/Balloons/
Gift Deliveries
GRATZ BROWN ELEMENTARY SCHOOL-WIDE TITLE I
2015-2016 PARENT INVOLVEMENT PLAN........................ 21
Gifts and Solicitations
GRADING POLICY AND REPORTS......................................... 22
Promotion, Acceleration and Retention, GBE Grading Scale, Testing,
Promotion, Acceleration, and Retention of Students, Retention,
How to help your intermediate reader become a fluent reader, Fun
activities for intermediate readers, The Five Essential Components
Of Reading, Helping Your Child Succeed As A Mathematics Student,
Homework, Homework Policies for OSS, Homework Suggestions,
Hours of Student Supervision, Inclement Weather and Other
Emergency Situations--Early Dismissals and Late Starts, Weather
Related Late Start Times, School Cancellation/Closing Information,
Late Start, Leaving School
GRATZ BROWN ELEMENTARY LIBRARY MEDIA
CENTER POLICIES AND PROCEDURES........................... 27
Hours of Operation, Behavior Policy, Circulation Procedures,
Reading Counts at Gratz Brown Elementary, Notification of Safety
or Security Concerns, Off Campus Events/Activities, Part-time
Attendance, Recess, Registered Sex Offenders, Residency
SCHOOL EMERGENCY COMMUNICATION AND
PROCEDURES.......................................................................... 28
Attendance/Absences, Assignment/Makeup Guidelines,
Communication Between Home and School
STUDENT CODE OF CONDUCT............................................... 29
Discipline
STUDENT PLACEMENT/INSTRUCTIONAL GROUPING.. 29
Room Parties and Treats, School Calendar and Updates, Tardies,
Valuables, Video Surveillance Policy, Vital Information
POSITIVE BEHAVIOR SUPPORT............................................. 30
GBE Pledge, GBE School-wide Recognition Matrix, Gratz Brown
Elementary School Wide Expectations, Dress Code, Nuisance Items
at School
GRATZ BROWN ELEMENTARY BEHAVIOR PROTOCOL.35
Major Offense or Repeated Minor Offense, Minor Offense, Major
Referral Definitions, Minor Referral Definitions, Referral Location
Definitions, Referral Possible Motivations Definitions, Referral
Administrative Decisions Definitions
BEHAVIORS RESULTING IN OFFICE REFERRALS........... 38
Alternative Academic Educational Programs
TRANSPORTATION POLICY.................................................... 39
Mission Statement, Parent/Guardian Expectations, Student
Expectations, Bus Misconduct/discipline, Computer Technology/
Internet Use
MOBERLY PUBLIC SCHOOLS TECHNOLOGY
DISCIPLINE PLAN (K-12)....................................................... 41
INSTRUCTIONAL TEAM SUPPORT........................................ 42
Title I Reading Support
PARENT/GUARDIAN/FAMILY INVOLVEMENT................... 42
Parents and Teacher Organization, PTO and Parent Volunteers,
PTO Officers, GBE PTO Schedule 2015-16, Parents as Partners in
Education
MOBERLY SCHOOL DISTRICT SCHOOL-WIDE TITLE I
PARENT INVOLVEMENT POLICY...................................... 44
PARENT INFORMATION AND RESOURCE CENTER
(PIRC)......................................................................................... 45
RIGHT TO KNOW POLICIES................................................... 45
Notification of FERPA Rights & Designation of Directory
Information, Discipline Reporting and Records, Distribution
Policy of Non-curricular Literature/Printed Materials by Students,
Due Process, Expulsion and Exemption From School Attendance,
Interview with Children’s Division, Interview with Police or Juvenile
Officers/Other Law Enforcement Officials, Protecting Student Rights,
Safe School Environment, Statement of Non-Discrimination, Student
Alcohol/Drug Abuse, Student Directory Information, Transfer
from Unaccredited School/Home Instructional Program, Visitors,
Notification of Rights - Protection of Pupil Rights Amendment
(PPRA)
DISTRICT INFORMATION........................................................ 49
Accommodations of Parents with Disabilities, Admission of
Nonresident Students, Discretionary Homebound Instruction, Gifted
Student Program, Hazardous Waste and Asbestos Provisions, Home
Schooling Information, Homeless, Limited English Proficiency
Parent/Guardian Involvement, Migrant Education Program,
Notification of Objectionable Topics, Programs for English Language
Learners, Public Complaints, Search by School Personnel, Special
Education Notice, Possessing Weapons and Other Contraband,
Definitions
PUBLIC LAW 107-110 “NO CHILD LEFT BEHIND”............. 53
Alternatives for Filing Complaints, Appeals, Complaints Against
LEAs Received from the United States Department of Education,
Decision, Definition of a Complaint, Formal Complaints Initially
Received by the SEA Office, Formal LEA Complaints Against SEA,
Informal and Formal Complaints Received by the Local Education
Agency, Informal Complaints Received by the SEA Office, Missouri
Department of Elementary & Secondary Education NCLB Complaint
Procedures, Procedure Dissemination, Who May File a Complaint,
Federal Programs -Parent/Guardian Notification, Procedures for
Students Claiming Discrimination on the Basis of Race, Sex, Creed,
Color, Age National Origin, or Handicap
NOTICE OF NONDISCRIMINATION...................................... 56
HEALTH SERVICES INFORMATION..................................... 57
Health Room Guidelines, Immunizations, Medication, Pediculosis
(Head Lice), Student Health Information, Student Health Screenings,
School Health and Wellness Advisory Council (SHWAC)
STUDENT/PARENT/TEACHER COMPACT........................... 60
The school handbook is subject to change during the school year as policies and statutes are updated.
The online handbooks will be updated with the Board approved changes.
Gratz Brown Elementary’s Vision Statement
Gratz Brown Elementary is a partnership of staff, parents, students, and community having a shared vision of...
• a school in which all students are empowered to be lifelong learners through problem solving, creative thinking,
the use of technology, and a commitment to excellence.
• a school that fosters full communication between all staff, parents, and students in a unified effort to ensure that
every child receives the best education possible.
• a positive learning environment that supports the educational growth of both staff and students through proactive
practices and needed resources.
• a school that is focused on student learning with high expectations for increased student achievement for all
members of a diverse student population.
• a school that values, supports, and monitors collaboration.
• a school that teaches, monitors, and rewards respect, responsibility, and safety through the full implementation
of PBS.
• a school that celebrates success and that serves as a source of community pride!
Moberly
School District
DISTRICT VISION
“Accredited With
Distinction”
VISION
Moberly School District Vision
The Spartan Way is Excellence for All
An organization’s vision conveys a compelling, conceptual image of the desired future
for the organization. The vision describes where the organization is headed, what it
intends to be, or how it wishes to be perceived in the future. A vision statement is a
description of the organization’s desired future state. The vision statement isn’t true
today. Rather it describes the organization as senior leaders would like it to become- in
the future. It provides inspiration and challenge to all members of the organization
toward an ideal of what the organization can become. It should be purposefully
articulated to bridge the present and the future and serve as a critical impetus for
change. Thus, it should be brief enough to be memorable and complete enough to
direct effort. An effect vision statement should be:
•
•
•
•
•
•
Future-orientated, deriving from reasonable assumptions about the future
Idealistic, envisioning a future that is beyond the present
Appropriate, fitting with the organization’s history and culture
Inspirational, encouraging enthusiasm and commitment
Purposeful, articulating an image of the desired future
Ambitious, causing members of the organization to stretch to reach it
2
MISSION
The Moberly School District Mission
To ensure all students have a quality education and sense of direction
The term “mission” refers to the overall function of an organization. The mission answers the
question, “What is this organization attempting to accomplish?” The mission might define students,
stakeholders, or markets served; distinctive or core competencies; or technologies used. A mission
statement sums up the organization’s reason for being. It explains intentions, priorities, and
values to people both inside and outside the group. It can guide the organization and help it stay
focused on the things that are most important. If the organization ever questions whether to take
on a project or choose a particular course of action, it can look back on its mission statement and
determine if the proposal is consistent with it. Typically, mission statements are more detailed than
are vision statements. Thus, while missions change as they are achieved, visions remain as pillars
of guidance for the organization over long periods. In a sense, while the vision may be considered
an oasis, the mission is a waterhole on the journey towards the oasis.
GBE Building Goals
• Student academic performance will improve through the implementation of quality
instructional strategies, referral to intervention systems as needed ie: Care Team, Tier 1, 2
and 3 Teams for Positive Behavior Supports, and the continual evaluation of effectiveness.
• GBE will use Professional Learning Communities (PLC) to plan quality data-driven
student‑centered instruction. Units will be bases on essential learning objectives and driven
by common assessment data for all subjects.
• GBE faculty will continue to support parent and student involvement in education programs.
GBE Promotes Success
Character Education
Character education goes along with building a Professional Learning Community and Positive Behavior Supports
through a focus on developing good character traits or virtues in our students. Monthly character traits are taught in
classrooms throughout the building. The goal is to assure that all students, on leaving school, will have developed a
keen sense of personal and civic responsibility. Character traits are taught both by word and deed. The aim of Gratz
Brown Elementary School is to use these tools to build a better world for children.
August/September: Respect
October: Cooperation
November: Responsibility
December: Compassion
January: Perseverance
February: Honesty
March: Self-Discipline
April: Positive Attitude
May: Patience
3
Key Moberly Public School District Information
Moberly Public School District Board of Education
Mr. Jeff Lawrence
Mr. Bobby Riley
Mr. Matt Crist
Mrs. Amy Hager
Mr. Dennis McCarter
Mrs. Lisa Vanderberg
Mr. Dan Wilcox
Moberly Public School District Administration
Central Office Hours
Mrs. GenaMcCluskey – Superintendent
Mrs. Parisa Stoddard – Assistant Superintendent
Dr. Jason Whitt – Assistant Superintendent
Allison Archibeque – Director of Special Services
Monday-Friday 7:30-5:00 PM
(660) 269-2600
Transportation/Bus Barn
(660) 269-2699
Moberly Public School Buildings
Gratz Brown
(660) 269-2670
North Park
(660) 269-2630
Moberly High School
(660) 269-2660
South Park
(660) 269-2640
Moberly Middle School
(660) 269-2680
Moberly Area Technical Center
(660) 269-2690
East Park
(660) 269-8800
4
WELCOME
Moberly School District
Elementary Students and Families!
Dear GBE Community and Family,
As we enter the upcoming school year, I wanted to first introduce myself. My 17 years in education span from
serving as an early childhood teacher to upper elementary, with experience as a mentor for new teachers in my past
districts. As a building leader I have served in administration as an assistant principal and several summers as a site
administrator for different summer school programs. Not only do I come to the community as an educator, but also
as a parent. My family’s move back to Moberly is an exciting change that brings back many nostalgic memories
for me as an alumnus from MHS. This is something I am proud to share with my own son as he enters the district
as a junior next year. It is truly a pleasure to be a new member of this learning community and extend a heartfelt
welcome to each of you as parents and stakeholders in Gratz Brown Elementary for the upcoming 2015-2016
school year.
GBE is a place that I have come to learn and feel in my heart infuses the “Spartan Way” into the learning day of
each child. The staff and school family has the extremely valued honor of being recognized as a third year recipient
of Positive Behavior Supports (PBS) Gold status. This is only one example of how GBE’s dedicated staff supports
and scaffolds success for students in their educational journey. The pride students grow from by promoting PBS
as a positive behavior approach will carry through with them as they grow and travel on from Gratz Brown. This
approach along with the implementation of Professional Learning Communities for staff and educators to work as
a school community to achieve building goals exemplifies using quality and informed decisions based on current
data and research that gives the “best fit” instructional practice for each child at GBE. Dedicated staff and teachers
at GBE work with each child to promote them to take an active part in clearly understanding their learning goals
and strategies to reach optimal potential. A strong characteristic that I have come to see and feel as an incoming
educational leader and am excited to become a part of as a teammate here at GBE.
In closing, I would like to express that a TEAM approach is vital and we as educators are a team with our
parents. Gratz Brown Elementary sees this as an essential part of student success and want to foster a warm and
welcoming building that you feel comfortable in as part of that team. After all “The Spartan Way is excellence for
all”. This vision cannot be fully implemented without the support of our parents. Working together as a team we
will move forward this next year in our vision of excellence for all and create a nurturing, challenging environment
with clear expectations for each student.
Again, I am excited and look forward to this next school year for our students to grow in pride and excellence
as they work hand in hand with our staff to invest in their learning and reach clear and rigorous outlined goals as a
learner at Gratz Brown Elementary.
Sincerely,
Mrs. Angie Doss
5
Greetings from Gratz Brown Elementary
Dear Parents, Guardians and Families:
Welcome to Gratz Brown Elementary! I am tremendously excited to begin another year of school. With one
year of experience under my belt at GBE I am ready to use what I learned last year to make the 2015-2016 school
year better than any school year yet. I loved meeting and working with all students and staff last year and feel
confident that everyone at GBE will work to make higher academic gains this year.
For students to make high academic gains, several important factors must not be overlooked. First, students
have to come to school with the understanding that this is a place of learning. There should be no other focus
at school than learning. In order to learn students must put forth their best effort. Students must also be able to
challenge themselves. What was good yesterday should not be good enough today. Students have to know the
learning process will not be easy, but the success that happens afterwards creates a wonderful feeling that will never
be forgotten.
Students must also know that the adults in the building are here for them and want them to succeed. Teachers
are very approachable and willing to help. Students shall ask for help when they need it, and they shall not feel
embarrassed when they do not understand a concept. Ask questions, get feedback from teachers, then apply what
was learned to have success.
One last item that GBE is proud of and will help students to be successful is PBIS. The Spartan Way teaches
positive behaviors in many areas throughout the school. Teachers model appropriate expectations for students to
see. Students who follow the Spartan Way will be more successful with behaviors.
Students who try their best each day, utilize teachers and their resources and follow the Spartan Way will have a
fantastic year. I look forward to the best year ever.
Sincerely,
Mr. David Samuel
A Professional Learning Community
The Staff at Gratz Brown Elementary School affirms that every child has a right to a quality education, that high academic standards must
be set, and that every child can and will succeed in ways that reflect his or her own aptitudes and interests. These goals are accomplished
through changing procedures and programs to fit the needs of learners. This vision defines the purpose of a professional learning community
and becomes, both for teachers and students, the source of daily inspiration. A professional learning community is governed by six guiding
principles.
Shared mission, vision and values: A collective commitment to the guiding principles and beliefs of the people in the school and what they
want to create is adopted.
Collective inquiry: People in the learning community question current practice, take action to improve programs and procedures based on
answers to questions, and then reflect on the results of changes implemented.
Collaborative teams: The basic structure of the professional learning community is a group of collaborative teams that share a common
purpose. Everyone’s input is sought out and valued.
Action orientation and experimentation: People in professional learning communities recognize that learning always occurs in the context
of taking action, and they believe engagement and experience are the most effective teachers.
Continuous improvement: A professional learning community is always unsatisfied with the status quo and constantly trying to improve
upon it.
Results orientation: A professional learning community realizes that its efforts must be assessed on the basis of results rather than good
intentions.
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Gratz Brown Elementary Staff Directory
2015-2016
PRINCIPAL: Angie Doss ASSISTANT PRINCIPAL: David Samuel
TEAM 3A
#123 Royce Andrews
#124 Ashley Buxton
#125 Miranda Easley
#127 Lisa Simms
TEAM 4A
#166 Ashley Foreman
#167 Hannah Stilwell
#168 Laura Quesal
#169 Dana Ross
TEAM 5A
#149
#151 Kristen Reimler
#152
#153 Sarah Showalter
SPECIAL EDUCATION
#121 April Messer
#128 Scott Howen
#149 Cindy Hennke
#150 Kelsey Pitcher
#157 Kimber Greene
#158 Julie Wood
FINE ARTS
#113 Kristin Bell PE
#173 Dale Heimann Art
#174 Sarah Lewis Music
269-2670 +2186
269-2670 +2187
TEAM 3B
#129 Beth Sander
#130 Kim Welch
#131 Gabe Burris
#132 Dawn Ragsdale
TEAM 4B
#159 Sarah McDowell
#160 Amy Gilmore
#165 Katelyn Wright
269-2670 +2123
269-2670 +2124
269-2670 +2125
269-2670 +2127
269-2670 +2166
269-2670 +2167
269-2670 +2168
269-2670 +2169
TEAM 5B
#135 Richelle Childs
#136 Meagan Propst
#137 Keaton Oesterich
#138 Kristal Taulbee
TITLE I
#156 Janene Mathis
#170 Carrie Thompson
#171 Tessa Rivera
#177 Ashley Patrick
269-2670 +2149
269-2670 +2151
269-2670 +2152
269-2670 +2153
269-2670 +2121
269-2670 +2128
269-2670 +2149
269-2670 +2150
269-2670 +2157
269-2670 +2158
SECRETARIES
Melissa Slater
269-2670 +2113
269-2670 +2173
269-2670 +2174
OTHER AREA SPECIALISTS
#182 Jessica David
Counselor
#183 Jessica David
Counselor
#195 Jackie St. Clair
Librarian
#126 Della Cochran
Gifted
#178 Mike Power
Computer Lab Aide
#177 Brandy Forsyth
STAR Interventionist
#180 Emily Seiner
Home to School Liaison
#194 Melanie Brownfield Nurse
#176 Debi Swetnam
AAEP/Focus Room 269-2670 +2182
269-2670 +2183
269-2670 +2195
269-2670 +2126
269-2670 +2178
269-2670 +2177
269-2670 +2180
269-2670 +2194
269-2670 +2176
7
269-2670 +2129
269-2670 +2130
269-2670 +2131
269-2670 +2132
269-2670 +2159
269-2670 +2160
269-2670 +2165
269-2670 +2135
269-2670 +2136
269-2670 +2137
269-2670 +2138
269-2670 +2156
269-2670 +2170
269-2670 +2171
269-2670 +2177
269-2670 +2120
269-2670 +2122
Supply List
Third Grade:
1
2
36
1
2
2
1
2
8
1
1
2
4
1
2
1
1
box crayons (24 count or less)
box markers
#2 wooden pencils
pair scissors (pointed)
glue stick
boxes facial tissue (200 count each)
5” x 8” supply box (space maker)
pkg. loose-leaf notebook paper (widelined)
3-pronged pocket folders (2 blue,
2 orange, 2 red, 2 green)
yellow highlighter
clipboard
pkg. of pencil top erasers or pink
erasers (not Art Gum)
Mead Composition Books (wide-rule)
pkg. index cards (3 x 5)
pkgs. dark dry erase markers
2” 3 ring binder with clear plastic front
sleeve
set of ear buds
Please choose 1 or more of the following
items to be kept by the teacher and used
for the entire class:
Hand sanitizer, disinfecting wipes, post‑it
notes, quart size plastic bags, Sharpie
markers, baby wipes.
Fourth Grade:
36
2
1
1
1
2
1
1
4
1
2
6
2
2
1
1
1
1
1
#2 wooden pencils
pink erasers (not Art Gum)
box colored pencils
box crayons (24 count or less)
pair pointed scissors
packages of loose-leaf, wide-lined
notebook paper
highlighter
box for art supplies
glue stick
bottle of glue
boxes facial tissues (200 count each)
folders (3-hole, pronged, pocket)( 1 red,
1 green, 1 blue, 1 yellow, 1 orange, and
1 purple)
spiral wide-lined 5 subject notebooks
wide-lined composition notebooks for
journal use
pkg. of index cards (3 x 5)
container of sanitizing wipes
pkg. dark dry erase markers
bottle of hand sanitizer
set of ear buds
Please select any of the following items
to bring. These items will be kept by the
teacher and used for the entire class:
Extra #2 pencils, sandwich size plastic bags,
dry erase markers, glue sticks, note cards,
baby wipes.
Fifth Grade:
60
1
2
1
1
1
1
1
2
1
5
6
2
2
2
1
2
1
1
#2 wooden pencils
pkg. pencil top erasers OR
pink erasers (not Art Gum)
pair of scissors
plastic school supply box
package of colored pencils (12 pk)
pkg. of crayons
12 pk. of markers
glue sticks
bottle of glue
spiral notebooks (1 blue, 1 red,
1 yellow, 1 purple, and 1 green)
pocket folders (1 blue, 1 red, 1 yellow,
1 purple, 1 green and 1 other)
composition notebooks
large boxes of facial tissue (200 count
each)
pkg. wide-ruled notebook paper
pkgs. index cards (3 x 5)
pkg. black dry erase markers
1½” 3 ring binder with pockets
set of ear buds
Please select any of the following items
to bring. These items will be kept by the
teacher and used for the entire class:
Pencils, Index cards, Hand sanitizer, Ziplock
plastic bags, Disinfecting wipes, Dry erase
markers
*Individual classroom teachers may require additional supplies
and additional supplies may be needed 2nd semester.
8
Procedures
GBE School Hours
School Hours: 8:35 a.m. - 3:35 p.m.
Office Hours: 7:35 a.m. - 4:05 p.m.
Student Attendance
The Board of Education shall provide free public education to all students who are residents of the school district and who are between the
ages of five (5) and twenty-one (21) years.
Absence Policy
All absences are classified as either Verified or Unverified:
A Verified absence is for one of the following reasons:
(1) personal illness
(2) illness in the family
(3) quarantine for contagious disease
(4) death in immediate family
(5) observance of a religious holiday
AND
Is supported by a note from the parent and/or doctor that must be received within two school days of returning to school.
An Unverified absence will be counted for all other reasons and is not supported by a note from the parent within two days of return to
school.
Accumulating excessive combined Verified and Unverified absences will also result in a referral to the Juvenile Office.
Attendance letters are sent to families when students miss 5, 7, and 9 days per school year whether it be for excused or unexcused reasons.
When a student misses 5 unexcused days of school, the Home School Communicator will contact the family either through a home visit or
phone call to establish the reasons for the absences and to offer possible services. After 7 unexcused absences, the student will be enrolled
in the school’s Attendance Club facilitated by the school counselor. When a student misses 10 or more unexcused days of school or has
a percentage of attendance lower than 80%, the school will notify the Randolph County Juvenile Office for assistance with persistent
attendance problems.
When your child is absent from school it is his/her responsibility to make up all assignments and tests. This is done by contacting the teacher
for those assignments. If you would like to pick up your child’s school work, please contact the school office in the morning and plan to
pick up the homework at the end of the school day. When your child is going to be absent for an extended period of time, please contact the
office or classroom teacher so plans can be made to arrange assignments. Students are usually granted one day to complete assignments for
each day missed. Working together and communicating will create a quality education for all students especially during times of absence.
Legal Note: Moberly Public Schools considers the building principal of each school as the attendance officer and legal agent of that school
in charge of attendance.
Absence Procedure
If a student is absent, please call the front office to leave a message for the attendance secretary or send a letter in with your child on the day
they return to school to verify the absence.
Activities
Gratz Brown Elementary K-Kids Club
K-Kids is the youngest and fastest growing service organization for elementary students worldwide. K-Kids is designed for students in
grades 1 through 5 (ages 6 to 12).
K-Kids is a “student-led” community-service organization, which operates under school regulations and draws its members from the student
body.
K-Kids is unique because it’s sponsored by the Moberly Kiwanis club, composed of leading business and professional people of the
community. Faculty sponsors will also be involved in assisting the GBE K-Kids Club.
The K-Kids’ pledge:
“As a K-Kid, I promise to serve my neighborhood and my school; I will show respect toward my environment; and I will try to make the
world a better place in which to live.”
The K-Kids’ motto is “We Build,” and its objectives are:
• To provide opportunities for working together in service to school and community.
• To develop leadership potential.
• To foster and develop strong moral character.
• To encourage loyalty to school, community, and nation.
9
Academic Contests
Gratz Brown Elementary students participate in academic contests in order to showcase academic performance. Our students have the
opportunity to be involved in several competitions including the MCTM Elementary Student Mathematics Regional contest, the CMU
Middle School Math and Science Competition and the Renick Spelling Bee as well as several poetry and essay contests conducted throughout
the year.
Student Arrivals for Activity
Students may begin arriving at 8:05 a.m. Breakfast is served from 8:05-8:30 a.m. It is the parents’ responsibility to see that their child does
not arrive at school before entry time. Parents dropping students off should follow arrows through the south parking lot going around the
back of the school and drop off students at the gym doors.
Student Attendance
The Board of Education shall provide free public education to all students who are residents of the school district and who are between the
ages of five (5) and twenty-one (21) years.
Breakfast and Lunch
Breakfast Schedule
Lunch Schedule
8:05 - 8:30 a.m.
10:50 a.m. - 12:50 p.m.
Full Price: child $.60, Adult $1.00
Full Price: child $1.00, adult $1.50
Reduced Price: $.25
Reduced Price: $.25
Milk: $.40
Milk: $.40
Students may not accumulate more than $10 in breakfast/lunch charges.
A breakfast and hot lunch program are provided in all buildings for students in the Moberly Public School District. The lunch schedules for
regular and early dismissal days are provided to parents by classroom teachers to allow planning for parents/guardians to join their child for
lunch or breakfast. We invite all parents/guardians to come to eat with their child. Parents may bring or purchase a lunch. Our cooks prepare
extra portions of the #1 lunch choice; therefore, parents wanting choice #2 or #3 should send a note to order that selection at the beginning of
the day. Notes are always helpful, and our cooks appreciate knowing how much food to prepare. It is also helpful if you provide small bills
or correct change when going through the lunch line to pay for an adult lunch. We look forward to seeing you at lunch. Students may choose
to pack their lunches. If packing a lunch, you are asked to consider a balanced nutritious menu. Soda pop and other carbonated beverages
are not permitted in packed lunches. Free and reduced price meals are available for those who meet the income guidelines established by
the United States Department of Agriculture. Applications for our meals assistance program may be picked up at any school office. Families
who qualify for this program may apply anytime during the school year. This information is kept confidential. Students who receive free
and reduced price meals are treated the same as children who purchase meals. In the operation of child nutrition programs, no child will be
discriminated against because of race, sex, color, national origin, age, or handicap.
Damaged Property
Students are expected to care responsibly for school property. If school property (books, furniture, lockers, equipment, etc.) is lost or
damaged, parents/guardians are responsible for the replacement cost of the item. The school office will provide parents with a written
notification.
Change of Procedure
Parents/Guardians should SEND A NOTE if a child is to do something other than his/her normal routine before, after, or during the school
day. We need to know where your child is going, how they are to get there, whom they are going with, etc. Because we want our students to
be safe, we will not deviate from the normal routine without written or verbal consent. PHONE CALLS CAN BE ACCEPTED IF POSITIVE
IDENTIFICATION OF THE CALLER CAN BE ASSURED BY SCHOOL PERSONNEL.
Early Dismissal
The District Calendar indicates days of early dismissals, and late starts due to various events (see inside front of handbook). On early
dismissal days, school will dismiss at 12:50 p.m. Lunch will be served before students leave school. Please arrange for after school care for
both scheduled and unscheduled early dismissals resulting from inclement weather.
School Guidance Counseling
The Gratz Brown Counseling Program assists students in their academic, career, and personal/social development. It is delivered mainly
through the Guidance Curriculum and Responsive Services. Guidance Curriculum includes unit lessons which are taught once a week in
grades 3-5. Lessons are available on Ms. Gunn’s Counseling site. Lesson units include Manners in the School Setting, Emotions, Conflict
Resolution, Self Esteem, Diversity, Academic Skills, and Careers.
Responsive Services at Gratz Brown include individual and group meetings with students when needed by students. Individual Counseling
sessions are available as time permits within the school schedule. In individual sessions students may work on topics such as expressing
emotions effectively, family roles and concepts, bullying, self-esteem, making friends, and school work.
10
Group counseling in a school setting can tackle many issues at once. Multiple students of similar ages, who are dealing with similar issues
are grouped together to accomplish similar goals. The development of camaraderie and acceptance within the group often helps struggling
students gain confidence and consequently perform better in school.
Groups Offered:
Anger Management (Girls & Boys)
Divorce/Separation Group
Worries Group
Social Skills & Friendship
Grief Group
Bully Blockers
Curriculum Maps
The 3-5 curriculum is aligned with Missouri State Standards, reviewed by staff, and revised as needed. Grade level maps are used by teachers
to create a workable, vibrant, overall picture of the curriculum. Staff members find that maps expand their perspective and increase the
quality of educational decisions. Students are the primary beneficiaries of the curriculum maps. Parents/Guardians can see an overall view of
the year. Assignments, projects, and other communications will be sent home in more detail via weekly news letters. Field trips are provided
as a means to enhance the curriculum for each grade level. Research-based instructional strategies, cross-curricular plans, and differentiated
instruction are part of our classroom practice. Ongoing staff development supports the classroom instruction.
11
12
Predict
Power Verbs
Summarize







