Leconte 2009-2010 Guidebook

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Family Guidebook 2009-2010 & 2010-2011 Education is the most powerful weapon which you can use to change the world. --Nelson Mandela

LeConte’s Vision Statement LeConte students will become enthusiastic and successful learners, allowing them to master fundamentals, take risks, and tackle intellectual challenges. Our positive school culture and community-building activities will help improve students’ selfesteem and their ability to develop: • • • •

Compassion, Empathy, Understanding differences, Problem-solving skills

LeConte’s Mission Statement We will support every child to meet high expectations by providing: • • • •

Access to highly trained and effective instructional staff, Differentiated instruction that integrates engaging, enriching curriculum with supportive strategies for various learning styles, Opportunities to work individually and cooperatively, A nurturing community that supports the development of each child’s personal interests, talents, relationships, and social skills.

Every member of the LeConte community will take personal responsibility in realizing our School Vision.

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LeConte Family Guidebook

Table of Contents Letter From Principal Wilson

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What Makes LeConte Unique?

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School History & What We Value at LeConte

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LeConte Calendar

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Staff Roster

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Contact Info & Bell Schedule

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LeConte Academics: What is My Child Learning at School? Core Curriculum Overview Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Enrichment to Core Academics Other LeConte Programs

13 14 15 16 17 18 19 20 23

LeConte Nuts and Bolts: Policies & Procedures that Hold our School Together Attendance Policy 25 What If My Child is Sick? 27 Emergency Procedures 29 School Lunch & Breakfast 30 Discipline Policy 31 School Agreements & Consequences 32 LeConte Communications: How Do I Find Out What is Happening and When? Talk to Us How Should I Communicate With My Child’s Teacher and Other Staff? Family Advisory Council Who should I talk to if I have a concern or suggestion?

36 36 37

LeConte Community & Environment: What Else Goes On While My Child is at School? LeConte School Song School Culture & Climate Student Recognition & Leadership Student Problem Solving Special Classroom & School Wide Activities Student Celebrations LeConte Community Events & Celebrations LeConte Gardens & Grounds

39 39 39 40 41 42 43 45

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LeConte After-School: What Happens After the Bell Rings? Berkeley BEARS (EDC) LeConte Community Kids (LCK) PTA Enrichment Classes Can My Child Attend PTA Classes and BEARS or LeConte Community Kitz? Does My Child Need to be in an After-School Program to Participate in PTA Classes?

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Volunteer Support: How Can I Participate or Help? Volunteering Room Parents LeConte Parent Organizations BUSD Parent Organizations LeConte Fundraising LeConte Resources & Program Affiliations

48 48 49 51 52 54

Family Responsibility: How Can I Help My Child Do Well in School? Family Responsibilities at Home Family Education Seminars Homework Policy Free Online Education Software

56 56 57 57 57

Academic Supports: How Can I Ensure My Child Will Get Academic Help?

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Grading & Testing: How is My Child Assessed and Graded? Report Cards & Parent /Teacher Conferences Standardized Testing How Can I Help my Child Do Her Best During Testing?

59 59 59 60

No Child Left Behind and LeConte: What is Program Improvement? What Does PI Mean to LeConte? What is Being Done for Students Who are not “At or Above Proficiency?” How Do These Plans Affect Children Who are Already Performing Well? Where can I Learn More About Program Improvement? Acknowledgments

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Letter From Principal Wilson Dear Families, Thank you so much for taking the time to review this guidebook to LeConte Elementary. Our teacher and parent leadership groups feel it is vitally important for all families to have access to our school policies, programs, resources, and our vision to provide your child with a well-rounded education. We hope that this information will answer questions you have about school operations. To our new families, I want to welcome you and share with you my background and philosophy. I have been the principal of LeConte for four years; however, I have worked in the field of education for nearly 20 years. My employment history includes: work as a special education teacher of teenagers in a residential treatment program, elementary school teacher, elementary mathematics coach and instructional specialist, and college instructor. I came to Berkeley after spending one year as the principal of Lockwood Elementary in Oakland, CA. Though I loved working for my Lockwood