Ideas and Content
Organization
Voice
Numeration
Number Sense
Addition and Subtraction
Using Place Value to Add and Subtract
Ecosystems
Water cycle
Map Skills
MO Rivers & Border States











Test Taking
Skills
Social
Studies
Science
Describe
Compassion
December
Honesty
Infer
Perseverance
Third Quarter
February
Support (Using
Details)
January
Explain
Self-Discipline
March
Making Connections
Asking Questions
Monitor Understanding



Inferring
Synthesizing
Creating Images


Understanding Fractions
Fractions Comparisons and Equivalence
Perimeter/Area
Time
Constructed Response, Multiple Choice, Graphic Organizer, Prompt Writing
Problem Solving Skills
Matter

Life Cycles of Plants and Living Organisms
Thermal Energy
Scientific Inquiry, Impact of Science Technology and Human Activity
Governance Systems

Federal Government Decision Making
Types of Communities: Rural, Urban,

Branches of Federal Government
Suburban
Principles of Constitutional Democracy
Cultural Diversity

Laws, Citizenship, US Documents, National
Anthem




Uses correct capitalization, punctuation, sentence structure, and grammar
Word Choice
Meanings of Multiplication
Multiplication Facts: Using Patterns
Multiplication Facts: Use Known Facts
Meanings of Division
Division Facts
●
●
In addition: Reading Target skills, Vocabulary and Word Study concepts will be taught throughout each Literacy By Design Theme.
Writing Skills



Close Reading

Math
Second Quarter
Responsibility
November
April
Fourth Quarter
●
●








Economics
Earth, Sun, Moon
Shadows
May
Patience
Perimeter
Area
Liquid Volume and Mass
Data
Sentence Fluency
Presentation
Determining Importance
Evaluate
Positive Attitude
All levels of depth of knowledge will be used in classroom instruction: recall, skill/concept, strategic reasoning, extended reasoning
Compare and Contrast
Cooperation
October
Reading
Skills
Depth of
Knowledge
Respect
Character
Traits
First Quarter
August/September
GBE 2015-2016 3rd Grade Curriculum Map
13
Predict
Second Quarter
Support
Responsibility
November
Describe
Compassion
December
Infer
Perseverance
January
Summarize
Honesty
Third Quarter
February
Evaluate
Self-Discipline
March
Fourth Quarter
Explain
Positive Attitude
April
Analyze
Patience
May


Close Reading
Determine Importance


Inferring
Connections


Asking Questions
Creating Images


Synthesize
Monitor Understanding
Social
Studies
Test Taking
Skills
Science
Math
Writing
Process and
Composition
Real and Imagined Narrative Writing
Pieces
Informative/ Expository Writing Pieces

Opinion Writing Piece
Pre-Write – Compose Draft – Revise – Edit – Publish (using details and words suited to individual writing pieces)


Research Writing Piece
Geography/Map Skills
Ecology


BOOT CAMP MULTIPLICATION
Addition/Subtraction
Patterns
Multiplication Facts & Concepts





Application & Usage of Fractions
Adding and Subtracting Decimals

Matter & Energy
Scientific Inquiry, Impact of Science Technology and Human Activity
History

Economics
Earth Systems
Problem Solving Skills; Operations and Algebraic Thinking in Base Ten
Division Facts & Concepts
Understanding Meaning and
Understanding of Fractions
Constructed Response, Graphic Organizers, SUPER, & GREAT Strategies plus strategies for online testing









Government
Force & Motion
Measurement
Graphs & Data
Geometry
Learning Targets: organizes central ideas and supporting details, uses appropriate voice and word choice, uses appropriate conventions and sentence structure, and spells grade-appropriate words correctly

Comprehension: Key Ideas and details, craft and structure, and integration of knowledge and ideas will be assessed on the grade card. DRA level, fluency, and STAR results will be utilized throughout the school year.
Reading
Skills
Compare and Contrast
Cooperation
October
All levels of depth of knowledge will be used in classroom instruction: recall, skill/concept, strategic reasoning, extended reasoning. Smarter Balanced ELA vocabulary will be incorporated throughout the
school year.
Power Verbs
Depth of
Knowledge
Respect
Character
Traits
First Quarter
August/September
GBE 2015-2016 4th Grade Curriculum Map
14
Predict
Geography,
Map Skills, &
U.S. Geography
POWER VERBS
SOCIAL STUDIES
Introduction
MATH
WRITING PROCESS
Infer
Perseverance
Colonization of the Americas
Describe
Compassion
Revolutionary
War Era
Summarize
Honesty
American
Government
Explain
Positive
Attitude
Paragraph
Writing
Adding &
Subtracting
Decimals
Earth Science,
Scientific
Inquiry
Informative
Writing
Grammar and Spelling
D.A.R.E. Report
Opinion
Writing
Force & Motion,
Scientific
Inquiry
Multiplying &
Fractions &
Dividing
Measurement
Mixed Numbers
Decimals
Living Organisms, Scientific
Inquiry
Data &
Graphing
Algebra
Inventions,
Technology
Skill Review,
Literature
Study
Historical Fiction, Biography Museum & Research
Skills
Geometry
Science Review
Economics
Analyze
Patience
FOURTH QUARTER
Connections, Compare and Contrast, Questioning, Determine Importance, Monitor Understanding, Inferring/ Author's
Purpose, Synthesize
Narratives
Multiplication
& Division
Space, Scientific
Inquiry
Simple
Machines,
Scientific
Inquiry
Constitution
Evaluate
Self Discipline
THIRD QUARTER
Analyzing Primary Documents, Using Infographics and Maps, Connecting Texts, Current Events, and Topical Vocabulary
Exploration of
the Americas
Support
Compare and
Contrast
Native
Americans
Responsibility
Cooperation
SECOND QUARTER
Updated 4/2015
A variety of projects, performances, and creative arts activities will enhance and enrich the curriculum throughout the year.
The use of technology will be integrated into content areas (Study Island, Microsoft Word, Reliable Resources, Power Point, Envisions, Smart Board, etc...)
READING SKILLS
Introduction
Place Value
SCIENCE
GRAMMAR AND
CONVENTIONS
Scientific
Inquiry
NONFICTION TEXT
FEATURES
Respect
VIRTUES
FIRST QUARTER
GBE 2015-2016 5th Grade Curriculum Map
15
Line
Line
Line
Expression
with
lines,
Perception
drawing
What is Art?
Criticism,
History,
Culture
Types of lines,
Using lines,
Art Criticism
Drawing with
lines
What is Art?
Expressive
lines; Kinds of
Art Criticism
lines;
Variety of
lines
What is Art?
September
October
First Quarter
Space & Form
Monochromatic,
analogous,
Complementary,
Warm/Cool,
Decorative
pattern
Color & Pattern
Pattern &
Distortion
Scale &
proportions,
Distortion
5th Grade-Elements and Principles of Art
Geometric
& Free-form
Positive/Negative shapes,
shapes,
Space in 2-dimensional art,
Value blending,
Perspective shading, 3Value
dimensional art, Architecture
Contrasting
Shape & Value
Geometric,
Free-form
Recognizing patterns, Visual
rhythm, Creating rhythm and
movement
Color Wheel,
Neutral colors,
3-Dimensional,
Complementary 2-Dimensional,
colors, Intensity, Sculpture, Visual
Tints, Shades,
texture, Tactile
Color moods,
texture
Value
Movement through
rhythm, Formal
balance, Informal
balance
Texture, Rhythm,
Movement, Balance
Unity
Harmony,
Variety,
Emphasis,
Repetition,
Grouping
Unity
Harmony, Variety,
Emphasis, Unity
through media
and theme
Unity
Balance,
Formal and
informal,
Symmetry, Radial
balance
Pattern, Visual
rhythm,
3-Dimensional
rhythm
Rhythm &
Movement
April
May
Fourth Quarter
Space
Foreground,
Middle ground,
Background,
Perspective, Point
of view, Face
proportions,
Body proportions,
Distortion
December
January
February
March
Second Quarter
Third Quarter
3rd Grade-Elements and Principles of Art
Texture &
Shape
Space & Form
Color
Balance
Symmetry, Formal
balance,
Color Wheel,
Approximate
Positive/Negative depth,
Intermediate colors,
Geometric
3-Dimensional
Cool colors, Warm symmetry, visual
colors, Color contrast texture, tactile
texture
4th Grade-Elements and Principles of Art
Shape
Pattern/Rhythm
Color
Texture
November
GBE Art Curriculum Map
16
Second Quarter
December
January
March
Third Quarter
February
3rd Grade
Elements of Music
Rhythm: Steady beat,Pattern, Grouping
Melody: Pitch, Scale, Interval
Form: Phrase, Repeat, Contrast
Expression: Pace, Dynamics, Articulate, Interpret
Timbre: Body, Voice, Percussion, Instruments
Texture: Combination, Harmony, Accompaniment
November
Team Teaching with PE Teacher
Jump Rope for Heart, Mile Run, Folk Dance
May
Fourth Quarter
April
Recorders - Music Program - Seasonal Music - composers - Spirituals Folk Songs - Instruments of the Orchestra - Orff & Rhythm Instruments - DARE 5th Grade Recognition
5th Grade
Patriotic Music - Music Program - Seasonal Music - Composers - Spirituals
Folk Songs - Instruments of the Orchestra - Folk Dance - Orff & Rhythm
Instruments - Recorders
4th Grade
Patriotic Music - Music Program - Seasonal Music - Composers - Spirituals
Folk Songs - Instruments of the Orchestra - Folk Dance - Orff & Rhythm
Instruments
October
First Quarter
September
GBE Music Curriculum Map
17
Specific
Monthly
Skills and
Activities
Yearly
Themes
Quarter
Month
October
November
January
March
Third Quarter
February
Lifetime Physical Activities
Second Quarter
December
May
Fourth Quarter
April
Soccer Skills
Team building
Activities
Football Skills
Fall Fitness
Assessments
Parachute
Cup Stacking
Muscles and
Bones
Nutrition
Rhythms and
Tinikling
Cup Stacking
Fitness
Dance
Scoops and
Scooters
Basketball
Skills
Volleyball
Skills
Jump for Heart
Folk Dances
Softball Skills
Tumbling and Spring Fitness
Balances
Assessment
Jump Rope
Bowling Skills
Activities/Skills
Show Me Nutrition
Skill-Related Components of Fitness (Agility, Speed, Coordination, Balance, Power, Reaction Time)
Spring Fitness
Assessment
Field Day
Frisbee
Tennis Skills
Health-Related Components of Fitness (Cardiovascular Endurance, Muscle Strength and Endurance, Flexibility, & Body Composition)
First Quarter
Aug/Sept
GBE Physical Education Curriculum Map
18
2nd Quarter
3rd Grade
3rd Quarter
Web making using Inspiration
(Branches of Government); Keyboarding using Type to Learn 3
Digital Story; Excel spreadsheet and
chart wizard; Keyboarding using
Type to Learn 3; STAR testing
PhotoStory 3; Keyboarding using
Type to Learn Jr.; STAR testing
4th Quarter
Lab Rules; Logging on and off;
Commands: save, save as ; openExcel spreadsheet and chart wizard
Microsoft Word; Keyboarding using
PhotoStory 3; Inspiration;
ing saved documents; Using school
advanced; Keyboarding using Type
type to Learn 3; STAR testing
Keyboarding using Type to Learn 3
web page and Kids Info Bit; Digital
to Learn 3; STAR testing
Story; STAR testing
5th Grade
Commands: save, save as; opening
saved documents; Using school web Research project - PowerPoint flip
page and Kids Info Bit; Inserting
book; Keyboarding using Type to
clipart and using Microsoft Word;
Learn 3; STAR testing
Keyboarding using Type to Learn 3;
STAR testing
4th Grade
Research Project - Kids Info Bit; Figurative Language Books - Use of
Commands: save, save as; opening
Inspiration; PowerPoint; Keyboard- Microsoft Word, formatting, printsaved documents; computer parts
ing using Type to Learn Jr.;
ing; Keyboarding using Type to
and uses; Inspiration; using Reading
STAR testing
Learn Jr.
Counts, STAR testing
1st Quarter
GBE Computer Lab Curriculum Map
19
Making
Responsible
Choices
RRW, Drug
Awareness
Identify issues
that impact
personal safety
Apply effective
Problem
Solving
RRW, Drug
Awareness
Peer influence
on problem
solving
RRW, Drug
Awareness
Introduction
to Manners &
School Success
Identifying,
Exploring, &
Expressing
Feelings
Introduction
to Manners &
School Success
Identifying,
Exploring, &
Expressing
Feelings
Introduction
to Manners &
School Success
Identifying,
Exploring, &
Expressing
Feelings
August\
October
September
First Quarter
PS.2.
PS.3.
Second Quarter
PS.1.
PS.1.
Demonstrate
skills to
maintain
positive selfconcept
Recognizing positive
self‑talk
Communicating personal
thoughts &
feelings
Develop
strategies to
balance roles
Demonstrate
characteristics
needed to
contribute to
community
Reflect on
personal roles &
responsibilities
in the
community
Identify
characteristics
needed to
contribute to
community
Identify positive Reflect on
characteristics personal roles at
& growth areas home & school
Identify
characteristics
to contribute to
classroom
December
November
5th Grade
Exhibit
mutual respect
of diverse
individuals
Implement
strategies
for solving
problems with
others
PS.2.
3rd Grade
Identify
interpersonal
skills for
relationships
Recognize
differences &
use problem
solving
4th Grade
Demonstrate
respect of
others, personal
opinions
Practice
skills used to
compromise
with differences
January
March
April
May\June
Demonstrate
study & test
taking skills
Demonstrate
ability to
complete
assignments
Apply study
skills & test
taking strategies
Apply timemanagement
& organization
techniques
Identify &
practice study
skills
Practice
organizational
skills
Understand
educational
skills needed
for middle
school
transition
Recognize
importance of
an educational
plan
Refine
strategies for
individual
responsibility
Practice
educational goal
setting
Practice
strategies to
meet increased
school work
Identify
education goal
setting
Contrast &
compare roles
of jobs
Outline training
for different
jobs
Apply personal
skills & habits
needed for
different jobs
Compare
interests in
workers
Identify
resources for
career search
Recognize
all work
contribution
Identify &
apply to setting
short/long term
goals
Compare
Contrast
academic skills
in jobs
Contrast &
compare roles
of jobs
Outline training
for different
jobs
Apply personal
skills & habits
needed for
different jobs
Relate student
learning to jobs
Outline
education
requirements
for jobs
Apply personal
skills & habits
needed for jobs
Find & Explain
skills needed in
jobs
Identify steps
to be a helper in
school
Third Quarter
Fourth Quarter
AD.4.
AD.5. & AD.6. CD.7. & CD.8.
CD.9.
February
Knowledge of social and emotional, academic, and career skills
GBE Counseling Curriculum Map
20
Information and Research Skills
Formats of information
Copyright/plagiarism
Research skills
Citing sources
Creating a bibliography
Genres of literature
Dewey Decimal System
Authors/Illustrators
Online databases
Electronic/Playaway books
Procedures/Expectations
Reading Counts
Online catalog
Mark Twain Award
LMC webpage
Primary/ Secondary Sources
Copyright/plagiarism
Research skills
Literacy Enrichment and Reading Guidance
5th Grade
Online catalog
Online databases
Parts of a book
Electronic/Playaway books
Parts of a book
Research skills
Online databases
4th Quarter
Orientation and Circulation
Location of materials
Reading Counts
Online catalog
Mark Twain Award
LMC webpage
4th Grade
Online catalog
Show-Me Award Books
Book series
Electronic books
Location of materials
Reading Counts
Show-Me Award
LMC webpage
3rd Grade
3rd Quarter
2nd Quarter
1st Quarter
GBE Library/Media Center Curriculum Map
Dismissal from School
GBE is dismissed at 3:35 p.m. daily. Students who ride buses will be dismissed through the front doors. Those students who are walkers
will be dismissed through the south doors under adult supervision. Parents picking up students are encouraged to follow arrows through the
south parking lot going around the school and should pick up their child from the gym doors. Students are not supervised after 3:35 p.m., and
parents are responsible for ensuring that students are supervised directly following dismissal.
Doctor and Dentist Appointments
Students are expected to make every effort to schedule doctor, dentist, and other appointments outside of school hours. Should it be
necessary to visit the doctor, dentist, or other appointments during school hours, the absence will be counted as an excused absence for
attendance purposes.
Early Departure
When a child is to be excused early, it would be in the best interest of your child’s safety if you adhere to the following procedure:
1. Parents or guardians should pick up the child.
2. Report to the office and we will have your child meet you there.
3. If you are unable to pick up your child, send a note to the teacher/office indicating the time you want your child excused. Parents
are asked to make such requests for legitimate reasons only.
4. During dismissal procedures, parents are not to request their child be called to the office.
Early Dismissal Times
Middle School/NCRMS...................... 12:15 p.m.
Vocational Center/Sr High.................. 12:00 noon
South Park/North Park........................ 1:00 p.m.
Gratz Brown Elementary.................... 12:50 p.m.
Emergency Drills
Safety is important to our school. Monthly fire drills will be conducted in addition to periodic earthquake, tornado, bomb, and intrusion drills.
Field Trips
Field trips within our city and to other points of interest are scheduled by various classroom teachers throughout the school year. These trips
are designed to enhance different aspects of the classroom curriculum and to introduce students to the resources of the community. During
registration, parents/guardians are required to sign a permission slip at the beginning of each school year giving approval for their child to
participate in the local school-sponsored field trips. You will be notified of these opportunities through weekly classroom newsletters. The
school staff cannot be responsible for cell phones, IPods, electronics, and other valuables on field trips. School administrations reserves the
right to refuse student participation based on behavior and/or safety concerns.
Flowers/Balloons/Gift Deliveries
Parents/Guardians, other relatives and friends are asked to refrain from having flowers, gifts, balloons, and other such items delivered to
students at school. The increase in the frequency of such deliveries over the last few years has begun to create a rather significant disruption
in the learning environment. Deliveries for students during the school day take staff time and learning time, and in some cases, present safety
problems, for example, a bunch of helium-filled balloons or a glass flower vase on a school bus.
We ask that parents/guardians understand and cooperate with us by not having deliveries sent to a student at school. However, in the event
that a delivery should be made to a student at school, the delivery will be held in the school office until the end of the day, at which time the
student will be contacted to come to the office to receive their delivery.
DELIVERIES WILL NOT BE TAKEN TO THE CLASSROOM DURING THE SCHOOL DAY.
Gratz Brown Elementary School-Wide Title I
2015-2016 Parent Involvement Plan
1. Information will be given to parents at the Open House held in August. The information will include:
a. Description of School Wide Title I
b. Title I requirements for being in targeted small groups
c. Parent’s right to be involved in the Title I program
d. An explanation of the curriculum used at GBE
e. The forms of assessment that are used to measure student progress
f. The proficiency levels that students are expected to meet
g. Answer any questions about the Title I program
h. Parents will be asked to serve on the GBE Title I Parent Advisory Council
2. The GBE Title I Parent Advisory Council will meet throughout the year. The agenda for these meetings may include:
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a.
b.
c.
d.
Discussion of an assessment of the Title I program at GBE
Suggestions on improvement of the program and how student learning will take place
Response to any suggestions made at the last meeting
The GBE Parent Involvement Plan and the Student, Parent, Teacher Compact will be reviewed and revised for the following
school year
3. GBE Title I staff will participate in school wide parent activities.
a. GBE Title I staff will be available to visit with parents at all school wide activities.
4. GBE Title Staff will make books/activities available to Title students and parents.
a. Title I students take home Book Bags and read them with a parent/guardian. Parents are to sign off when the book is read and
turned in to Title teacher.
b. Title I students have the opportunity to checkout PlayStations with reading and math software.
5. Title I teachers will be available to discuss a child’s performance during Parent/Teacher Conferences. Parents will also be given
the email addresses of the Title I teachers and can communicate with them through email. Title I teachers will also be available
for telephone conversations, if needed.
Revised March 2013
Gifts and Solicitations
Students shall be discouraged from collecting money, setting aside funds or purchasing gifts for faculty members. Students can best express
their appreciation to faculty by letters of appreciation and congenial working relationships. Any gift so given should be spontaneous and not
overly expensive (Board Policy JL).
Grading Policy and Reports
Promotion, Acceleration and Retention
Grade cards and progress reports are sent out four times a year to communicate student success. The dates for these reports are on the district
calendar (see inside front of book). Students will be expected to master grade-level objectives. Parent/Guardian/Teacher conferences will be
held twice yearly (see inside front of book for scheduled times). It is important for your child’s welfare that we work together to promote his/
her educational development. Parent/Guardian/Teacher Conferences will be scheduled for this purpose, but please do not wait for a special
conference time if you suspect a problem is developing. Principals and teachers are always willing to visit with parents/ guardians concerning
their student’s school performance. Please call the office at any time to make arrangements for a conference appointment. Parents are also
encouraged to contact the teacher via e-mail with any questions or concerns.
GBE Grading Scale
100 -95=A
82 -80=B
94 -90=A
79 -77=C+
89 -87=B+
76 -73=C
86 -83=B
72 -70=CS = Satisfactory (The student understands and uses the skill consistently.)
P = Progressing (The student understands and uses the skill some of the time.)
N = Needs Improvement (The student is beginning to understand and use the skill.)
U = Unsatisfactory (The student does not understand the skill.)
69 -67=D+
66 -63=D
62 -60=D59 -0 =F
Testing
STAR tests are given to students three times annually and MAP tests are given in the Spring. These tests give an indication of the academic
growth of our students. Special activities/incentives are planned to encourage students to do their best on these tests.
Promotion, Acceleration, and Retention of Students
The Moberly School District No. 81 is committed to the continuous development of students enrolled in the district’s schools, and to student
achievement of the skills for the current grade assignment for promotion to a higher grade. The Superintendent, in cooperation with the
professional staff, shall develop administrative procedures for the promotion, acceleration and retention of students.
In evaluating student achievement, each teacher will make use of all available information including results of teacher-made tests, other
measures of skill and content mastery, standardized test results and teacher observation of student performance. The principal will direct and
aid teachers in student evaluation and will review grade assignments in order to ensure uniformity of evaluation standards.
Decisions on whether to promote, accelerate, or retain a student with disabilities will be made in accordance with the Individuals with
Disabilities Education Act (IDEA) and is required by other applicable law.
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Retention
Retention may be considered when, in the judgment of the professional staff, it is in the best educational interest of the student involved.
Parent/Guardians will receive prior notification and explanation concerning the retention. However, the final decision will rest with the
school administration.
School law requires that all students who are reading below a third-grade reading level according to the district’s fourth-grade assessment
shall be retained if the student has not adequately improved by the end of summer school. Further, if a student fails to attend remediation
assigned as a condition of promotion, the student will be retained (see Board Policy IKE for more details).
How to help your intermediate reader become a fluent reader
by Maile Carpenter
As your child masters the mechanics of reading at school, you can help him grow as a reader at home. Here are 12 things you can do to keep
him turning pages:
Let your child pick out books. Don’t worry if your child isn’t interested in the classics. Indulge his taste for books about planes or trucks
— comic books are okay, too. Your responsibility is to instill a love of reading.
Model good behavior. Your child wants to be just like you, so read around him whenever you can. Don’t wait until after bedtime to dive into
your novel. When you’re reading mail, shopping lists, notes, even catalogs, share what you’re reading with your child.
Get to know the librarian. Go to the library as often as you can or as often as your child wants to go. Have your child get to know the
librarian so she can help pick out interesting books that relate to your child’s interests.
Encourage your child to read alone. Not all the time, of course, but developing readers can master some books on their own and need to
do so to become fluent readers. Mix it up: Read a few difficult books to your child, and then let your child read an old favorite by himself.
Read aloud with expression. You’ll not only make reading more fun but also teach your child about punctuation, sentence structure, and the
flow of a story. Get silly. Make animal noises. Be loud and soft and everything in between. Sing part of the book if you’re in the mood. Ask
your child to do the same when reading books to you.
Set aside quiet time for reading. Thirty minutes of quiet time for reading before or after dinner, for example, reinforces the idea that reading
is part of the daily routine. Have everyone in the family participate; this is an activity for all ages. If possible, after reading time discuss
everyone’s books for a few minutes.
Write notes to your child. You’ll teach your child to appreciate reading and writing as a form of communication with a note as simple as “I
love you.” Put a note in a school lunch, for example. Use words your child has seen or words you’ve read in favorite books.
Introduce chapter books. Developing readers are ready for longer books that feature multiple characters and events. Have your child read
a chapter or part of a chapter each night. Recapping previous chapters will train him to recall past events.
Talk about a book as you read it. Help build comprehension skills by asking questions beforehand: “What do you think this book is about?”
Discuss the title, the cover, and the author. As you read the book, stop once in a while to talk about the story. “What do you think will happen
next?” “Do you like the character?” “What do you think he should do?” When the book is over, ask your child what he liked or didn’t like
about it.
Read everywhere you go. Your child is probably beyond reading simple stop signs, but there are plenty of other things to read from a car
window. Ask your child to try to read street signs, movie posters, billboards — they’re all fair game.
Keep the flow going. Don’t labor over mistakes and difficult words. “Let it go,” says reading specialist and first-grade teacher Cindy Pfost.
“Don’t correct every mistake. If they say, ‘The bear went to his house’ and the page says, ‘The bear went to his home,’ that’s okay. They’re
getting the meaning, and that’s what’s important.”
Lighten up. Don’t make reading an assignment or require an hour of read-aloud time a night. “Reading time should last as long as the child
is interested,” Pfost says. “Don’t overdo it.”
Fun activities for intermediate readers
by Maile Carpenter
Your child is learning the mechanics of reading at school. At home, you can make reading fun and continue to develop your child’s love of
reading. Here are some great activity ideas for your intermediate reader.
Because children learn in different ways, we’ve arranged these activities by learning style. But any child can benefit from the suggestions in
all three categories.
For physical learners
Make a family newspaper. Have your child write stories about what’s happening in the family. Need some ideas? Recent birthdays, outings,
and events at school all make good subjects for “articles.” Then encourage him to read the paper to others.
Discover words to grow on. Go to the library and check out a gardening book or buy one at the bookstore. Read through it to find plants,
flowers, or vegetables that look interesting and then buy some seeds or plants from a local nursery and watch them grow.
Make your own bookmarks. Cut a long rectangular strip out of white cardboard, punch a hole in the top, and let your child decorate each
side with markers, stickers, sparkles — anything he wants. Then choose a ribbon and tie it through the hole as a tassel.
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Write a letter to a favorite author. To help your child get started, ask him a few questions: What do you like about this author’s book? How
do you feel when you read these stories? Who’s your favorite character? When it’s ready, you can send the letter to the author care of the
publisher. Check the title page of the book to find out who that is.
Make a dictionary. As your child comes across words he doesn’t know, have him write them in a blank book or notebook along with the
meaning. This is a great way to help build vocabulary.
Go to a book signing party. Popular children’s authors often make appearances at bookstores. Check local papers and bulletin boards at
bookstores to find out who’s coming next.
Build a reading fort. In your child’s bedroom, drape blankets over a couple of chairs to create a tent. Invite your child to grab a book and a
flashlight and climb in for story time in the dark. In the summertime you may be able to do this outside.
Serve a meal from a book. Use food coloring to make green eggs and ham, try to re-create parts of the Grinch’s Christmas feast, or make
your own batch of porridge for the Three Little Bears. You can even get a basket and fill it with goodies for Little Red Riding Hood to take
to Grandmother’s house.
Throw a book-related party. Read over your child’s favorite book and think about what elements would work at a party. Can you decorate
his room in a jungle theme to resemble Where the Wild Things Are? Can you collect hats and host a Cat-in-the-Hat party? (Dr. Seuss’s
birthday is March 2. Why not celebrate?) You’ll get your child and his friends talking about books.
For auditory learners
Go to story time at the library or a bookstore. Nothing beats listening to a trained storyteller. Going to the library or a bookstore to listen
to a tall tale is not only a fun outing, but your child will also learn about new books and meet other children. As a bonus, you may pick up a
few tips to jazz up your own read-aloud sessions.
Write a menu for a weekend dinner. Decide what you’d like to serve and then ask your child to write the foods down with descriptions. Tell
your child to use describing words (also known as adjectives) such as “green, fresh” salad; “hot” chicken; “cold, sweet” ice cream. Scramble
the adjectives the next night for a joke on the rest of the family!
Find a reading phone pal. Teach your child to share the joy of reading. Call a friend or relative in another city and arrange a one-on-one
book club. Have the children read the same books and talk about them each week.
Listen to books on tape or CD. You can check out tapes and CDs from the library for free or buy them at a bookstore (to save money, stop
by your local used bookstore). Kids love listening to someone else tell them a story, and they can follow along in their own books.
Read a recipe and cook the dish together. Start with an illustrated children’s cookbook so your child can see how the dish might turn out.
Read the recipe to your child while he follows along. Making the food will teach your child that books provide useful information.
Join a summer book club at the library. Most libraries arrange summer programs with lists of books for each age group and awards for
completing the books. To get credit for each book your child may need to retell the story to a librarian or volunteer. Your child will share the
joy of books with others — and may even win some prizes.
For visual learners
Read a story that’s out as a movie. Then go see the movie. Your child will love seeing characters he already knows from a book up on the
big screen. You can rent videos, too. For a fun twist, make it a sleepover party and invite other kids to read and watch the video. Some ideas:
Willie Wonka and the Chocolate Factory, Madeleine, Stuart Little, Arthur, How the Grinch Stole Christmas, Winnie the Pooh.
Turn a book into art. Make a color copy of your child’s favorite picture in a book and frame it for his bedroom, or have it put on a shirt at
a T-shirt shop.
Make a photo scrapbook. Have your child glue some favorite photos into an album (or on colored paper that you’ll later punch holes in and
tie together) and then write captions next to each one describing what’s going on in the picture.
Subscribe to kids’ magazines. Your child will love getting his own magazines in the mail. Great ones to try at this age are Highlights for
Children or Sports Illustrated for Kids.
Imagine what happens next. Have your child make up and write down a sequel to a favorite book.
Visit your child’s favorite author’s website. Some great ones to try: the home page of Jan Brett, illustrator of Hedgie’s Surprise and other
stories, the Curious George site, and Seussville, a destination for Dr. Seuss lovers.
Leave notes for your child. Put them in his lunchbox or book bag every day — even if it’s just a few simple words such as “I love you.”
You can also leave them around his room or next to his toothbrush.
Read comic books. Everyone knows they aren’t fine literature, but there’s no denying that kids love them! Some good ones to try: Garfield,
Archie, The Far Side, Calvin and Hobbes.
Illustrate a song. Write down the words to your child’s favorite song and have your child draw pictures to go with each stanza. Then read
the song.
Set a family reading time. For 15 or 20 minutes a night, everyone in the house reads a story together. If friends or neighbors are visiting, ask
them to participate. Follow the reading time with a few minutes of discussion about the book to encourage comprehension.
Keep a diary. Let your child pick out a diary with a lock and key and encourage him to write in it every day, even if only for a few minutes.
Follow along with a book project. Find an instruction or how-to book based on your child’s interests: how to draw cars, how to grow
radishes, how to boil an egg. Show your child how to read for information and then put that information to use.
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Source: http://www.babycenter.com/0_fun-activities-for-intermediate-readers_67852.bc?page=2
The Five Essential Components Of Reading
Reading with children and helping them practice specific reading components can dramatically improve their ability to read. Scientific
research shows that there are five essential components of reading that children must be taught in order to learn to read. Adults can help
children learn to be good readers by systematically practicing these five components:
Recognizing and using individual sounds to create words, or phonemic awareness. Children need to be taught to hear sounds in
words and that words are made up of the smallest parts of sound, or phonemes.
Understanding the relationships between written letters and spoken sounds, or phonics. Children need to be taught the sounds
individual printed letters and groups of letters make. Knowing the relationships between letters and sounds helps children to
recognize familiar words accurately and automatically, and “decode” new words.
Developing the ability to read a text accurately and quickly, or reading fluency. Children must learn to read words rapidly and
accurately in order to understand what is read. When fluent readers read silently, they recognize words automatically. When fluent
readers read aloud, they read effortlessly and with expression. Readers who are weak in fluency read slowly, word by word,
focusing on decoding words instead of comprehending meaning.
Learning the meaning and pronunciation of words, or vocabulary development. Children need to actively build and expand their
knowledge of written and spoken words, what they mean and how they are used.
Acquiring strategies to understand, remember and communicate what is read, or reading comprehension strategies. Children
need to be taught comprehension strategies, or the steps good readers use to make sure they understand text. Students who are in
control of their own reading comprehension become purposeful, active readers.
Source: http://www2.ed.gov/parents/read/resources/readingtips/readingtips.pdf
Helping Your Child Succeed As A Mathematics Student
Here are some things that you can do to help your child be a successful mathematics student:
Visit your child’s school. Meet with her teacher and ask how your child approaches mathematics. Does she enjoy it? Does she participate
actively? Does she understand assignments and do them accurately? If the teacher indicates that your child has problems with math, ask for
specific things that you can to help her.
Check math homework and other assignments. It’s usually a good idea to check to see that your younger child has finished her math
homework assignments. If your older child is having trouble finishing assignments, check her work, too. After your child’s teacher returns
math homework, have your child bring it home so that you can read the comments to see if she has done the assignment satisfactorily.
However, do not do homework for your child! Limit your assistance to seeing that your child understands the assignments and that she
has the necessary supplies to do them. Too much parent involvement in homework can make children dependent—and takes away from the
value of homework as a way for children to become independent and responsible.
Find out if the school has a Web site and, if so, get the address. School Web sites can provide you with ready access to all kinds of
information, including homework assignments, class schedules, lesson plans and dates for school district and state tests.
Help your child see that the mathematics he is learning is very much a part of everyday life. From statistics in sports to the sale price
of clothing to the amount of gas needed to travel from one city to another, mathematics is important to us every day. Help your child to link
his “school” math to practical events.
Point out that many jobs require mathematical skills. Your child may recognize that many people must have good math skills to do their
jobs—scientists, doctors, computer technicians, accountants and bankers, for example. However, she may not realize that many other jobs
also require math. Point out that math also is used in jobs such as running a business; being a plumber, carpenter, electrician or mechanic;
being a salesperson or clerk; and designing clothes—or buildings. Let her know that having strong math skills will open up many great career
opportunities.
Stimulate your child’s interest in technology. Help your child learn how to use calculators—but don’t let him rely solely on them to solve
math problems. Encourage him to learn to use computers to extend what he is learning and to find math games and math-related Web sites
that will increase his interest in math.
Show your child that you like mathematics. Letting your child see that you use math—and that you aren’t afraid of it—will go much
further to building positive attitudes than just telling her that she should learn it.
Set high standards for your child in mathematics achievement. Challenge your child to succeed in math and encourage his interest by
doing the kinds of activities suggested in this booklet and by trying many more activities of your own.
Source: http://www2.ed.gov/parents/academic/help/math/part_pg11.html#p11
Homework
Homework is important. It is an extension of the learning that takes place in school. Homework provides practice that reinforces classroom
learning and provides opportunities for independent study, research, and creative thinking. Parents/Guardians can help their children by
arranging a quiet, comfortable place for the students to work and by seeing that assignments are completed. Homework requests for students
who are absent may be made before 9:00 a.m. and picked up at the end of the school day. Sometimes it takes longer to gather materials to
be sent with the assignments. Individual teachers will provide parents with homework policies.
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Homework Policies for OSS
To ensure that the educational program is free from disruption or interference, the staff of Gratz Brown Elementary School endorses a policy
of disciplinary action that is prompt, consistent, firm, fair, predictable, and commensurate with the offense committed. The first objective
of our policy is to help each child develop self-regulated behavior and the second is to ensure the right of each child to a safe and orderly
learning environment. Students who have earned out of school suspension may request their assignments (for no credit) to keep up with
what is happening in their classes.
Homework Suggestions
Homework is an important part of a child’s learning. The purpose of homework is to provide additional practice, to prepare for future
lessons, and to encourage the child to work independently.
Parents can help their children by emphasizing the importance of homework.
Reserve a specific time and turn off the television.
Show an interest in your child’s assignments, but do not do the work for them.
Understand that the school expects the homework to be completed neatly and returned promptly.
Homework amounts vary from grade to grade; therefore, we encourage you to set aside a minimum study time each evening. This time could
be used for daily assignments, review, test preparation, long range assignments, or reading.
Students who have been absent are expected to make up all missed work. If a student will be absent for more than 1 or 2 days, be sure to
contact your child’s teacher by note or phone so that you can make arrangements to come for the missed assignments.
Hours of Student Supervision
Students coming to school before 8:05 a.m. or remaining after dismissal at 3:35 p.m. are not supervised by school personnel. As students
arrive after 8:05 a.m., they must come into the building and go directly to their designated location. After school is dismissed, students
must leave the school grounds and go directly home or to their designated location. Because we want all students to be safe, it is highly
recommended that parents arrange for before or after school care if the parent can not provide supervision prior to 8:05 a.m. or after
3:35 p.m.
Inclement Weather and Other Emergency Situations--Early Dismissals and Late Starts
When it is necessary to close school due to inclement weather or other emergencies, the local radio stations (KRES, KWIX, KZZT, KIRK)
and television station KOMU 8, will be notified immediately following the decision. In times of bad weather, listen to the radio in order to
hear such announcements. DO NOT CALL THE SCHOOL as phone lines cannot handle the large influx of inquiries.
Weather Related Late Start Times
GBE..................................................... 10:35 a.m.
NP/SP.................................................. 10:45 a.m.
MMS................................................... 9:40 a.m.
MHS/MATC........................................ 9:30 a.m.
NCRS.................................................. 9:30 a.m.
School Cancellation/Closing Information
KRES.................................................. 104.7 FM
KWIX.................................................. 1230 AM
KZZT................................................... 105.5 FM
KIRK................................................... 99.9 FM
Television Station . ............................. KOMU 8
The Spartan Alert System is also utilized to inform parents of inclement weather closings and school events. You may sign-up at
http://my.textcaster.com/ServePopup.aspx?id=1067.
In the event of an early school closing, students will be sent home by their regular mode of transportation unless school is notified differently.
Please make sure your child knows where he/she is to go in case of early dismissal. In the case of early school closing, the following is a list
of each school with their early dismissal time:
Late Start
On Monday Late Starts, students who ride buses will arrive at 9:05 a.m. and classroom learning will begin at 9:35 a.m. Students who need
supervision prior to these times may enter the building beginning at 7:45 a.m. Breakfast will be offered for students beginning at 9:00 a.m.
From 7:45 - 9:00 a.m., students will rotate between learning activities focusing on reading, writing, and math.
Leaving School
Students are not allowed to leave the school campus during school hours for any reason without the knowledge and consent of the school
office. Permission to leave the school grounds will only be granted upon the written or verbal request from the student’s parent/guardian.
Phone requests to allow the child to leave will only be accepted when school personnel can assure the identity of the caller. Additionally,
students will only be dismissed to those individuals authorized/listed on the registration card unless a parent gives written consent or calls
the office. Again this is for the safety of our students.
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Gratz Brown Elementary Library Media Center
Policies and Procedures
Hours of Operation
The library media center is open each school day to all students, staff and parents from 8:05 a.m.-3:35 p.m.
Behavior Policy
Gratz Brown Elementary is a Positive Behavior Support (PBS) school. The library media center expectations are…
BE Respectful…BE Responsible…BE Safe
• Enter, leave, read and work using quietest voice
• Follow directions and follow library procedures
• Handle print and non-print media and equipment with care
• Ask before doing anything students are unsure of.
Any student who consistently abuses the rules and guidelines may lose his/her privilege to check out books and/or use the Library for a period
of time determined by the Library Media Specialist.
Consequences for not doing what is expected:
• Warning
• Think paper
• Buddy room
• Focus room
• Note home to parents, returned with signature
• Behavior/Office Referral, ISS, or OSS
• Loss of Library Privileges.
Classes are expected to work as a team by cooperating and working together to keep the 5 points they receive when they walk into the library.
After a warning a class begins to lose points each time group behavior is addressed. A bonus will be awarded for outstanding teamwork! A
library award is presented at monthly award assemblies (at least one per grade level).
Circulation Procedures
Any student in good standing may checkout books and other materials.
Reference books, Playaways and current issues of magazines may be used only in the Media Center.
Students in good standing may check out two books at time. Included in the two book policy is a limit of one magazine, one CD or one book
on tape at a time.
Library materials are checked out in one week intervals. Books can be renewed for up to two more weeks.
Staff members have no limits on number of check outs and can keep materials for an extended amount of time.
Reminder notes will be sent home periodically for overdue items. When a fine is assigned a library bill will be sent and/or mailed home.
Students are required to pay full price for any book lost or damaged.
If the book is lost, please keep your receipt for fine payment. If the item is found, we will reimburse your money if the book is found within
that fiscal year (July 1-June 31). If the book is damaged, you must pay the total replacement cost of the item.
Students may not checkout additional books or receive their grade report until book fines are paid or overdue items returned.
Reading Counts at Gratz Brown Elementary
Gratz Brown Elementary students have the opportunity to participate in Scholastic Reading Counts, a computer-based reading program that
helps to encourage and monitor independent reading.
A few of the unique features of Scholastic Reading Counts are …
• The program offers students the chance to select an appropriate book based on their interests and grade level.
• After students read a book they take a computer-generated quiz. A personalized congratulations screen appears for passing the
quiz. If a student does not pass, he or she can revisit the book and retake the quiz with a different set of questions.
• Points based on the reading level of the book are earned when students pass quizzes. After taking quizzes, students can
immediately track their own progress toward reading goals and view an up-to-date report on their achievements. All cheating on
Reading Counts will be subject to discipline under the technology discipline plan.
• Teachers can track the progress of their students by choosing from numerous reports available. Reports let teachers know who is
struggling and needs intervention.
At Gratz Brown Elementary, students are recognized for their success in Reading Counts on a regular basis. Each grade level team sets a
goal of how many points students should earn each month. Students are recognized with a certificate and monthly incentive for reaching this
goal. An incentive level is also set which goes beyond what is expected for the monthly goal. When students are successful in reaching this
level of total points for the month they are recognized in their classrooms and/or at the grade level monthly assemblies with a certificate and
an incentive such as a reading bracelet, choice of a book, Spartan gear or lunch with the principal. No Reading Counts tests may be taken
prior to 8:05 a.m. or after 3:35 p.m.
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Gratz Brown Elementary students will have the opportunity to earn the privilege of attending the annual Children’s Literature Festival in
Warrensburg, Missouri in March. An application will be provided to all students who want to attend. Part of the selection process is effort,
progress and success in Reading Counts.
PTO supports our Reading Counts program by providing funds for incentives and the purchase of quizzes.
If you would like more information on Reading Counts at Gratz Brown Elementary, contact Mrs. Jackie St. Clair, Library Media Specialist.
Notification of Safety or Security Concerns
Notification of safety and security concerns to parents/guardians by the district may include:
1. Written notice.
2. Information to local media (see radio list).
3. Personal parent contact.
Off Campus Events/Activities
Off-campus events/activities are considered to be District events (i/e/ basketball game in Columbia, spelling bee in Renick, etc.) School rules
will be enforced at such events, including all student discipline code provisions. The district reserves the right to refer to law enforcement
and to expel from such activities/events any person who fails to demonstrate appropriate behavior or conduct suitable for a school activity
and/or who is disruptive to the activity or event
Part-time Attendance
Students attending classes less than half time are considered part-time students. Application may be made with your counselor to become a
part-time student and details will be explained at that time. This program is designed for students who have completed eight (8) semesters
of attendance in one or two high schools.
Recess
It is the belief that periods of fresh air and exercise are necessary for children to perform their best. All pupils have a scheduled recess period
each day on the playground or, in case of extreme inclement weather, in their room or in the gymnasium.
Parents/Guardians are reminded to dress children so they are prepared to go outside for recess during cold weather.
Parents/Guardians who do not wish their children to go outside for recess due to illness or injury should send a note. The note should specify
the reason for the child’s exclusion from recess and the day(s) the child is to remain inside. This is for the purpose of recovering from an
illness or injury only. All children are expected to participate in recess unless they are ill or injured. Students who request not to participate
in recess for an extended period will be required to present a physician’s statement.
Registered Sex Offenders
Sex offenders required to be listed on the Missouri Highway Patrol’s sex offender registry, or who have pled guilty, pled nolo contendere
or been convicted of crimes for which the law currently requires offenders to be listed, regardless of when those crimes were committed,
are not allowed on or within 500 feet of district property or transportation or at district activities held on district property except to attend
meetings of a public governmental body. The superintendent may grant permission for parents, guardians or custodians of students enrolled
in the district if the person’s presence is necessary to transport the student, may benefit the student educationally, or in situations where the
parent, guardian, or custodian will be supervised at all times. This section may not apply to a student entitled by law to be on school grounds
for educational services if the student’s presence is necessary to obtain those services. The exceptions cited in this section do not apply if the
person is otherwise prohibited or banned from district property by other sections of this policy. BOE Policy KK
Video surveillance occurs on school property throughout the Moberly School District.
Students or staff in violation of school policies, administrative regulations, building rules or law shall be subject to appropriate disciplinary
action and/or referred to law enforcement agencies.
Residency
Proof of residency/address will be required at the time of enrollment and at the beginning of each school year. Proof of address in the form
of a recently dated utility bill, a newly signed lease agreement, signed purchase agreement/closing statement, or a current Driver’s License
are the only documents that are acceptable.
School Emergency Communication and Procedures
Attendance/Absences
Attendance is a vital part of your child’s education. The Board of Education shall provide free public education to all students who are
residents of the school district and who are between the ages of five and 21 years. Therefore, all enrolled students should make every effort
to arrive at school on time and to remain at school for the duration of the school day.
Assignment/Makeup Guidelines
Students may make up all of their assignments under the following conditions:
1. Students are responsible for getting their work from the teacher.
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2. Students have one day to turn in makeup work for every day they have been absent, unless alternative arrangements are made
with the teacher due to extenuating circumstances.
3. If a student is in attendance for part of a day he/she is responsible for getting and turning in assignments in the classes that are
missed, when due.
Communication Between Home and School
Communication between home and school is very important to student success, so we can not overemphasize the importance of maintaining
regular contact with your child’s school. Please regularly check your child’s backpack to ensure that you are receiving important papers.
A monthly newsletter containing items of interest to students and parents will be distributed by each building. Administrators and parent
organizations will also be sending out special bulletins from time to time. Teachers will send weekly newsletters home. We also want
to encourage you to ask your child about his/her papers from school. If you are not receiving any communications, check with your
child’s teacher or the school office. Parents can also utilize the Gratz Brown Elementary website at http://schools.moberly.k12.mo..us/GBE/
GBEindex.html to stay in touch with events at school. Teachers also appreciate the use of e-mail to maintain open communication. E-mail
addresses include the first letter of a staff member’s first name, the last name and @moberly.k12.mo..us. For example, Jane Doe’s e-mail
address would be [email protected]. Teachers at Gratz Brown also have phone lines in their classrooms with the capability for voice
mail. Parents may call and leave a message which will be returned when staff members are not with students. The phone number for Gratz
Brown Elementary is 660-269-2670. You may find extensions in the staff directory found in this handbook.
Student Code of Conduct
The Student Code of Conduct is designed to foster student responsibility, respect for the rights of others, and to ensure the orderly operation
of district schools. No code can be expected to list each and every offense that may result in the use of disciplinary action. However, it
is the purpose of this code to list certain offenses, which, if committed by a student, will result in the imposition of a certain disciplinary
action. Any conduct not included herein, or an aggravated circumstance of any offense or an action involving a combination of offenses may
result in disciplinary consequences and extend beyond this code of conduct as determined by the Principal, Superintendent and/or Board of
Education. In extraordinary circumstances where the minimum consequence is judged by the superintendent or designee to be manifestly
unfair or not in the interest of the district, the superintendent or designee may reduce the consequences listed in this policy, as allowed by
law. This code includes, but is not necessarily limited to, acts of students on school playgrounds, parking lots, school buses or at a school
activity whether on or off school property (see Board Policy JG-R for details).
Discipline
To ensure that the educational program is free from disruption or interference, the staff of Gratz Brown Elementary School endorses a
policy of disciplinary action that is prompt, consistent, firm, fair, predictable and commensurate with the offense committed. Gratz Brown
Elementary has implemented Positive Behavior Supports to explicitly teach behaviors for three school-wide expectations:
1. Be safe.
2. Be responsible.
3. Be respectful.
To implement the discipline policy, the staff combines positive reinforcements (determined by individual circumstances) and natural
consequences. The consequences are outlined and explained to students in a consistent, predictable sequence of steps as outlined in our PBS
Behavior Protocol. Parents/Guardians are encouraged to work closely with the staff in helping each child with any behavioral problems that
may arise.
It is imperative that our discipline emphasizes the development of student responsibility. The atmosphere created must be firm, fair and
consistent. Students must feel valued as an important member of the class. A positive school climate is one of the key factors in effective
school research. We must all work together to establish within our school a community that promotes a positive, safe and orderly environment
in which students may learn both educational and social values. All teachers and staff have responsibility for student behavior throughout the
building and grounds. Records must be maintained on serious situations that have been reported and/or referred to the principal.
Student Placement/Instructional Grouping
It is our belief that children receive the most benefit from their educational experience when they are placed in a balanced setting representative
of the greater community in which they live. For this reason, the assignment of children to individual teachers takes into account several
factors to assure that each class is organized in a way that best maximizes the intellectual, psychological and social development of each
child. Heterogeneous grouping is considered for each class determined by gender, race, ability, and behavior. Further, it is our belief that the
professional staff members are most familiar with each child and the school resources, and are in the best position to recommend individual
student/teacher placements, following review of a placement team, which considers other information and parental/ guardian input. The
placement team is composed of classroom teachers, the school guidance counselor, a special education teacher, and others as deemed
appropriate and appointed by the principal. The final decision regarding the placement of each child will rest upon the building principal.
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Room Parties and Treats
Treats are a special part of celebrations, and at GBE parents are encouraged to offer treats for special occasions and in celebration of birthdays
and other events. However, please keep in mind that all treats need to be store bought and individually wrapped. We encourage you to offer
healthy treats to promote making positive choices regarding eating. The school’s parent/guardian organization will furnish Christmas and
Valentine’s Day treats. An expenditure limit per child has been established. Additionally, if you do not desire for your child’s birthday to be
recognized or for your child to participate in holiday or room parties, please state this in writing to your child’s teacher. Party invitations are
not allowed to be passed out at school.
School Calendar and Updates
The school calendar for the current year can be found on the inside cover. During the year, in-service days are scheduled for professional
development of staff and for parent/teacher conferences. We appreciate your cooperation with the scheduling of the in-service days. Please
keep in mind that inclement weather may result in school cancellations and consequent changes in the school calendar. The calendar can also
be modified, by school board action, at anytime during the school year. These changes are rare occurrences, and you will be notified by your
child’s school if any changes are recommended and approved by the board. Thank you for your cooperation.
Tardies
A child who is not in the classroom at 8:35 a.m. is considered tardy and must report to the school office before being admitted to class. Since
school is a child’s place of business, we strongly encourage the habit of punctuality and regular attendance. Habitual tardiness/unexcused
absences will be considered cause for disciplinary action by the school and may include a report to juvenile authorities.
Valuables
The school staff cannot be responsible for valuables which students bring to school. It is recommended that students leave all valuables at
home. If special circumstances make it necessary for a student to bring substantial cash or other important possessions to school, these items
can be safeguarded by registering them and leaving them at the school office. Please leave cell phones at home.
Video Surveillance Policy
Vital Information
It is very important for emergency and administrative reasons that every student maintains up-to-date records at the school office. Notify the
school immediately if you have a change of address or any other important information such as phone number, emergency contact, marital
status, etc. during the school year.
Each student is required to have the following current information on file at the school office:
4. Parent(s)/Guardian(s) name;
5. Complete and up-to-date address;
6. Home phone and parents/guardians work phone;
7. Name, address, and phone number of a person to contact in case parent/guardian cannot be reached;
8. Physician’s name and phone number;
9. Medical alert information.
Positive Behavior Support
Gratz Brown Elementary is a positive behavior support school. Positive Behavior Support (PBS) is a data driven system approach of routines
and procedures where students are directly taught expectations and are positively reinforced for demonstrating school wide expectations.
The expectations for Gratz Brown Elementary are for students and staff to BE RESPECTFUL, BE RESPONSIBLE and BE SAFE. Students
are rewarded with Spartan tickets, classroom tickets and receive incentives through a weekly drawing for following expectations. Weekly,
five Spartan tickets are drawn from each grade level container and five from the bus container. One classroom ticket is drawn from each
grade level for a celebration. Students and teachers who have their tickets drawn choose from a variety of incentives. In the classrooms
students are taught “Spartan Skills” where they have the opportunity to role play and practice school-wide rules and expectations. On the
following pages you will see our school-wide matrix which breaks apart each location and shows the rules for each setting. Also you will
find our behavior protocol and definitions for major and minor offenses. Included also is our recognition Matrix outlining the incentives our
students can receive.
Student safety is a priority here at Gratz Brown Elementary. It is our goal to ensure that all students feel safe and secure. Each child will
have an opportunity to succeed. Each child will have the opportunity to pursue their dreams and aspirations without fear of ridicule, put
downs, or the threat of physical violence.
See our GBE webpage for more information about GBE’s positive behavior support system. The philosophy of school-wide behavior
support, resources, and Spartan Skills can be found on our site at www.moberly.k12.mo..us
Each day the GBE Pledge is said by students and staff:
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GBE Pledge
I pledge to be RESPECTFUL, RESPONSIBLE and SAFE
I am the one and only person
Who has the power to decide
What I will be and do.
I will accept the consequences
For my decisions.
I am responsible for my learning
And my behavior.
I will choose to be safe in all I do
I will respect myself,
Respect others,
And respect my school.
I pledge to be
RESPECTFUL, RESPONSIBLE and SAFE!
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Name
Spartan
Tickets
Classroom Spartan
Tickets
Golden
Trashcans
Bus
Tickets
PBS Success
5 a Day Spartan
Cafeteria Shields
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Special Activity
Mark on the classroom
shield the number received
Move the shield to
appropriate place on the
graph
All 5’s in one week will
allow the classroom a
small incentive
Students successful
with cafeteria
expectations
“Golden” trashcan plus 5
classroom tickets
Being responsible
and picking up the
classroom
Students successful
with PBS universals
Classroom ticket
Drawing weekly
Traveling trophy-monthly
Following behavior
expectations in any
setting as a class
Yellow Tickets; Verbal
praise and Explanation of
why they received ticket
Tickets; Verbal Praise and
Explanation of why they
received ticket
Following behavior
expectations in any
setting
Following behavior
expectations on the
bus
Award
Achievement
Criteria
Lunch
Classrooms
Before and after
school on the bus
Field Trips
Friday morning
weekly drawing
Monthly awards
assembly
Friday morning
weekly drawing
May be received in
any setting
May be received
anywhere by anyone
Presented at...
Daily
Quarterly
Ongoing/
unlimited
Once a week
Ongoing
Ongoing
Frequency
Unlimited times a
classroom can be
rewarded
Number of students
without major or
minor referrals for the
quarter
Bus tickets are
unlimited
5 tickets drawn
weekly for incentive
Classroom tickets are
unlimited
Weekly drawing one
classroom per grade
level
Monthly-the
classroom with the
most tickets receive
the traveling trophy
One classroom per
hallway per week
Individual tickets are
unlimited
15 tickets are drawn
weekly for incentive
Number of Awards
per Year
Lunchroom
personal/
Administration
Bus Drivers
Bus Barn
Supervisor
PBS Team
PBS Team
Administration
Custodians PBS
Team
PBS Team
PBS Team
Coordinated by
GBE School-wide Recognition Matrix
Classroom newsletters;
Building newsletters;
Pictures in newspaperBulletin board in the
cafeteria
Bulletin Board
Classroom newsletters
Pictures in newspaperBulletin board in the
cafeteria; Classroom
newsletters; Use the trash
can in the classroom
during the week
Certificates of weekly
winners of the drawing;
Newsletters; Handbook
Certificates of weekly
winners of the drawing;
Newsletters; Handbook;
Bulletin board in teacher’s
lounge
Certificates
Pictures in the newspaperBulletin board in
cafeteria;
School newsletters;
Teacher newsletters
Communication
Be Responsible
Be Respectful
Be Safe
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Take care of
belongings
Gym in the
Morning
Maintain privacy of
others
Walk outside the
blue line
Remain in gym
Keep food and
drinks in your
backpack
Use inside voices
Avoid horseplay
Bus
Walking feet only
Engage in
appropriate
conversations
Use good manners
Keep hands, feet
and objects to self
Ride only the
bus for which
you have been
assigned
Sit quietly on your
pockets in the
bus seat facing
forward
Be considerate of
the property of
others and the bus
Be polite by
using appropriate
Throw away all trash language and
in the trash can
manners
Keep hands to your
Stay on the right side side or behind your
Three people in the
of the hall
back when waiting
restroom at one time
in line
Eyes forward
Walking feet only
Use good table
Keep hands, feet,
manners
Keep hands and feet
objects to self
to self
Wait patiently in line
Keep hands, feet
Report problems to
and objects to self
Walking feet only
an adult immediately
Quiet feet
Keep hands to your
side or behind your
back
Keep voices off
Get permission to
leave seat
Use supplies and
equipment properly
Remain seated until
dismissed
Eat your own food
Walk directly to your Push in chairs
destination
Stay in the correct
line
Use quiet voices
Have a hall pass
when alone
Stay in your linethird tile
Throw away paper
towels in the trash
can
Use two towels
Wash hands
Flush the toilet
Take needed items
as you go through
the line
Use quiet voices
Cafeteria
Follow adult
directions at all
times
Be a good listener
by raising your
hand during class
discussions
Leave unnecessary
items at home
Keep hands and
feet to self
Keep hands, feet and Enter and exit in
objects to self
an orderly manner
Be polite
by clapping
appropriately
Be a good listener
with voices off
Use acceptable
language
Sit on the floor or
in designated area
Sit in seat facing
Stay on task and
the presenter with
complete your work
feet on the floor
and hands in lap
Take care of your
Follow rules
belongings and the
without reminders
belongings of others
Enter gym or
cafeteria quietly
Assembly
Follow directions
the first time they are
Sit where you are
given
assigned
Classroom
Moberly Public Schools will unify by establishing a common language of positive behavior expectations to create the optimal learning
environment for all students and staff.
Walk to chosen play
area
Hallway
Use the restroom for
intended purpose
Walk to where you
only
are going
Restroom
Be considerate of
Keep voices off
others by keeping
hands, feet and
Keep and leave the
objects to self
restroom clean
Follow adult
directions
Sit appropriately
facing the south
Follow adult directions
wall
Follow playground
procedures
Use equipment safely
Avoid rough or
horseplay
Play fairly by
following playground
rules
Leave and enter
building with voices
off
Follow adult directions Use quiet voices
Leave and enter
building quietly
Bring a book and
read with voices
Follow adult directions off
When the whistle
blows, line up quickly
with voices off
Problem-solve during
disagreements
Dress for the weather
Playground
Gratz Brown Elementary School Wide Expectations
Dress Code
The Moberly Public Schools District encourages all students to dress in a manner that reflects good taste and a style appropriate for regular
school day attendance. Students are expected to dress in a fashion, which will not:
1. Disrupt the educational process;
2. Constitute a health or safety hazard;
3. Promote the proliferation of gang-related activity; or
4. Violate civil law or district policy.
The school administration recommends that each student be well groomed (clean and neatly dressed) at all times. Recognizing that some
students will abuse dress privileges, the following limitations will be enforced:
1. Extreme brevity of attire will not be acceptable. Examples: short shorts, excessively short skirts, low cut shirts, form fitting
clothing (i.e. biker shorts), bare-midriff clothing (upon raising arms, the students midriff is exposed), halter-tops, tube tops (unless
covered by appropriate outer garments), etc. All shirts must cover the waistband.
2. Shorts, skirts, and shirts are defined by length. If a student’s fingertips are not longer than the hem of the leg edge, then the shorts/
skirts are too short. All shoulder straps must be 2” in width for both shirts and dresses.
3. Hats, bandannas, sunglasses and other forms of headgear shall not be worn within the school building and are to be removed upon
entering the building.
4. Forms of clothing that must not be worn in school:
a. advertisement of alcohol, tobacco, drugs, and other types of controlled substances
b. inappropriately suggestive
c. demeaning to others
d. profane or obscene
e. specifically relate to gang-type activity
6. No excessively baggy clothes will be permitted. All pants must be pulled up on the waist at all times.
7. Appropriate shoes should be worn to allow for participation in classroom and physical education activities.
8. No other disruptive attire.
Any time a student is dressed in such a way that the educational process is being disrupted; the student will be referred to the building
administrator, who will make the final determination as to the appropriateness of the student’s dress.
Nuisance Items at School
Probably no single factor interferes more with normal routine and the instructional program at school than the presence of items that
should be left at home. With the exception of items brought for special occasions or with advance teacher permission, all items such as
cell phones, athletic equipment, toys, games, jam boxes, gum, pets, soda, candy, etc. should be left at home. Large amounts of money and
items of considerable value should NEVER be brought to school by students. Any money brought for school-related reasons (meals, book
orders, etc.) should be given immediately to the appropriate school personnel. Items brought to school that do not belong at school may be
confiscated by school personnel to be returned upon parent request.
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Gratz Brown Elementary Behavior Protocol
Major Offense or Repeated Minor Offense
Complete an OFFICE REFERRAL & send to the principal
or assistant principal’s office for disciplinary action.
•
•
•
Minor Offense
Use a SAFE SPOT/think sheet. When the student is ready, they may return to
their seat/activity after dialogue with the teacher.
↓
If the behavior continues or escalates in the safe spot, ask student to go to
the designated BUDDY ROOM, fill out a think sheet, time limit: 30 min.,
and make contact with parent. This is when a MINOR REFERRAL is filled
out. When the student is ready, they return to the SAFE SPOT or return to
classroom setting (refer to previous step) or...
↓
If the behavior continues or escalates in the BUDDY ROOM, send student
to the FOCUS ROOM. Students will conference with an adult about
appropriate behavior and set goals to make better choices. Another MINOR
REFERRAL is completed. When goal setting is finished student can return to
the classroom (time limit 30 min.)
↓
If the behavior continues or escalates in the FOCUS ROOM, complete a
MAJOR OFFICE REFERRAL, send to principal or assistant principal’s
office for disciplinary action with documented think sheets/MINOR
REFERRAL FORMS.
If a child is in violation of the safe schools act then they immediately are sent to the office and a major referral
completed.
Three minor offenses for the same offense in a week will equal a major referral.
You must have at least two documented think sheets for the minor offenses or think sheets may be waived by
administration.
Major Referral Definitions
Fighting/Physical Aggression
Defiance, Disrespect and Noncompliance
Abusive Language, Inappropriate Language
and Profanity
Harassment/Bullying
Theft
Disruption
Forgery
Actions involving serious physical contact where injury may occur
(hitting, punching, pinching, spitting, biting, hitting with an object,
kicking, hair pulling, and scratching).
Refusal to follow adult directions, talking back and/or socially rude
interactions.
Verbal messages that include swearing or use of words in an
inappropriate way.
Student delivers disrespectful messages (verbal or gestural) to
another person that includes threats and intimidation, unwanted
physical contact, obscene gestures, pictures or written notes.
Disrespectful messages include negative comments based on race,
religion, gender, age and/or national origin; sustained or intense
verbal attacks based on ethnic origin, disabilities or other personal
matters.
Theft, attempted theft or knowing possession of stolen property.
Behavior causing an interruption in a class or activity. Disruption
includes sustained loud talk, yelling or screaming; noise with
materials; horseplay or roughhousing and/or sustained out of seat
behavior.
Copying someone’s signature without their permission.
35
Student using additional tools not deemed necessary by a teacher
to complete a test, quiz or Reading Counts quiz. Student not doing
their own work or giving answers to his/her classmates on a test,
quiz or Reading Counts quiz.
Any other major problem behaviors that do not fall within the above
categories.
Cheating
Other
Minor Referral Definitions
Physical Contact/Aggression
Non-serious, but inappropriate physical contact.
Defiance, Disrespect and Noncompliance
Brief or low intensity failure to respond to adult requests.
Disruption
Low-intensity, but inappropriate disruption.
Inappropriate Language
Low intensity instance of inappropriate language.
Forgery
Copying someone’s signature without their permission.
Student using additional tools not deemed necessary by a teacher to
complete classroom assignments. Student not doing their own work
or giving answers to his/her classmates on their class assignments or
homework assignments.
Any other minor problem behaviors that do not fall within the above
categories.
Cheating
Other
Referral Location Definitions
Location
Definitions
Playground
The outside area used for recess breaks.
Cafeteria
The area used for breakfast and lunch.
Hallway
Classroom
Areas designed for passing from one activity/class to another.
Areas used for the arrival of students or when they leave the school
grounds.
Classrooms used for instructional purpose.
Library
The area designated for research, study and checking out books.
Bathroom
Areas used by students for taking care of personal needs.
Bus
Area used by the student for arriving at school and dismissal.
Location for referral occurs in a location that is not listed above.
Staff using this area will specify the location for the problem.
Arrival/Dismissal
Other
Referral Possible Motivations Definitions
Possible Motivations
Definitions
Obtain peer attention
Student engages in problem behavior(s) to gain peer(s) attention.
Obtain adult attention
Student engages in problem behavior(s) to gain adult(s) attention.
Student engages in problem behavior(s) to gain items and/or
activities.
Obtain items/activities
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Possible Motivations
Avoid peer(s)
Avoid adult
Avoid task or activity
Don’t Know
Definitions
Student engages in problem behavior(s) to get away from/escape
peer(s).
Student engages in problem behavior(s) to get away from adult(s).
Student engages in problem behavior(s) to get away/escape from
tasks and/or activities.
Student engages in problem behavior(s) for unclear reasons.
Referral Administrative Decisions Definitions
Administrative Decision
Definitions
Loss of privilege
Consequence for referral results in student being unable to
participate in some type of privilege.
Time in office
Consequence for referral results in student spending time in office
away from scheduled activities/classes.
Conference with student
Consequence for referral results in student meeting with an
administrator, teacher, and/or parent (in any combination).
Parent Contact
Consequence for referral results in parent communication by phone,
email, or person to person contact about the problem.
Focus Room
Consequence for referral results in a period of time spent away from
scheduled activities/classes during the school day.
Alternative Academic Educational Program
Consequence for referral results in a period of time spent away from
scheduled activities/classes during the day.
Out of School Suspension
Consequence for referral results in a period of time where student is
not allowed on school grounds.
Other
Consequence for referral results in administrative decision that is
not listed above. Staff using this area will specify the administrative
action taken.
I hope that in this year to come, you make mistakes. Because if you
are making mistakes, then you are making new things, trying new
things, learning, living, pushing yourself, changing yourself, changing
your world. You’re doing things you’ve never done before, and more
importantly, you’re doing something.
Neil Gaiman
37
Behaviors Resulting in Office Referrals
The range of disciplinary action has been established to provide some consistency in the consequences for the following infractions. The
administration reserves the right to modify the consequences to best meet the needs of the students, the staff, the school, and the behavior.
Referral to the office
Behavior
First/Second/Repeated
1. Skipping/walking out of class/out of assigned area................................................ 1 AAEP/2 AAEP/1 OSS/2 days OSS/3 days OSS
(Students caught skipping/truant will not be permitted to make up work for that time)
2. Refusal to cooperate with classroom /school rules.........................................................................................1 AAEP/2 AAEP/2 OSS
3. Cheating..........................................................................................................................................................1 AAEP/2 AAEP/2 OSS
4. Disrespect/Defiance by word or action to staff.................................................................................... 1AAEP/2 AAEP/1 OSS/2 OSS
5. Profanity toward staff...........................................................................................................................................1 OSS/3 OSS/5 OSS
6. Vandalism .......................................................................................................1 AAEP/2 AAEP/1 OSS/2 OSS/3 OSS and restitution
7. Cursing/swearing/unacceptable language/gestures......................................... Buddy Room/ 1 AAEP/2 AAEP/1 OSS/2 OSS/3 OSS
8. School disturbance...................................................................................................................................... 1-2 AAEP/1 OSS/2-5 OSS
(Loud arguments, shoving, non-physical verbal fights, horseplay)
9. Harassment........................................................................................................................................................2 AAEP/2 OSS/5 OSS
(Use of unwelcome verbal, written, or symbolic language or physical contact that has the effect of creating an intimidating hostile or
offensive educational environment.)
10. Theft ($25.00 or less)..................................................................................................................................... 1-2 AAEP/2 OSS/5 OSS
11. Theft (more than $25.00)............................................................................................................................... 5 OSS/10 OSS/10+ OSS
12. Destruction of school property........................................................................1 AAEP/2 AAEP/1 OSS/2 OSS/3 OSS and restitution
13. Threats............................................................................................................................................1 AAEP/1-2 OSS/5 OSS/10+ OSS
14. Physical contact with another student......................................................................................1 AAEP/2 AAEP/1 OSS/2 OSS/3 OSS
15. Fighting............................................................................................................................................................ 3 OSS/5 OSS/10+ OSS
16. Aggression toward staff..............................................................................................................................1-5 OSS/10 OSS/10+ OSS
17. Inappropriate Sexual Conduct.....................................................................................................................1-2 OSS/3-4 OSS/5+ OSS
18. Assault......................................................................................................................................................1-3 OSS/4- 5 OSS/10+ OSS
(Hitting, striking, and/or attempting to cause injury to another person; placing a person in reasonable apprehension or imminent
physical injury; physically injuring another person.)
19. False Alarms.......................................................................................................................10 days OSS & referral to Superintendent
(Tampering with emergency equipment, setting off false alarms, making false reports, communicating a threat or false report for the
purpose of frightening, disturbing, disrupting, or causing the evacuation or closure of school property.)
20. Possession/use of weapons or explosives..................................................................up to 10 days OSS & referral to Superintendent
21. Bus Discipline................................................................................. possible loss of bus privileges (refer to “Transportation Policy”)
22. Bullying...............................................................................................................................Buddy Room, 1-2 AAEP/1 OSS/2-5 OSS
23. Dishonesty....................................................................................................................Buddy Room/1 AAEP/2 AAEP/1 OSS/3 OSS
( Any act of lying, whether verbal or written, including forgery.)
24. Possession of tobacco or tobacco substances and/or matches or a lighter...........................................................1 OSS/3 OSS/5 OSS
25. Possession/Sale/Purchase/Distribution of an illegal controlled substance/alcohol.........................10 OSS& referral to Superintendent
AAEP-Alternative Academic Educational Program
OSS-Out of School Suspension
Buddy Room-assigned classroom
The terms “Out of School Suspension” and “removal” refer to an exclusion from school that will not exceed a specific period of time
and shall be subject to the due process procedures set forth for “suspensions” in this policy. The term “expulsion” refers to exclusion
for an indefinite period. During a suspension or expulsion students are not allowed on school property and may not participate in school
sponsored activities. Students who have earned out of school suspension may request their assignments (for no credit) to keep up with
what is happening in their classes.
The term “AAEP” refers to Alternative Academic Educational Placement within the students assigned school. The student will be removed
from the student’s regular classroom setting and placed in a supervised alternative setting within the building. The student will be expected
to complete all classroom assignments.
In addition to the consequences specified here, school officials will notify law enforcement authorities and document violations in student
discipline files pursuant to laws and Board policies. Off campus misconduct that has a connection to the school environment and /or other
students of the Moberly School District may be subject to discipline as deemed appropriate by the principal.
Alternative Academic Educational Programs
The provisions of detention or an alternative academic educational program. for student violations of policies, rules and regulations shall
provide principals with an additional alternative for dealing with disciplinary problems that occur in the schools. When this alternative is
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appropriate, students will be assigned to serve a specified time period in the Alternative Academic Educational Program. These assignments,
and the determination of the time period for them, shall be determined by the Principal, or his/her designee.
Transportation Policy
Moberly Public School District contracts with First Student to provide transportation for the district. 660-269-2699
Mission Statement
Our mission is to align the district with a company that we pledge will provide safe, timely, courteous and reliable transportation to the
students of our community so that the students of Moberly Public Schools can achieve and earn a proper education.
Parent/Guardian Expectations
Parents/Guardians are an important part of the transportation team. Their knowledge and support of safe transportation procedures is integral
to the success of the transportation operations.
Parents/Guardians are encouraged to:
1. Understand and support District rules and policies, regulations and principles of school bus safety.
2. Cooperate with school officials in promoting safe and efficient student transportation.
3. Support efforts to improve school bus safety.
4. Communicate safety concerns to school administrators.
5. Assist their children in understanding safety rules and encouraging them to abide by the rules.
6. Support safe riding practices and reasonable discipline efforts.
7. Understand that students who ride school buses must obey all laws, rules and regulations governing student transportation.
School bus riding privileges may be suspended or terminated, as indicated in this handbook, for failure to follow applicable
student transportation laws, rules, and regulations.
8. Recognize their responsibilities for the actions of their children.
9. Be aware of the dangers involved in and around loading and unloading zones, including the dangers of loose clothing, clothing
accessories and other loose personal items.
10. Be responsible for:
a. Care, supervision and behavior of their children prior to loading and after unloading from a school bus operated in regular
route, special education, career education, or similar type service. Whenever possible, parents/guardians are encouraged to
monitor bus stops.
b. Getting their children safely to designated school bus stop on time (no less than five (5) minutes and no more than ten (10)
minutes before the scheduled pick up time) and having the children dressed in clothing appropriate for the weather season.
The school bus will not wait for students not at the loading area when the bus arrives.
c. Getting their children safely from a designated school bus stop.
d. Helping the bus driver to teach their children proper procedures for safely crossing the roadway before loading and after
leaving the bus.
e. Supporting emergency evacuation procedures as prescribed by state law, rules, and regulations and District rules and
regulations.
11. Respect the rights and privileges of others.
12. Be knowledgeable about the traffic laws regarding when to stop for school buses. On a roadway that is three (3) lanes or less,
both the oncoming traffic and traffic following the bus must stop when the overhead red lights are flashing and the stop arm is
extended. On a roadway that is four (4) or more lanes, only the traffic following the bus must stop.
13. Parents/Guardians shall be responsible for malicious destruction to the bus and the parents/guardians shall pay restitution for
damages caused by student or students.
Student Expectations
Riding a school bus is a privilege and not a right. It is a privilege which each rider can keep by maintaining appropriate behavior while
waiting at the bus stop, loading, riding, and unloading. Proper conduct by the students contributes greatly to the safety of the student
transportation program. With this in mind, the Superintendent or designee shall develop appropriate procedures for student bus conduct. The
rules shall include, but not be limited to, the following:
1. The bus driver is in full charge of all persons riding on the bus and has the same status and authority as a teacher in so far as
discipline is concerned. The bus driver may assign seats to students on bus. This seating arrangement will be changed as needed.
Students shall obey the directions of the bus driver promptly and courteously.
2. Students shall board and leave at their establish stop, except when they have a request signed by their parent/guardian listing a
valid reason to board or leave from another established stop. This request must also be approved by the school principal/designee.
Students shall ride their assigned bus unless reassigned by the respective school principal/designee.
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3. Students shall observe safe pedestrian practices while walking to and from the bus stop. Students shall arrive at their designated
bus stop not less than five (5) minutes before the bus is scheduled to arrive. Students shall wait in an orderly manner and shall
respect private and public property while waiting at the bus stop. Kindergarten students are required to have someone at the bus
stop.
4. After the bus has come to a complete stop, students shall enter the bus, go to their assigned seats, and remain seated until the bus
stops to unload students.
5. If it is necessary for students to cross the road before boarding or after leaving the bus, the student must walk ten (10) feet in front
of the bus and wait until the “thumbs up” signal is given by the driver, and then cross carefully.
6. Students shall talk quietly and avoid loud or distracting noises on the bus. Absolute silence is required when the driver stops the
bus at railroad crossings.
7. Students shall not tamper with emergency doors or equipment.
8. Students must keep all parts of their body (hands, arms, feet, head, etc.) inside the bus at all times. No materials are to be thrown
inside the bus, from the bus, or into the bus. Eating or drinking is not allowed on the bus.
9. School District policies and procedures pertaining to drugs, alcohol, tobacco, controlled substances, unauthorized prescriptions,
and weapons or look a-like weapons are in effect at the bus stop and on the bus.
10. Other items not permitted on the bus are breakable containers, skateboards, scooters, roller blades, balls, cigarette lighters,
matches, shop projects, animals (except service animals), flammable or explosive substances (such as gasoline), aerosol
containers, fragrance, body spray, or anything else that could jeopardize the safety of the persons involved, on any school bus.
Any items carried on the bus must be small enough to be held on the lap of the student.
11. Horseplay will not be tolerated on the bus. Horseplay is defined as throwing objects, shoving, pushing, chasing, loud yelling, play
fighting, spitting, tripping, or using obscene gestures.
12. There will be no eating or drinking on the bus except for bottled water. No gum or candy is allowed.
13. Students must cooperate with the driver to keep the bus clean.
14. Sexual misconduct, harassment, bullying, or threats to students, staff, or driver will not be tolerated.
15. Once a student gets on a bus, the student is to remain on the bus until their assigned bus stop. Once a student gets off a bus, they
will not be allowed back on the bus unless a serious safety issue arises.
16. Fighting and assault cannot be tolerated anywhere within the educational setting. This includes the bus stop, while on the
bus, and on school property. Fighting is defined as when both individuals are engaged in physical contact of hitting, slapping,
punching, and/or kicking. Assault is defined as hitting, striking, and/or attempting to cause injury to another person.
Bus Misconduct/discipline
Student Misconduct
1st Offense
2nd Offense
3rd Offense
Not in assigned seat or moving while bus is in motion Warning/Parent
Contact
3 days loss of bus
privileges
10 days loss of bus
privileges
Horseplay, disruptive conduct or unsafe behavior
including: body parts outside of windows, eating or
drinking, talking loudly, yelling, distracting noises,
throwing objects, etc.
Disrespectful conduct
Warning/Parent
Contact
3 days loss of bus
privileges
10 days loss of bus
privileges
1 day loss of bus
privileges
3 days loss of bus
privileges
10 days loss of bus
privileges
Sexual contact or public display of affection including 3 days loss of bus
kissing and groping
privileges
10 days loss of bus
privileges
Loss of bus
privileges
Obscene and unacceptable language, gestures,
remarks or signs on bus or bus stop
Warning/Parent
Contact
3 days loss of bus
privileges
10 days loss of bus
privileges
Weapons as defined in handbook
Loss of bus
privileges and
school discipline
3 days loss of bus
privileges
10 days loss of bus
privileges
Loss of bus
privileges
Obscene and unacceptable language, gestures or
remarks at driver, threat to driver
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Student Misconduct
1st Offense
Tobacco possession, tobacco use, lighters and other
paraphernalia
3 days loss of bus
privileges
Possession of any illegal substance, controlled
substance, prescription drug (other than epi-pen,
when approved in advance by the principal), drug, or
alcohol (in any amount)
Harassment/Bullying on bus or bus stop
Loss of bus
privileges and
school discipline
2nd Offense
3rd Offense
10 days loss of bus
privileges
Loss of bus
privileges
3 days loss of bus
privileges
10 days loss of bus
privileges
Loss of bus
privileges
Aggressive physical contact or fighting
3 days loss of bus
privileges
10 days loss of bus
privileges
Loss of bus
privileges
Throwing an object(s) out of a bus window
3 days loss of bus
privileges
10 days loss of bus
privileges
Loss of bus
privileges
Vandalism or theft
3 days loss of bus
privileges and
restitution
10 days loss of
bus privileges and
restitution
Loss of bus
privileges and
restitution
**Behaviors not covered by this list will be dealt with as deemed appropriate by the principal. The listed consequences are a guideline
The principal may deviate from the guidelines if extenuating circumstances exist.
**School consequences may apply to all conduct violations.
Computer Technology/Internet Use
The Moberly School District recognizes the educational and professional value of electronic-based information technology, both as a means
of access to enriching information and as a tool to develop skills that students need. As part of our elementary curriculum, students have the
opportunity to use computer technology. Computer-based lessons will be aligned with the elementary curriculum. Each child will be given
an ID number and password. Users are responsible for maintaining the privacy of their passwords.
The Moberly School Board establishes that network use is a privilege, not a right. Inappropriate, unauthorized and illegal use will result in
cancellation of those privileges and may be subject to legal action. All users of technology in the district must have an appropriately signed
User Agreement on file with the district before they are allowed access to district technology resources. All users must agree to follow the
districts’ policies, regulations and procedures.
Moberly Public Schools Technology Discipline Plan (K-12)
The Moberly School District is committed to preparing our students for the future and being productive in a
technological society. Computer use at school must be safe to promote opportunities to learn. Our goal with our
discipline plan is to positively modify the negative behaviors of students.
For a complete copy of the district technology policy, refer to the Moberly Schools home page
http://www.moberly.k12.mo..us/.
Offense
1st Referral
2nd Referral
1 AAEP/Computer
Computer restriction-30
Sharing login information
restriction-90 school
school days
days
Cheating while using educational
2 Days of AAEP &
software. Example: Reading Counts,
1 Day of AAEP
Computer restriction 30
Study Island
days
3 AAEP/
Computer
Attempting to evade school filtering
school days
days
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3rd Referral
3 OSS/Computer
restriction-indefinitely
1 OSS/Computer
restriction 90 days
3 OSS/
Computer restrictionindefinitely
Offense
1st Referral
Instant Messaging, Blogging (not Computer restriction-90
under teacher direction), and chatting
school days
Pornographic or Inappropriate
Pictures
3 AAEP/
school days
Pornographic acts
5 OSS/
school days
Misuse of district-provided e-mail or
5 OSS/
login for threatening, cyber bullying,
misrepresentation, or for monetary
school days
gain.
Hacking/Vandalism to computer or
10 OSS/
network/system including but not
Computer
limited to vandalism programs (i.e.
worm, Trojan)
days
2nd Referral
3 AAEP/
Computer
days
3 OSS/
Computer
days
10 OSS/
Computer
restriction-180 School
days
10 OSS/
Computer
restriction-180 School
days
10 OSS + Referral to
Superintendent/
3rd Referral
3 OSS/
5 OSS/
Superintendent/
Superintendent/
All computer violations are not covered in our plan because of unforeseeable circumstances. Appropriate usage of
Kindles, i-Pads, electronic notebooks, and other handheld electronic devices is governed by the technology discipline
plan, and building administrators will determine appropriate disciplinary action when a student misuses technology.
Students are only to be on computers designated for student use. This does not include computers designated for staff
members.
Revised 5/14
Instructional Team Support
Title I Reading Support
GBE provides the services of Title I reading interventionists. These reading specialists provide individual and group reading instruction
for any and all students who are determined to be in need of additional support. These support services are provided in collaboration with
the regular classroom. The needs of students may be met through large group, small group, or individualized settings. The Moberly Public
School District complies with Federal and State requirements for Title I implementation of staffing and funding use, program implementation
and parent involvement.
Since GBE is a school-wide Title I school, our focus is on ensuring that every student (especially those with the greatest academic needs)
attains challenging academic standards in reading/language arts. We are focused on ensuring that all of our students read well. Our Title I
staff works directly with classroom teachers and students as partners in helping achieve that goal.
Parent/Guardian/Family Involvement
The Board of Education believes that the education of each student is a responsibility shared by the school as well as the family. The Board
recognizes the need for a constructive partnership between districts and families that will provide for two-way communication and foster
educational support for students and families. The Board also recognizes the special importance of parental/guardian involvement to the
success of its Title 1, Migrant (MEP), and the Limited English Proficiency (LEP) programs. Pursuant to federal law, the district and parent/
guardians will jointly develop and agree upon a written parental/guardian involvement policy that will be distributed to parents/guardians
participating in any of these programs.
In keeping with these beliefs, it is the intention of the district to cultivate and support active parent/guardian involvement and to set and
realize goals for parent/guardian---supported student learning. The district will:
1. Provide activities that will educate parents/guardians regarding the intellectual and developmental needs of their children at all
age levels. This will include promoting cooperation between the district and other agencies or school/community groups (such as
42
2.
3.
4.
5.
6.
7.
parent/guardian groups, Head Start, PAT, etc.) to furnish learning opportunities and disseminate information regarding parenting/
guardian skills and child/adolescent development.
Implement strategies to involve parents/guardians in the educational process, including:
a. Keeping families informed of opportunities for involvement and encouraging participation in various programs.
b. Providing access to educational resources for parents/guardians and families to use together with their children.
c. Keeping families informed of the objectives of district educational programs as well as of their child’s participation and
progress within these programs.
Enable families to participate in the education of their children through a variety of roles. For example, family members should
be given opportunities to:
a. Provide input into district policies
b. Volunteer time within the classrooms and school programs.
Provide professional development opportunities for teachers and staff to enhance their understanding of effective parent/guardian
involvement strategies.
Perform regular evaluations of parent/guardian involvement at each school and at the district level.
Provide access, upon request, to any instructional material used as part of the educational curriculum.
If practicable, provide information in a language understandable to parents/guardians.
Parents and Teacher Organization
Gratz Brown Elementary PTO is an active group meeting monthly with the school administrators to consider fund-raisers and other ways to meet the
school goals. A PTO schedule for the 2015-2016 school year is in the Parent/Guardian/Family Involvement section of this handbook as well as the front
office.
PTO and Parent Volunteers
The PTO is the Parent Teacher Organization. Just by being a parent of a GBE student, you are a member of PTO. PTO fundraisers and
projects benefit your child by providing funds for field trips, class parties, and special events and projects. We invite you to participate by
attending meetings and events.
The officers of the PTO are representative parents of the school and are encouraged to involve additional parents as volunteers in the PTO
projects.
If you are interested in participating, please contact the school office. By demonstrating your interest in school, you send an important
message to your child – “School is important!”
PTO Officers
President-Michelle Goon
Vice-President-Cheryl Gibbs
Secretary-Melissa Slater
2nd Vice-President-Dave Samuel
Treasurer-Angie Spiechinger
August 17
August 20
Sept. 1
Sept. 11
Sept. 11-21
Sept. 28
Nov. 2
Nov. 9
Nov. 16
Dec. 7
Dec. 14
Dec. 18
Jan. 4
Feb. 1
Feb. 12
March 7
April 4
April 8
May 9
May 23
GBE PTO Schedule 2015-16
PTO Meeting 5:30 p.m.
First Day Celebration from 8:50 a.m. until 12:30 p.m. for parents of incoming third graders
GBE Spartan Spirit Tailgate Party at GBE 5:00 p.m.
Fall Fundraiser
5th Grade Performing Arts Program 6:00 p.m.
4th Grade Performing Arts Program
3rd Grade Performing Arts Program
Classroom Christmas Parties (Early Out)
Classroom Valentine Parties
GBE Spring Carnival
5th Grade Recognition
Be Safe!
Be Responsible!
Be Respectful!
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Partners in Education
Gratz Brown is proud to have City Bank, Citizens Bank, Crown Press, Sonic Drive-In,
El Vaquero Mexican Restaurant, and Art’s Appliance as Partners In Education. These area
businesses support Gratz Brown students and teachers in a variety of ways.
THANK YOU, PARTNERS!
Parents as Partners in Education
The role of parents in their child’s education is crucial, and the elementary schools encourage you to become an active participant in our
school community. There are a number of ways to become involved in your child’s school life:
1. Attend Parent/Guardian/Teacher Conferences. This is an opportunity to stay in close contact with your child’s teacher and the
progress being made in the classroom.
2. Join a Parent/Guardian/Teacher Group. Become a member and join with other parents at monthly meetings of the Parent/
Guardian/Teacher groups. The elementary parent/guardian organizations have been highly involved in preparing our school and
its programs. Through this organization, you can help with school-wide activities, meet with the teachers and administrators, have
discussions on special topics, and generally have an active voice in the school. Meeting dates and times are announced through
the school newsletter. More information on your building’s parent/guardian organization is available from the school office.
3. Volunteer. Both the Parent/Guardian/Teacher group and the teachers often need your help, even an occasional hour of your time.
These commitments are what enable schools to provide many of the extras that we all want for the students.
4. Talk with the Principal. Anytime you need to know more or have a concern about the school, the principal is willing to help.
Moberly School District School-wide Title I
Parent Involvement Policy
In order to meet its goal of providing appropriate educational opportunities for all students in the school district, the Moberly School District
participates in the federal Title I Program.
The Moberly School District recognizes that when schools work together with families to support learning, children are inclined to succeed not
only in school but throughout life. It is the district’s intent to establish partnerships that will increase parental involvement and participation
in promoting both emotional and academic growth of children.
The district will encourage Title I parents to be involved in supporting the education of their children in the following ways:
1. Parents will be involved in the joint development of the School-wide Title I program plan and in the process of reviewing the
implementation of the recommended improvements by:
• Holding parent meetings in each Title I building at various times throughout the school year.
• Inviting parents to participate in the annual program review in each Title I building
• Scheduling regular Title I parent advisory meetings in each building.
• Include parent questionnaires with every home activity.
2. The district will provide coordination, technical assistance, and other support necessary to assist participating schools in planning
effective parental involvement. The district will build the schools’ and parents’ capacity for strong parental involvement through:
• Encouraging parent participation in all aspects of their child’s education.
• Informing parents of assessment scores and objectives of district educational programs as well as of their child’s participation
and progress within these programs.
• Take Home Library bags will be sent home twice a month for 1st and 2nd grade students.
• Kindergarten Take Activities Packets will be sent home six times during each school year.
• P.I.P. (Parent Involvement Project) Books will be sent home on a regular basis with 1st and 2nd grade students.
• Take Home Activity Backpacks grades 3-5 will be sent home on a regular basis.
• Various Family Literacy Nights will held at all three Title I buildings.
3. The district will support the coordination and integration of School-wide Title I parental involvement strategies with other existing
school and community programs that include parental involvement by collaborating with appropriate program coordinators at
least once each year to plan such coordination and integration of parent activities.
4. The district will conduct an annual evaluation of the content and effectiveness of the parental involvement program to determine
whether there are barriers to greater participation, particularly by parents who are disabled, who have limited English proficient
literacy, or are of any racial or ethnic minority background.
5. The district will use the evaluation findings to design strategies for school improvement and parental involvement policies at the
district and building levels.
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Parent Information and Resource Center (PIRC)
The Parental Information and Resource Center (PIRC) program is funded by the US Department of Education, Office of Innovation and
Improvement, established to provide training, information, and support to parents and individuals who work with local parents, districts,
and schools that receive Title I.A funds. PIRCs provide both regional and statewide services and disseminate information to parents on a
statewide basis.
PIRCs help implement successful and effective parental involvement policies, programs, and activities that lead to improvements in student
academic achievement, and that strengthen partnerships among parents, teachers, principals, administrators, and other school personnel in
meeting the education needs of children; and to assist parents to communicate effectively with teachers, principals, counselors, administrators,
and other school personnel.
The recipients of PIRC grants are required to: serve both rural and urban areas, use at least half their funds to serve areas with high
concentrations of low-income children, and use at least 30 percent of the funds they receive for early childhood parent programs.
Centers must include activities that establish, expand, or operate early childhood parent education programs and typically engage in a
variety of technical assistance activities designed to improve student academic achievement, including understanding the accountability
systems in the state and school districts being served by a project. Specific activities often include helping parents to understand the data that
accountability systems make available to parents and the significance of that data for such things as opportunities for supplemental services
and public school choice afforded to their children attending buildings in school improvement.
PIRCs generally develop resource materials and provide information about high quality family involvement programs to families, schools,
school districts, and others through conferences, workshops, and dissemination of materials. Projects generally include a focus on serving
parents of low-income, minority, and limited English proficient (LEP) children enrolled in elementary and secondary schools.
Missouri has two PIRCs – one in St. Louis and one in Springfield. For service and contact information, go to their website at
http://www.nationalpirc.org/directory/M0-32.html
Right to Know Policies
Notification of FERPA Rights & Designation of Directory Information
Our School District complies fully with the Family Educational Rights and Privacy Act (“FERPA”). FERPA is a federal law that affords
parents and students 18 years of age or older (“eligible students”) certain rights with respect to the student’s educational records. The FERPA
compliance officer for Moberly School District is Dr. Jason Whitt.
Discipline Reporting and Records
In compliance with state law, the Board of Education establishes explicit channels of communication between teachers, administrators,
law enforcement officials and other schools concerning acts of school violence and other behaviors, which endanger the welfare or safety
of students, staff and patrons of the district. The purpose of this policy is to designate specific actions committed by students that must
be reported to teachers, administrators and/or law enforcement officials as well as those actions that must be documented in a student’s
discipline record (see Board Policy JGF for more details).
Distribution Policy of Non-curricular Literature/Printed Materials by Students
All students should notify and have the building administration’s permission before handing out any non-curricular literature or printed
materials.
Due Process
Students have a right under Missouri law to attend school. If that right is to be taken away, the school district must follow certain procedures
designed to insure fairness in that decision. If the suspension is ten days or less, the student will be given an oral or written notice of the
charges. If the student denies the charges, he/she will be given an oral or written explanation of the facts that form the basis of the proposed
suspension and be given an opportunity to present his/her version of the incident.
Due process procedures, applicable to suspension, removal or expulsion of students from public schools under state law, shall be afforded
in accordance with policy JGD, Student Suspension and Expulsion. Regular pre-discipline “due process” should not be confused with the
“due process hearing” appeal process under IDEA. When an incident of behavior is found to be unrelated to a disability by an IEP or Section
504 team, that question will be taken as settled for the purpose of the normal disciplinary hearing process (see Board Policy JGE for details.)
Expulsion and Exemption From School Attendance
Expulsion
An expulsion means that the student is removed from school for an indefinite period of time until the student is reinstated by the local board
of education. School boards have the authority to immediately remove a student upon a finding by school officials that the student poses a
threat of harm as evidenced by prior conduct. Among other things, the board may base its determination on past disciplinary actions taken
and the student’s criminal or juvenile record. A school board may also suspend a student who has been charged with, convicted of, or pled
guilty to a felony criminal violation in a court of general jurisdiction whether or not the violation occurred on or off school premises. In the
above-mentioned situations, the board must afford the student a hearing before rendering its decision. State statute requires that a student
45
who has been determined to bring a weapon to school shall be suspended for not less than one year, or expelled. Such actions will be taken
in accordance with due process and with due regard for the welfare of both the student and the school. BOE Policy JED
Students may be exempted from school attendance under the following conditions:
1. Suspension for behavioral reasons. This may be by the Principal up to ten (10) days, Superintendent up to ninety (90) days, or the
Board of Education may suspend permanently.
2. Handicapped students may be excluded (according to policies outlined in the District Compliance plan and in accordance with
Board Policy JG-1).
3. Excused because physical or mental condition renders education attendance inadvisable.
4. Illness may cause temporary exemption.
Interview with Children’s Division
Representatives of the Children’s Division (CD) of the Department of Social Services may meet with students on campus. The district liaison
will work with CD to arrange such meetings so they are minimally disruptive to the student’s schedule. If the student is an alleged victim
of abuse or neglect, CD may not meet with the student in any school building or child care facility where the abuse of the student allegedly
occurred. The principal will verify and record the identity of any CD representatives who request to meet with or take custody of a student.
Policy JFG. Refer to BOE.
Interview with Police or Juvenile Officers/Other Law Enforcement Officials
Law enforcement officials may wish to interview students regarding their knowledge of suspected criminal activity and may wish to interrogate
students who are themselves suspected of engaging in criminal activity. Such interviews and interrogations are discouraged during class time,
except when law enforcement officials have a warrant or other court order or when an emergency or other exigent circumstances exist. It
is the responsibility of the principal or designee to take reasonable steps to prevent disruption of school operations while at the same time
cooperating with law enforcement efforts.
When law enforcement officials find it necessary to question students during the school day or during periods of extracurricular activities, the
school principal or designee will be present and the interview will be conducted in private. The principal will verify and record the identity
of the officer or other authority and request an explanation of the need to question or interview the student at school. The principal ordinarily
will make reasonable efforts to notify the student’s parents/guardians unless the interviewer raises a valid objection to the notification. Refer
to BOE Policy JFG.
Protecting Student Rights
All instructional materials, including teachers’ manuals, films, tapes or other supplementary material which will be used in connection with
any survey, analysis or evaluation as part of any federal funded program shall be available for inspection by the parents/guardians of the
students.
No student, as part of any federally funded program, shall be required without prior parental/guardian consent in writing to submit to a
survey, analysis or evaluation that reveals information concerning:
1. Political affiliation;
2. Mental and psychological problems potentially embarrassing to the student or his/her family;
3. Sexual behavior and attitudes;
4. Illegal, anti-social, self-incriminating and demeaning behavior;
5. Critical appraisals of other individuals with whom respondents have close family relationships;
6. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians and ministers; or
7. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance
under such program).
The school district shall give parents/ guardians and students effective notice of their rights under this policy.
RIGHT TO COMPLAIN TO FERPA OFFICE: Parents or eligible students have the right to file a complaint with the Family Policy
Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, D.C. 20202.
RIGHT TO INSPECT: Parents or eligible students have the right to inspect and review the student’s “educational records,” as that term
is defined under FERPA and its implementing regulations, within 45 days of the date upon which the District receives a request for access.
Parents or eligible students should submit to their School Principal a written request identifying the records to be inspected.
RIGHT TO OBTAIN POLICY: Parents or eligible students also have the right to obtain a copy of the written policy adopted by the Board
of Education of the District in compliance with FERPA. A copy may be obtained in person or by mail from the Superintendent’s office.
RIGHT TO PREVENT DISCLOSURE: Parents or eligible students have the right to prevent disclosure of educational records to third
parties with certain limited exceptions. It is the intent of the District to limit the disclosure of information contained in educational records
to those instances when prior written consent has been given for the disclosure. However, upon request the District will disclose information
to officials of other schools in which a student seeks or intends to enroll. The District may also disclose information under the provisions
of FERPA that allow disclosure without prior written consent, as well as directory information (unless you have refused to permit such
disclosure of directory information).
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The District will disclose educational records to school officials who have a legitimate educational interest in the records. School officials
include those persons employed by the District, whether paid or unpaid, as an administrator, supervisor, instructor, or support staff member,
including health or medical staff; persons retained by or under contract to the District to perform a special task, such as an attorney, auditor,
etc.; or persons who are employed by the District’s law enforcement unit. School officials have a legitimate educational interest if the
officials are: performing a task related to a student’s education; performing a task related to the discipline of a student; providing a service
or benefit relating to the student or student’s family, such as health care, counseling, job placement, or financial aid; or maintaining the safety
and security of the campus.
RIGHT TO REQUEST AMENDMENT: Parents or eligible students have the right to request that the District correct any parts of an
educational record which they believe to be inaccurate, misleading or otherwise in violation of their rights. Parents or eligible students
should clearly identify, in writing directed to the school principal, the part of the record sought to be corrected and specify why it is inaccurate
or misleading. If the District decides not to amend the record, it will notify the parents or eligible student and provide information on the
right to a hearing to present evidence that the record should be changed.
Safe School Environment
Weapons, knives and any other items brought to school that would endanger the welfare of students would result in an automatic Out-ofSchool Suspension.
Seclusion, Isolation, and Restraint may be used in response to emergency or crisis situations: see Board Policy JGGA at http://www.moberly.
k12.mo.us or call Central Office at 660-269-2600.
Statement of Non-Discrimination
Applicants for admission or employment, students, parents of elementary and secondary school students, employees, sources of referral,
and all professional organizations that have entered into agreements with our School District are hereby notified that our School District
does not discriminate on the basis of race, color, national origin, sex, age, religion, or disability in admission or access to, or treatment or
employment in, its programs and activities. Inquiries or concerns regarding the application of this notice may be referred to our School
District’s Compliance Coordinator for civil rights laws, Asst. Superintendent of Personnel/Special Programs/FMLA/HIPPA, 926 Kwix Road,
Moberly, MO 65270; phone (660) 269-2600. Any person who is unable to resolve a problem or grievance arising under Title VI (race/color/
national origin), Title IX (sex), the Age Discrimination Act (age), Section 504 (disability), or Title II of the ADA (disability), may contact the
Office for Civil Rights, Region VII, 8930 Ward Parkway, Suite 2037, Kansas City, MO 64114; phone (816) 268-0550.
Our School District also complies with the provisions of the Federal Family and Medical Leave Act (FMLA). For additional information
regarding our School District’s compliance under FMLA, please consult the FMLA notice poster on public display and Board of Education
policy relating thereto. In addition, you may also contact the FMLA Compliance Coordinator whose name is set forth below.
Assistant Superintendent for Personnel/Special Programs
Moberly Public School District
926 KWIX Road, Moberly, MO 65270
Phone (660) 269-2600
Assistant Superintendent for Instructional Curriculum
Moberly Public School District
926 KWIX Road, Moberly, MO 65270
Phone (660) 269-2600
Student Alcohol/Drug Abuse
The board recognizes its share of responsibility for the health, welfare, and safety of the students who attend the Moberly School District
No. 81. Therefore, the use, sale, transfer, possession, or being under the influence of alcoholic beverages or controlled substances on any
school property, or any school-owned vehicle, or in any other school-approved vehicle used to transport students to and from school or school
activities or off school property at any school-sponsored event where students are under the jurisdiction of the school district, is prohibited.
For the purpose of this policy a controlled substance shall include any controlled substance, counterfeit substance, or imitation controlled
substance as defined in the Narcotic Drug Act, Section 195.010, RSMo.
All medications prescribed by a physician, as well as all non-prescription medications, will be cleared with the school nurse or respective
principal or superintendent before being taken. In the absence of a physician’s instructions, parental permission in writing is required for any
student medication to be possessed or taken by the student while under the jurisdiction of the district.
The school administration or teachers shall have the right to conduct searches, which are reasonable in scope, of persons reasonably suspected
to be in violation of this policy during or after school hours on school property, or at any school event, whether at the school or at some
alternate location. Such searches shall be conducted in accordance with board policy JFG.
Any student who, after being given an opportunity to present his/her version of the incident, is found by the administration and/or staff to be
in violation of this policy shall be subject to disciplinary action up to and including suspension, expulsion, or other discipline as provided in
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the district’s discipline policies JG, JGI, JGA, JGB, JGC, JGD, and referral for prosecution. Strict compliance is mandatory. All controlled
substances shall be turned over to the local law enforcement agency. The
Student Directory Information
Please be advised that the school district will release “Directory Information” concerning your child upon request, including in print and
electronic publications of the school district. Such information is also considered a “public record” which must be released upon demand
to any person who requests it, under the Missouri Sunshine Law. Directory Information is information designated by the school district
which, if disclosed, would not generally be considered harmful or an invasion of privacy. The school district designates the following items
as Directory Information: student’s name, parent(s)/guardian(s) name, address, major field of study, participation in officially recognized
activities and sports including audio-visual or photographic records of the openly visible activities thereof (e.g., artistic performances,
sporting contests, assemblies, service projects, awards ceremonies, etc.), weight and height of members of athletic teams, dates of attendance
degrees and awards received, most recent previous school attended and photograph, including photographs of regular school activities that
do not disclose specific academic information about the child and/or would not be considered harmful or an invasion of privacy. Parents/
Guardians or eligible students will have ten (10) school days after the annual public notice to view the student’s Directory Information and
to provide notice in writing to the school district that they choose to not have this information released. Unless notified to the contrary in
writing within ten (10) day period, the school district may disclose any of those items designated as Directory Information without prior
written consent.
(To view the full policy, see Policy JO-R at any Principal’s office.)
Transfer from Unaccredited School/Home Instructional Program
Should a student present records and/or credit from an unaccredited school, or home instructional program, the building principal shall place
the student according to an evaluation based upon the student’s chronological age, previous educational records, current psycho-educational
and achievement tests, criterion referenced tests, and other educational data pertinent to the assignment of the student. The principal will
also consult with the student’s parent/guardians. A student received as a transfer from any unaccredited school or home instructional
program shall not be placed permanently in a grade or program of study until the student can be evaluated by the building principal and other
appropriate professional staff members.
Furthermore, a student transferring from a school that is not accredited must be enrolled for two complete semesters and earn at least
five units of credit to provide adequate time for evaluation, before credits earned from the unaccredited school may be accepted to meet
graduation requirements.
Transcript credits from an unaccredited school will be evaluated by the building principal and counselors. When approved by the principal
and counselors, only transcript credits which correspond to course offerings accepted by the Missouri Department of Elementary and
Secondary Education or which correspond to course offerings of Moberly Public School District may be accepted to meet graduation
requirements. A maximum of seven units of credit may be accepted from unaccredited schools for any academic year, including summer
school and correspondence courses.
The decision of the building principal regarding student placement and acceptance of credit may be appealed to the Superintendent of
Schools with a final hearing before the Board of Education.
Based on MPS School Board Policy JECC/JECD and Section 167.031 of Missouri School Laws.
Visitors
Visitors include parents and those having parent approval. All visitors to our school MUST check in with the school office and sign
in. A VISITOR’S PASS must be worn while in the building. We welcome and encourage your visits, but please check into the office
FIRST. Parents wanting to observe in a classroom must schedule an appointment and will be accompanied by an administrator during the
observation. All visitors are expected to follow the expectations of the Moberly Public Schools to protect the learning environment.
Sex offenders required to be listed on the Missouri Highway Patrol’s sex offender registry, or who have pled guilty, pled nolo contendere or
been convicted of crimes for which the law currently requires offenders to be listed, regardless of when those crimes were committed, are not
allowed on or within 500 feet of district property or transportation or at district activities held on district property except to attend meetings
of a public governmental body. The superintendent may also grant permission for parents, guardians or custodians of students enrolled in the
district if the person’s presence is necessary to transport the student, may benefit the student educationally, or in situations where the parent,
guardian, or custodian will be supervised at all times. This section may not apply to a student entitled by law to be on school grounds for
educational services if the student’s presence is necessary to obtain those services. The exceptions cited in this section do not apply if the
person is otherwise prohibited or banned from district property by other sections of this policy. BOE Policy KK
Notification of Rights - Protection of Pupil Rights Amendment (PPRA)
PPRA affords parents certain rights regarding certain types of federally funded surveys, collection and use of information for marketing
purposes, and certain physical exams. PLEASE NOTE THAT THE PPRA AND THE RIGHTS GRANTED IN THIS NOTIFICATION
APPLY ONLY TO FEDERALLY FUNDED ACTIVITIES/SURVEYS DESCRIBED BELOW. OUR DISTRICT DOES NOT
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ANTICIPATE ADMINISTERING INSTRUMENTS COVERED UNDER THIS NOTICE. Student rights under the PPRA include the
following:
(1) Obtain Parental Consent before students are required to submit to a survey that concerns one or more of the following
protected areas (“protected information survey”), if, and only if, the survey is funded in whole or in part by a program of the
U.S. Department of Education:
- Political affiliations or beliefs of the student or student’s parent;
- Mental or psychological problems of the student or student’s family;
- Sex behavior or attitudes;
- Illegal, anti-social, self-incriminating, or demeaning behavior;
- Critical appraisals of others with whom respondents have close family relationships;
- Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
- Religious practices, affiliations, or beliefs of the student or parents; or
- Income, other than as required by law to determine eligibility.
(2) Receive notice and an opportunity to opt a student out of:
- Any other protected information survey, regardless of funding;
- Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or
its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis
screenings, or any physical exam or screening permitted or required under State law; and
- Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or
otherwise distribute the information to others.
(3) Inspect, upon request and before administration or use of:
- Protected information surveys of students;
- Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution
purposes; and
- Instructional material (federally funded) used as part of the educational curriculum.
Our District has adopted a policy regarding these rights, as well as arrangements to protect student privacy in the administration of protected
information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. Our
District will directly notify parents (or eligible students age 18 or over) of their rights under the PPRA annually, and parents of students
who are scheduled to participate in the specific activities or surveys described above will be notified of their right to opt their child(ren) out
of participation therein. Parents will be provided reasonable notice of the planned activities and surveys and an opportunity to opt their
child(ren) out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys before their
administration. Parents who believe their PPRA rights have been violated may file a complaint with the Family Policy Compliance Office,
U.S. Department of Education, 400 Maryland Avenue, SW, Washington, D.C. 20202.
District Information
Accommodations of Parents with Disabilities
If a parent or guest requires a reasonable accommodation in order to participate in their child’s education, please notify the school administrator
in advance so these accommodations can be discussed.
Admission of Nonresident Students
Except as otherwise required by law, the Moberly School District does not accept nonresident students unless they reside in K-8 district and
have selected Moberly School District No. 81 as their high school attendance center. This only applies when the student is eligible to attend
high school. A nonresident student shall be defined as a student who does not meet the requirements to be a resident student of the Moberly
School District No. 81, as defined in Board policies and the law. For more information, see Board Policy JECB.
Discretionary Homebound Instruction
If a student has an extended medical problem that will cause ten or more days of absence, the parents may notify the Principal, who will
provide the parent/guardian with the application form for Homebound Instruction. Upon approval of Homebound Instruction, the student will
be counted present in school. The decision to offer homebound instruction is a District decision based upon its sole judgment, discretion, and
assessment of the application. There is no entitlement to Homebound Instruction, and the District may choose not to implement a program
of Homebound Instruction or to discontinue the program at any time and for any reason.
Gifted Student Program
The Moberly Public School District provides differentiated gifted education for identified students in grades K-8. The levels of gifted
education in the Moberly Public School District include the following: Enriched Accelerated Guided Learning for Exceptional Students
(E.A.G.L.E.S.) is a K-6 program that is designed as a pull-out program and is housed at Gratz Brown Elementary (grades 3-5), North/South
Park Elementary (grades K-2), and Moberly Middle School (grade 6). Units of study allow students to develop their research skills, reasoning
abilities and creativity. Extra Challenges from Enriched Education Daily (E.X.C.E.E.D.) is Moberly’s gifted program for identified 7th and
8th graders. The focus is on critical thinking skills, research, independent learning strategies, affective education, computer use, and college/
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career awareness. The EAGLES and EXCEED handbooks describe each program and guidelines for testing students to enter the program.
Copies of the handbook are available from the EAGLES and EXCEED teachers. The Moberly gifted programs are under the supervision of
the Director of Special Services, 269-2693.
Hazardous Waste and Asbestos Provisions
To promote the health and safety of the students, staff and patrons of the district, and to ensure the environment is reasonably protected
from hazardous materials, the Board of Education of the Moberly School District No. 81 directs the administration under the guidance of
the superintendent to develop procedures which address the purchase, storage, handling, transportation and disposal of hazardous materials
for all school facilities and operations of the district. Emergency response actions and evacuation plans will also be coordinated with the
procedures. The district shall survey and assess the exposure of friable asbestos in all buildings. This report shall be filed with appropriate
state agencies, and will be available for public review in the superintendent’s office. The district shall take all steps necessary to comply with
the Asbestos Hazard Emergency Response Act, as described in regulations of the EPA. Refer to BOE Policy EBAB
1.
2.
3.
4.
5.
6.
7.
Home Schooling Information
Any parent may educate a child at home. The parent does not have to have a teaching certificate or meet any education
requirements.
According to Section 167.031 of the Revised Statutes of Missouri a parent or guardian of a child, between seven and sixteen years
of age, shall cause the child to attend regularly some public, private, parochial, parish, home school or a combination of such
schools. If a parent decides to home school, he or she shall offer 1,000 hours of instruction during the school year, with at least 600 hours
in the basics, which will be in reading, language arts, mathematics, social studies, and science. At least 400 of the 600 hours shall
occur in the home location.
The school year is defined as beginning July 1 and ending the next June 30
A parent who is home schooling a child must maintain the following records:
a. A plan book, diary, daily log, or other written record indicating the subjects taught and the activities engaged in with the
student;
b. A portfolio containing samples of the student’s academic work;
c. A record of evaluation of the student’s academic progress;
d. Other written, or credible evidence equivalent to a, b, and c.
Handicapped children attending a home school program may receive special education services provided by the local school
district, in accordance with Section 162.996 of the Revised Statutes of Missouri and State Plan for Special Education.
The law is permissive in the area of registering. The statute says the parent may notify the superintendent of schools or the
recorder of county deeds in the county where the parents reside. This is to be done before September 1 annually. However, the law
says may, and it is not mandatory.
Homeless
The federal No Child Left Behind Act of 2001 includes a provision to make sure that homelessness does not cause children to be left behind
in school. Homeless children should have access to the education and other services that they need to meet the same challenging state
academic achievement standards to which all students are held. If, due to a lack of housing, you must live in a shelter, motel, vehicle, or
campground; on the street; in an abandoned building, trailer, or other inadequate accommodations; or doubled-up with relatives or friends;
then according to the McKinney-Vento Homeless Education Assistance Act, you are considered homeless. Homeless students have the right
to enroll in school and are entitled to a free and appropriate public education. If you are homeless, please notify the building administration
or contact the Director of Special Services and Homeless Coordinator, at (660) 269-2693.
Limited English Proficiency Parent/Guardian Involvement
Pursuant to federal law, parents/guardians of LEP students will be provided notification regarding their child’s placement in and information
about the district’s LEP program. Parents/Guardians will be notified of their rights regarding program content and participation. Note: The
reader is encouraged to review administrative procedures and/or forms for related information in support of this policy area. Adopted
September 10, 2002
Migrant Education Program
Parents/Guardians of students in the MEP will be involved in and regularly consulted about the development, implementation, operation,
and evaluation of the Migrant Program. Parents/Guardians of MEP students will receive instruction regarding their role in improving the
academic achievement of their children.
Notification of Objectionable Topics
The Moberly School District No. 81 Board of Education has the ultimate responsibility for establishing the curriculum and for purchasing
instructional, media and library materials to be used by the district. However, the Board recognizes that its authority to remove or censor
materials because of ideological or religious content may be limited pursuant to state and federal law.
The Board encourages community input and comments regarding the district’s instructional, media and library materials and directs the
district staff to answer all questions regarding the selection of the materials. The superintendent or designee will create procedures to
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efficiently address community member questions or concerns and to provide for an adequate review of the materials, if necessary. Policy
KLB
Programs for English Language Learners
The Board of Education recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the
inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by
the district, the district shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to
its programs. Identifying students who are English language learners (ELL) and ensuring them equal access to appropriate programs are the
first steps to improving their academic achievement levels.
Definitions
Language Minority (LM) – Refers to a student whose linguistic background, such as country of birth or home environment, includes languages
other than English. Language minority is based solely on the student’s language background and not on proficiency.
Limited English Proficiency (LEP) – Proficiency in reading, writing, listening or speaking English that is below grade- and age-level peers.
Limited English proficiency is based on the assessment of a student’s English language proficiency.
English Language Learner – Refers to an LM student with limited English proficiency.
English for Speakers of Other Languages (ESOL) – An instructional approach that can include structured ESOL immersion, content-based
ESOL and pull-out ESOL instruction.
1. Structured ESOL immersion involves a bilingual teacher and a self-contained classroom.
2. Content-based ESOL allows the student to remain in the regular classroom and focuses on delivering content in an adapted English
format.
3. Pull-out ESOL periodically removes students from the regular classroom for instruction in English.
Bilingual Education – An instructional approach that explicitly includes the student’s native language in instruction. This approach requires
an instructor fluent in the student’s native language and proficient in content areas and is often used where many ELL students share the same
language and where qualified bilingual teachers are available.
Child – Any individual age 3-21.
Parent – Parent, legal guardian or person otherwise responsible for the child.
Language Instruction Education Program – An instructional course in which an ELL child is placed for the purpose of developing and
attaining English proficiency while meeting challenging state academic achievement standards as required by law. The program may make
instructional use of both English and a child’s native language and may include the participation of English proficient children if such course
is designed to enable all participating children to become proficient in English and a second language.
The district’s coordinator for ELL programs is the director of special services.
The Board directs the coordinator to develop and implement language instruction programs that:
1. Identify language minority students through the use of a Student Home Language survey (see IGBH-AF1). The building administrator
will develop procedures to ensure that all new and currently enrolled students complete the Home Language survey.
2. Identify LM students who are also English language learners. Any student who indicates the use of a language other than English
will be assessed for English proficiency using the state-provided assessment instrument.
3. Determine the appropriate instructional environment for ELL students.
4. Annually assess the English proficiency of ELL students and monitor the progress of students receiving ESOL or bilingual instruction
in order to determine their readiness for the mainstream classroom environment.
5. Provide parents with notice of and information regarding the instructional program as required by law. Parental involvement will be
encouraged and parents will be regularly apprised of their child’s progress.
BOE Policy IGBH
Public Complaints
The Board recognizes that situations of concern to parents/guardians or the public may arise in the operation of the district. Such concerns are
best resolved by addressing them at the level where the concern originated, through communication with the appropriate staff members. The
administration has developed procedures for addressing those issues, copies of which are available at each building. Any concern regarding
federal programs administered by the Missouri Department of Elementary and Secondary Education (DESE) may also be appealed to DESE
or the United States Department of Education as permitted or required by law.
If a complaint has been made and appealed in accordance with administrative procedures, the parent/guardian or member of the public may
appeal the issue to the Board by submitting a written request to the superintendent or the secretary of the Board. The Board will address the
complaint in an appropriate and timely manner.
The Board encourages parents/guardians and members of the public to share their thoughts with district employees at school. However, the
recording of such conversations may inhibit this free-flow of communication and disrupt school operations. Therefore, the Board prohibits
the recording of any on-campus conversations between district employees and either parents/guardians or members of the public. This
prohibition applies regardless of whether the recording is by video, camera phone, cellular device, tape recorder, digital recorder, electronic
or battery-operated recorder or other means. This prohibition does not forbid the manual taking of written notes.
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In addition, Missouri law prohibits the recording of closed session Board meetings without the Board’s express consent. Violation of this
provision constitutes a crime under Missouri law and the district will refer violators for prosecution.
Search by School Personnel
School lockers and desks are the property of the Board of Education and are provided for the convenience of students, and as such, are subject
to periodic inspection without notice.
Students or student property may be searched based on reasonable suspicion of a violation of district rules, policy or state law. Reasonable
suspicion must be based on facts known to the administration, credible information provided or reasonable inference drawn from such facts
or information. Personal searches, and searches of student property, shall be limited in scope based on the original justification of the search.
The privacy and dignity of students shall be respected. Searches shall be carried out by administration in the presence of adult witnesses, and
never in front of other students. Students shall not be required to undress, although they may be asked to empty pockets, or remove jackets,
coats, shoes and other articles of exterior clothing for examination if reasonable under the circumstances.
Law enforcement officials shall be contacted in any case involving a violation of law, when a student refuses to allow a search, or where
the search cannot safely be conducted. The district will periodically search lockers and other school property and may use the drug-sniffing
dogs to assist them since lockers are considered school district property. Parents/Guardians may also be contacted (see Board Policy JFG
for more details).
Special Education Notice
All responsible public agencies are required to locate, evaluate, and identify children with disabilities who are under the jurisdiction of the
agency, regardless of the severity of the disability, including children attending private schools, children who live outside the district but
are attending a private school within the district, highly mobile children, such as migrant and homeless children, children who are wards of
the state, and children who are suspected of having a disability and in need of special education even though they are advancing from grade
to grade. The Moberly School District assures that it will provide a free, appropriate public education (FAPE) to all eligible children with
disabilities between the ages of 3 and 21 under its jurisdiction. Disabilities include autism, deaf/blindness, emotional disorders, hearing
impairment and deafness, mental retardation/intellectual disability, multiple disabilities, orthopedic impairment, other health impairments,
specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment/blindness and young child with a
developmental delay.
The Moberly School District assures that it will provide information and referral services necessary to assist the State in the implementation
of early intervention services for infants and toddlers eligible for the Missouri First Steps program.
The Moberly School District assures that personally identifiable information collected, used, or maintained by the agency for the purposes
of identification, evaluation, placement or provision of FAPE of children with disabilities may be inspected and/or reviewed by their parents/
guardians. Parents/guardians may request amendment to the educational record if the parent/guardian believes the record is inaccurate,
misleading, or violates the privacy or other rights of their child. Parents have the right to file complaints with the U.S. Department of
Education or the Missouri Department of Elementary and Secondary Education concerning alleged failures by the district to meet the
requirements of the Family Educational Rights and Privacy Act (FERPA).
The Moberly School District has developed a Local Compliance Plan for the implementation of State Regulations for the Individuals with
Disabilities Education Act (IDEA). This plan contains the agency’s policies and procedures regarding storage, disclosure to third parties,
retention and destruction of personally identifiable information and the agency’s assurances that services are provided in compliance with the
General Education Provision Act (GEPA). This plan may be reviewed during normal school hours at the local district’s office.
Local school districts in the State of Missouri are required to conduct an annual census of all children with disabilities or suspected disabilities
from birth to age twenty-one (21) that reside in the district. This census must be compiled by December 1 of each year. This information
is treated as confidential and must include: name of the child; parent/legal guardian’s name/address; birth date and age of child; the child’s
disability; and the services provided to the child. If you have a child with a disability or know of a child with a disability who is not attending
the public school, please contact the Director of Special Services, at: 1623 Gratz Brown, Moberly, Missouri, 65270-3813, (660)269-2693.
This notice will be provided in native languages as appropriate.
Should you know of a child eligible for inclusion in the census, and the child is not attending school (preschool or post-school age), please
contact building administration at 269-2670.
Possessing Weapons and Other Contraband
Possession or use of any instrument or device which is customarily used for attack or defense against another person; any instrument or
device used to inflict physical injury to another person or self is prohibited.
The Board recognizes the importance of preserving a safe educational environment for students, employees and patrons of the district. In
order to maintain the safety of the educational community, the district will strictly enforce the necessary disciplinary consequences resulting
from the use or possession of weapons on school property. No student may possess a weapon on school property at any time, except as
specifically authorized during a school-sponsored or school-sanctioned activity permitting weapons. The school district will provide secured
storage of student firearms if necessary.
School property is defined as: Property utilized, supervised, rented, leased, or controlled by the school district including but not limited to
school playgrounds, parking lots and school buses, and any property on which any school activity takes place.
A weapon is defined to mean one or more of the following:
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1. A firearm as defined in 18 U.S.C. § 921.
2. A blackjack, concealable firearm, firearm, firearm silencer, explosive weapon, gas gun, knife, knuckles, machine gun, projectile
weapon, rifle, shotgun, spring gun, switchblade knife, as these terms are defined in § 571.010, RSMo.
3. A dangerous weapon as defined in 18 U.S.C. § 930(g)(2).
4. All knives and any other instrument or device used or designed to be used to threaten or assault, whether for attack or defense.
5. Any object designed to look like or imitate a device as described in 1-4.
Pursuant to the Missouri Safe Schools Act and the federal Gun-Free Schools Act of 1994, any student who brings or possesses a weapon as
defined in #1 or #2 above on school property will be suspended from school for at least one (1) calendar year or expelled and will be referred
to the appropriate legal authorities. The suspension or expulsion may be modified on a case-by-case basis upon recommendation by the
superintendent to the Board of Education. Students who bring or possess weapons as defined in #3, #4 and #5 and not otherwise included in
#1 and #2, will also be subject to suspension and/or expulsion from school and may be referred to the appropriate legal authorities.
Students with disabilities who violate this policy will be disciplined in accordance with policy JGE.
This policy will be submitted annually to the state Department of Elementary and Secondary Education along with a report indicating any
suspensions or expulsions resulting from the possession or use of a firearm as defined in 18 U.S.C. § 921. The report will include the name
of the school in which the incidents occurred, the number of students suspended or expelled and the types of weapons involved.
Definitions
HIGHLY QUALIFIED
THE TERM “HIGHLY QUALIFIED”(A) when used with respect to any public elementary school or secondary school teacher teaching in a state means that the teacher
has obtained full state certification as a teacher;
(B) when used with respect to an elementary school teacher who is new to the profession, means that the teacher:
• holds at least a bachelor’s degree;
• has demonstrated subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic
elementary school curriculum;
(C) when used with respect to a middle or secondary school teacher who is new to the profession, means that the teacher:
• holds at least a bachelor’s degree;
• has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches;
(D) when used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that:
• the teacher holds at least a bachelor’s degree;
• is fully state certified;
• demonstrates competence in all the academic subjects in which the teacher teaches.
Public Law 107-110 “No Child Left Behind”
Our district is required to inform you of certain information that you, according to the No Child Left Behind Act of 2001 (Public Law 107110) have the right to know.
Upon your request, our district is required to provide to you in a timely manner, the following information:
• Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher
provides instruction;
• Whether the teacher is teaching under emergency or other provisional status through which state qualification of licensing criteria
have been waived;
• Whether your child is provided services by paraprofessionals and, if so, their qualifications;
• What baccalaureate degree major the teacher has and any other graduate certification;
• Information on the achievement level of the parent’s child in each of the state academic assessments under this part;
• Timely notice that the parent’s child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who
is not highly qualified; and
• Degree held by the teacher, and in the field of discipline of the certification.
In addition to the information that parents/guardians may request, districts must provide to each individual parent:
• Information on achievement level of the parent’s/guardian’s child in each of the state academic assessments as requested under
this part; and
• Timely notice that the parent’s/ guardian’s child has been assigned, or has been taught for four or more consecutive weeks by, a
teacher who is not highly qualified. Requests by parents/guardians for this information must be provided in a timely manner.
The notice and information provided under the Parents’/Guardians’ Right to Know requirements must be in an understandable and uniform
format and, to the extent practicable, provided in a language that the parents/guardians can understand.
Alternatives for Filing Complaints
It is federal and state intent that complaints are resolved at a level nearest the LEA as possible. As described below, formal complaints filed
with the SEA will be forwarded to the appropriate LEA for investigation and resolution. Informal complaints made to the SEA will be subject
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of an initial investigation by the SEA, but will be forwarded to the LEA if a formal complaint evolves. Precise processes in both instances
are described below.
Appeals
Appeal to the SEA
1. Record. Upon receipt of a written appeal to a complaint unresolved at the LEA level, a record of the source and nature of the
complaint, including the applicable program involved in the complaint, statute violated and facts on which the complaint is based,
will be initiated.
2. Investigation. The SEA will initiate an investigation within 10 days, which will be concluded within 30 days from receipt of the
appeal. Such investigation may include a site visit if the SEA determines that an on-site investigation is necessary. By stipulation
of all concerned, this investigation may be continued beyond the 30-day limit.
3. Hearing. If required by the SEA, or formally requested by parties to the complaint, this investigation will include an evidentiary
hearing(s) before an SEA Division Director acting as chairperson and designated staff personnel. Conduct of such hearings will
follow the procedures outlined in state rules. The hearing proceedings shall be tape recorded and the recording preserved for
preparation of any transcript required on appeal.
Complaints Against LEAs Received from the United States Department of Education
1. Complaints against LEAs received from the U.S. Department of Education will be processed as though they had been received
initially at the SEA.
2. A report of final disposition of the complaint will be filed with the U.S. Department of Education.
3. These procedures shall not prevent the SEA from partially or wholly interrupting funding of any LEA IASA program or taking
any other action it deems appropriate.
Decision
Within 10 days of conclusion of the investigation and/or evidentiary hearing(s), the SEA will render a decision detailing the reasons for
its decision and transmitting this decision to the LEA, the complainant, and the district school board. Recommendations and details of the
decision are to be implemented within 15 days of the decision being given to the LEA. This 15-day implementation period may be extended
at the discretion of the SEA Division Director. The complainant or the LEA may appeal the decision of the SEA.
Definition of a Complaint
There are both formal and informal complaint procedures.
A formal complaint must be a written, signed statement that includes:
1. an allegation that a federal statute or regulation applicable to the state educational agency (SEA) or a local education agency
(LEA) program has been violated,
2. facts, including documentary evidence that supports the allegation, and
3. the specific requirement, statute, or regulation being violated.
1.
2.
3.
4.
Formal Complaints Initially Received by the SEA Office
Record. Upon receipt of a written complaint, a record of the source and nature of the complaint, including the applicable program
involved in the complaint, statute violated and facts on which the complaint is based, will be initiated.
Notification of LEA. Within 15 days of receipt of the complaint, a written communication will notify the district superintendent
and the district NCLB coordinator of the complaint filed with the SEA. Upon receipt of the communication, the LEA will initiate
its complaint procedures as set forth above. If the complaint is that an LEA is not providing equitable services to private school
children, it also will be filed with the U.S. Secretary of Education.
Report by LEA. Within 20 days of receipt of the complaint, the LEA will advise the SEA of the status of the complaint resolution
proceedings and, at the end of 30 days, will submit a written summary of the LEA investigation and complaint resolution. This
report is considered public record and may be made available to parents, teachers, and other members of the general public. A
copy of this procedure also will be filed with the U.S. Secretary of Education, if it involves equity of services to private school
children.
Verification. Within ten days of receipt of the written summary of a complaint resolution, the DESE office will verify the
resolution of the complaint through an on-site visit, letter or telephone call(s). Verification will include direct contact with the
complainant. If the complaint is about equity of services to private school children, the U.S. Secretary of Education shall also be
given copies of all related communications.
Formal LEA Complaints Against SEA
1. Record. The SEA will record the source, and nature of the complaint, including the applicable program involved in the complaint,
statue violated and facts on which the complaint is based.
2. Decision. The SEA decision will be rendered within 15 days of the complaint receipt. The LEA will be promptly notified of the
SEA’S decision.
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3. Appeal. The LEA may appeal the decision of the SEA to the SEA review board within 30 days of receipt of the decision.
Procedures under the “Appeal to the State Agency Review Board” section will be followed.
4. Second Appeal. An applicant has the right to appeal the decision of the SEA Review Board to the U.S. Secretary of Education.
The applicant shall file written notice of the appeal with the Secretary within 20 days after the applicant has been notified by the
SEA of its decision.
Informal and Formal Complaints Received by the Local Education Agency
Informal and formal complaints filed with the LEA concerning NCLB program operations in that LEA are to be investigated and resolved by
the LEA according to locally developed procedures, when at all possible. Such procedures will provide for:
1. disseminating procedures to the LEA school board,
2. central filing of procedures within the district,
3. addressing informal complaints in a prompt and courteous manner,
4. notifying the SEA within 15 days of receipt of written complaints,
5. timely investigating and processing of complaints within 30 days, with an additional 30 days if exceptional conditions exist,
6. disseminating complaint findings and resolutions to all parties to the complaint and the LEA school board. Such findings and
resolutions also shall be available to parents, teachers and other members of the general public, provided by the LEA, free of
charge, if requested, and
7. appealing to the Missouri Department of Elementary & Secondary Education within 15 days
Appeals to the Missouri Department of Elementary & Secondary Education will be processed according to the procedures outlined in
sections below.
Informal Complaints Received by the SEA Office
Informal complaints (i.e., verbal and/or anonymous) to the SEA by individuals (who may ask not to be identified to the LEA) concerning
program operations in an LEA will be investigated by the SEA, according to procedures deemed most appropriate by the SEA, within 10 days
of receipt of the complaint. Findings of this investigation shall be reported to the complainant within 10 additional days. In the event that the
complainant requests further investigation or a hearing, the complainant must file a signed written complaint. This formal complaint will be
processed according to procedures outlined in sections below.
Missouri Department of Elementary & Secondary Education NCLB Complaint Procedures
The Federal No Child Left Behind Act of 2001 (NCLB), Title IX Part C. Sec. 9304(a)(3)(C) requires the Missouri Department
of Elementary & Secondary Education (DESE) to adopt procedures for resolving complaints regarding operations of programs
authorized under the Act, including Title I, Title II, Title III, Title IV (Part A), Title V, Title VI, and Title VII and Title IX,
part C.
Procedure Dissemination
1. This procedure will be disseminated to all interested parties through the agency webpage at http://dese.mo.gov and to subscribers
to the Federal Programs listserv.
2. This guidance will be distributed through regional and statewide meetings with Federal Programs Coordinators. LEAs are asked
to incorporate the elements of the complaint procedure into their own policies and procedures.
3. DESE will also keep records of any complaints filed through this policy.
Who May File a Complaint
Any local education agency (LEA), consortium of LEAs, organization, parent, teacher, or member of the public may file a complaint.
Federal Programs -Parent/Guardian Notification
No Child Left Behind (NCLB) requires notification to parents/guardians when any of the following situations exist in a district/LEA (local
educational agency) receiving Federal funds.
1. Districts/LEAs must annually disseminate Federal Programs Complaint Resolution Procedures to parents/guardians of students
and appropriate private school officials or representatives.
2. At the beginning of each school year, a participating school district/LEA must notify the parents/guardians of each student
attending a building that receives Title I funds that they may request, and the district/LEA will provide in a timely manner,
information regarding the professional qualifications of their child’s classroom teachers and any paraprofessionals providing
services to their child.
3. A building that receives Title I funds must provide all parents/guardians notice that their child has been assigned, or has been
taught for four or more consecutive weeks, by a teacher or a person who is not appropriately certified.
4. When a school is identified for School Improvement, the district/LEA must notify the parents/guardians of all children in the
identified Title I building of its School Improvement status. Yearly updates are provided to parents with available options until the
building is no longer identified for improvement.
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5. Within thirty days after the beginning of the school year, a district/LEA must inform parents/guardians that their limited English
proficient (LEP) child has been identified for participation in a language instruction educational program.
6. Parents/guardians of students enrolled in a persistently dangerous school, or students who are victims of violent criminal offense
while on school property, must be notified of their option to transfer their student to a school that is not designated persistently
dangerous.
(From the Missouri Consolidated Federal Programs Administrative Manual, January 2005)
The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, national origin,
sex, disability, or age in its programs and activities. Inquiries related to Department programs and to the location of
services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office
Building, Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 5th Floor, 205 Jefferson Street, Jefferson City, MO
65102-0480; telephone number 573-526-4757 or Relay Missouri 800-735-2966.
Rev. 9/6/07
(updated 5/2010)
Procedures for Students Claiming Discrimination on the Basis of Race, Sex, Creed, Color, Age National Origin, or Handicap
The Moberly Public School District, in compliance with Title VI, Title IX, and Section 504 of the Education Amendments of 1972, has
implemented the following procedure for students claiming discrimination on the basis of Race, Sex, Age, Creed, Color, National origin, or
Disability.
Informal Procedures:
1. Verbal communications of alleged discrimination shall be made directly to the teacher or other school employee directly involved.
2. Unresolved complaints may be taken directly to the appropriate building administrator.
3. Complaints not resolved in the informal stages may be presented as formal charges.
Formal Procedures:
1. Students, accompanied by parents, may present discrimination complaints in writing to the school principal. Students and parents
or legal guardians must sign written complaints. Written complaints must include the following information: date of filing,
description of alleged grievances, and the names of the school staff involved.
2. Upon receipt of formal complaint the Principal will:
a) Forward copies of the complaint to the Superintendent of schools.
b) Make a decision and notify the student, parents, and Superintendent of Schools of that decision no later than ten (10) days
following the filing of the formal complaint.
3. Students and parents or legal guardian may appeal the decision of the building principal to the Superintendent of Schools. The
parents and students may arrange a conference with the Superintendent of Schools at their earliest convenience. Parents and
students may appear together and present their written report of the decision of the building Principal. Notification of the action
taken by the Superintendent will be given in writing to the students, parents, and Principal within five (5) school days of this
conference.
4. Students and parents may appeal the decision of the Superintendent of Schools to the Board of Education by notifying the
Superintendent of Schools of their intent and by appearing before the Board of Education at the next regularly scheduled or
special called meeting. The hearing before the Board of Education may be conducted in Executive Session upon the request of
either the Board of Education or the complaining parents and students.
Notice of Nondiscrimination
Applicants for admission or employment, students, parents of elementary and secondary school students, employees, sources of referral and appliants for
employment, and all professional organizations that have entered into agreements with the Moberly Public Schools are hereby notified that our School
District does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment of employment in, its
program and activities.
Any person having inquires concerning the Moberly Public Schools’ compliance with the laws and regulations implementing Title IV of the Civil Rights Act
of 1964, (Title VI), Title IX of the Education Amendments of 1972 (Title lX), and the Age Discrimination in Employment Act (ADEA), Section 504), or the
Titles II and III of the Americans with Disabilities Act of 1990 (ADA) is directed to the applicable compliance Coordinator below who has been designated
by the Moberly Public Schools to coordinate School District efforts to comply with the laws and regulations implementing Title VI, Title IX, and ADEA,
Section 504, and the ADA.
The Moberly Public Schools have established grievance procedures for persons unable to resolve problems arising under the statutes above. The Compliance
Coordinator for the applicable laws whose name is listed below, will provide information regarding those procedures upon request.
Any person who is unable to resolve a problem or grievance arising under the laws and regulations cited above may contact the Office for Civil Rights,
Region VII, 8930 Ward Parkway, Suite 2037, Kansas City, MO 64114; phone (816) 268-0550.
Our School District also complies with the provisions of the Federal Family and Medical Leave Act (FMLA). For additional information regarding our
School District’s compliance under FMLA, please consult the FMLA notice poster on public display and Board of Education policy relating thereto. In
addition, you may also contact the FMLA Compliance Coordinator whose name is set forth below.
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Health Services Information
Communicable Diseases
Moberly School District follows the Missouri Department of Health and Senior Services Communicable Disease guidelines. For any
questions, contact the school nurse or the local Public Health Department.
Emergency Medications
• Each school building is equipped with an epinephrine auto-injector (Epi-Pen) and albuterol nebulizer medication. In the event of
a suspected student anaphylactic reaction (a life threatening allergic reaction that may be triggered by a food allergy, insect bite,
drug allergy or asthma attack), an Epi-Pen will be administered by the school nurse or trained school personnel and 911 will be
notified. Epinephrine is available for students with no prior diagnosis of anaphylaxis or in cases of known anaphylaxis where
personal medication is not readily available. In the event of a suspected student asthma related breathing emergency, albuterol
nebulizer treatments will be administered by the school nurse or trained personnel. Written standing orders will be obtained
annually from the District’s consulting physician for the administration of epinephrine and albuterol in emergency situations.
• Please inform the school nurse or building principal if your child CANNOT be administered either epinephrine or albuterol
during an emergency situation.
End of the Year Procedures for medications in the Health Office
• Medications must be picked up by a parent or responsible adult prior to the end of the school day on the last day of the school
year. Medications left in the Health office will be destroyed according to standard procedure.
Health Room Guidelines
A Registered Nurse oversees health care for students at Moberly School District. Students who are injured or become ill at school will be
sent to the health office for observation. Many common minor illnesses and injuries can be managed in the school setting. Parents/Guardians
of students who require specific health plans or procedures must communicate and provide documentation to the school nurse or health aide
prior to the student attending school.
Illnesses
Students experiencing an illness at school are to report to the school nurse. Most common health ailments can be managed in the school
setting. Student’s with a specific plan of care or treatment plan must submit a HealthCare Action Plan to the school nurse.
Parents/Guardians may bring over-the-counter medications for the nurse or health aide to store and dispense to treat common health
complaints like headache, pain, stomach upset, cough and congestion.
If there is a concern of a communicable disease, the child may be verified home at the discretion of the nurse or health aide under the
following circumstances:
• A temperature of 100 degrees or greater
• Other ongoing symptoms of illness or discomfort after consultation with the school nurse or health aide
To decrease the spread of communicable diseases, students may not attend school if they exhibit one or more of the following symptoms
during the previous 24-hour period:
• A temperature of 100 degrees or greater (without medication given to reduce fever) who also exhibit symptoms of illness
• Other ongoing symptoms of illness after consultation with the school nurse or as deemed necessary by a physician or primary care
provider
Injuries
All school related injuries are to be reported to the school nurse. Assessment and care of students with injuries will be coordinated or
supervised by a Registered Nurse or designee.
If needed, the nurse or trained district personnel will provide appropriate first aid and emergency treatment and contact Emergency Medical
Services (EMS) for any individual who is injured or becomes ill while on district property, on district transportation, or at a district activity.
Further medical attention, including the cost of services provided by EMS, is the responsibility of the parent/guardian or individual requiring
the care.
Immunizations
State Law requires all students meet the immunization standards established by the Missouri Department of Health in order to enroll in and
attend school. (MO State Law Section 210.003 RSMO, 19CSR 20-28.040, 19 CSR 20-28.010, Sections 167.181 and 192.006.1.) Additional
information about immunization schedules may be obtained by contacting the school nurse or local Public Health Department.
For school attendance at Moberly Public School District, required child immunizations are: diphtheria-tetanus-pertussis (DTaP), measlesmumps-rubella (MMR), polio (IPV), hepatitis B (HepB), varicella and tetanus-diphtheria-pertussis booster (Tdap)
School Age Children (K-12): Missouri State Law, Section 187.181, RSMo 19 CSR 20-28.010 Immunization Rule requires school age
children to be appropriately immunized or exempted in order to enroll in or attend school.
Preschool Students: Missouri State Law, Section 210.003 RSMo 19 CSR 20-28.040 Immunization Rule requires children to be appropriately
immunized or exempted in order to enroll in or attend school.
Medication
The administration of medication at school, including over-the-counter medications, is a nursing activity governed by the State of Missouri
Nurse Practice Act, along with the Missouri Safe Schools Act. Moberly School District will only administer necessary medication that
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cannot be given on an alternate schedule. A Registered Nurse will review all medication requests presented for administration at school.
The District retains the discretion to reject requests for administration of medication or to terminate existing administration of medication
requests. The parent/guardian will be notified in writing when this occurs. Appeals will be reviewed by the Health Services Coordinator in
collaboration with the Assistant Superintendent of Special Services and the school building principal.
Medication Procedures at School
Medication should be given at home whenever possible. Most medications prescribed for 3 times a day or less can be given before the child
leaves for school, when the child gets home from school, and at bedtime. Please discuss any questions or concerns with your school nurse
or health aide.
If ANY medication is needed during school or at school sponsored activities, the following procedures will apply:
• A Medication Form must be completed, signed, and returned to school with the medications by a parent or authorized
adult.
• Students may not possess or self-administer medication while on Moberly School District grounds, transportation, or
during activities unless they have obtained appropriate authorization by the school nurse, parent, and physician per the Missouri
Safe Schools Act.
• All medication (including cough/throat lozenges) is kept in an assigned area at all times.
• The Registered Nurse, using her professional judgment and in consultation and authorization with the parent, may allow students
that have demonstrated appropriate skills to carry their own inhalers, insulin, and epinephrine auto-injectors. A physician will
need to provide a written treatment plan and authorization for students to carry such medication at school. Possession and selfadministration of these prescription medications must comply with the Missouri Safe Schools Act, 1996.
Prescription Medications
• All medicine must be in the original and current prescription bottle. The pharmacist can provide an extra labeled
prescription bottle for school doses.
• The prescription label must contain the child’s name, name of the medicine, dosage, and directions.
• The first dose of any medication should be given at home.
• Any changes to a medication dosage must have an updated Medication Administration Form at School and the updated
prescription label with the medication.
• Parents/Guardians will receive a medication refill schedule when medications are authorized for administration at school. It is the
parents’/guardians’ responsibility to maintain a supply of ordered medications at school.
• Should your child require controlled pain medication at school, the parent must meet with the Registered Nurse to develop an
Individualized Health Plan in order to ensure a safe and appropriate plan of care.
Non-prescription/Over-the-Counter Medications [acetaminophen, ibuprofen, cold/cough medicine, cough/throat lozenges, etc]:
• Medication must be in the original container clearly labeled with the student’s name and accompanied by the completed
Medication Form.
• No medication will be given past the expiration date on the container.
• Medication will only be administered per label directions.
• Due to the risk of dangerous side effects from long-term use of medication, a physician’s order may be required if the student
needs to take more than 25 doses of any combination of non-prescription medication in a given school year.
• Medications and supplements not approved by the Federal Drug Administration (FDA) will not be given at school.
• Aspirin or medications containing aspirin will not be administered to children due to the risks of Reye’s Syndrome.
Injectable/Inhaled Medications [for asthma, allergies, diabetes, life threatening allergies to bee stings, or certain food]
• If a medical condition exists requiring injectable or inhaled medication, whenever possible the student should self-administer the
medication.
• To properly identify symptoms and treat your child during an emergency, an Emergency Action Plan must be on file at the school.
• A current prescription label and written care plan from the physician, along with written parent authorization, is required for the
administration of all injectable medication or for a student to self-manage and administer medication for a life threatening chronic
health condition.
• All inhalers must be labeled with a prescription label or the inhaler must be carried in the prescription box with the child’s name
legibly written on the inhaler.
Pediculosis (Head Lice)
The Centers for Disease Control (CDC) and the Missouri Department of Health and Senior Services removed head lice from the contagious
disease advisory because head lice do not spread any type of disease causing bacteria or virus that directly results in an infection or illness.
Moberly School District does not perform routine, regularly scheduled schoolwide screening for head lice with the exception that the
Kindergarten-Second grade population will be screened upon return to school from periods of closure greater than five (5) days.
Additional screenings may occur when two or more cases of live lice are identified in the same classroom. The school nurse or designee may
screen any student when deemed appropriate and necessary.
Students with live lice: When live lice are found on a student, all other known students attending Moberly School District living in the
identified child’s household will be screened for the presence of live lice. The parent/guardian will be notified to pick up the student and
meet with the school nurse or designee before the student is sent home. Instructions in current treatment, eradication methods and school
protocols will be reviewed with the parent.
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Exclusion of the student(s) identified with live lice will not exceed 24 hours. Students must be rescreened for lice with a parent/guardian
present prior to returning to the classroom setting. An additional rescreening will be conducted 6-10 days following the original identification
of live lice.
Should live lice be found during the rescreenings, then the instructions, eradication, exclusion, and rescreening will be repeated until such
time as there are no live lice on the student.
Students with lice eggs without live lice: Students identified with head lice eggs (commonly referred to as ‘nits’) will not be excluded from
school. Parent/guardian will be notified and instructed in lice egg removal techniques.
Students will be rescreened every 5 days until no lice eggs are found for 3 screenings.
Parents/guardians of students identified with live lice or eggs for a third time may be referred for case management by Moberly School
District Registered Nurse, Counselor and Resource Coordinator. For subsequent identification of live lice or eggs, the matter will be referred
to Building administration and may be reported to Missouri Social Services, Children’s Division, for review and intervention.
Confidentiality of student(s) will be maintained in accordance with FERPA and Board Policy.
Prevention education will be distributed to families throughout the school year.
Student Health Information
Health Services maintains student health records and forms. The Health History form is required health documentation to be completed
annually for all students.
Medical history noted on the Health History form may require further documentation. Physician documentation (including an Emergency
Action Plan) is required for all chronic or potentially life threatening medical diagnoses such as: Asthma, Life-threatening Allergies, Seizure,
Diabetes, and others. Please be advised that without this necessary documentation we cannot ensure proper care for the health and safety of
your child at school unless the forms are filled out properly and returned annually.
Student Health Screenings
Screening is the use of a procedure to examine a large population to determine the presence of a health condition or risk factor in order to
identify those who need further evaluation. Screenings for the following health conditions will be conducted on various grade levels as per
Missouri Department of Health Guidelines: Vision, Hearing, Scoliosis, Growth (height, weight, body mass index) and dental. Screening
will be performed through the Health Services Department. In addition, blood pressure screenings are sometimes conducted. Screenings
will be performed during the current school year as time and resources permit. Parents/Guardians will receive a written notice for children
whose results require follow-up with a physician. Those not receiving a notice should consider their child’s screening results to be normal.
Rescreening and follow-up is done after mass screenings have been completed and is coordinated with the overall school calendar as time
and resources permit.
If a parent or guardian has questions or concerns regarding any health screenings at school, please contact the school nurse in writing by the
last day in August of the said school year.
School Health and Wellness Advisory Council (SHWAC)
SHWAC is a district advisory council. It is made up of parents, students, community members, and school staff working together to improve
the health of all students and families through coordinated school wellness programs. A Coordinated School Wellness Program utilizes
personnel, agencies, and programs, both in and out of the school building, which relate to student and staff wellness and success in school.
For information on becoming a member, please contact a Moberly School District Administrator or the Health Services Coordinator.
SHWAC generally meets the first Thursday of the month during the school year. The date, time, and location shall be available on the District
website www.moberly.k12.mo.us or contact the Moberly School District Health Services Coordinator..
District, pursuant to the requirements of the 1989 amendments of the Drug-Free Schools and Communities Act, and for the purpose of
preventing the use of illicit drugs and alcohol by students, shall provide an age-appropriate, developmentally-based drug and alcohol
education and prevention program to all students in all grades from early childhood level through grade 12.
Such programs shall (a) address the legal, social, and health consequences of drug and alcohol use, and (b) provide information about
effective techniques for resisting peer pressure to use illicit drugs or alcohol.
The district shall provide information about any drug and alcohol counseling and rehabilitation and re-entry programs that are available
to students. Students may be required to participate in such programs in order to avoid suspension or expulsion if they are found to be in
violation of this policy. All parents/ guardians and students shall annually be provided with a copy of this policy.
There is no end to education. It is not that you read a book, pass an
examination, and finish with education. The whole of life, from the
moment you are born to the moment you die, is a process of learning.
Jiddu Krishnamurti
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¾¾ Emphasizing positive attitudes and values
¾¾ Taking time to talk and listen to students
¾¾ Following bus rules
¾¾ Maintaining a positive attitude
Revised: May 2014
_________________________________
Student Signature/Date
¾¾ Supporting the school, its rules, expectations
and goals
¾¾ Taking time to talk and listen to my parents
and teachers
_________________________________
Teacher Signature/Date
¾¾ Providing a safe and caring environment
¾¾ Encouraging students to do their best
¾¾ Showing self-discipline
¾¾ Encouraging and being available for parent
conferences
¾¾ Being a good role model to other students
¾¾ Teaching all levels of abilities
¾¾ in a positive manner
¾¾ Following school rules, expectations and goals
¾¾ Showing respect toward others and the
environment
¾¾ Openly communicate with parents
¾¾ Doing my best at school and home
¾¾ Keeping parents informed of their child’s
progress on a regular basis
¾¾ Asking questions when I don’t understand
¾¾ Calling parents early if there is a concern
¾¾ Providing quality resources
¾¾ Utilizing and respecting resources appropriately
¾¾ Using study time both at school and home
wisely
¾¾ As a teacher I will be RESPECTFUL,
RESPONSIBLE AND SAFE by:
¾¾ As a student I will be RESPECTFUL,
RESPONSIBLE AND SAFE by:
_________________________________
Parent Signature/Date
¾¾ Keep contact information updated
¾¾ Emphasizing positive attitudes and values
¾¾ Seeing that my child maintains regular and
punctual attendance
¾¾ Taking time to talk and listen to my child
¾¾ Attending parent/teacher conferences, parent
meetings and other school functions
¾¾ Supporting the school, its rules, expectations
and goals
¾¾ Encouraging children to do their best
¾¾ Providing a scheduled time for my child to
study
¾¾ Openly communicate with teachers in a positive
manner if there is a concern or problem by
notes, email, conferences, Friday Folder, etc.
As a parent I will be RESPECTFUL,
RESPONSIBLE AND SAFE by :
Gratz Brown Elementary is a Positive Behavior Support School. This means that the parents, students and teachers work together to create a
learning community in which common expectations are followed. Gratz Brown Elementary School is committed to providing each student with
the opportunity to achieve his/her highest level of success. Please read the following agreement and sign in the appropriate place. If a student
is not successful with our GBE expectations and receive a major and/or minor referral, they will not be allowed to attend the reward celebration
PBS Success for that quarter.
GRATZ BROWN ELEMENTARY SCHOOL
STUDENT/PARENT/TEACHER COMPACT
MOBE R L Y
MOBE R L Y
The important thing is not so much that every child should be taught,
as that every child should be given the wish to learn.
~John Lubbock

Gratz Brown Elementary Gratz Brown Elementary

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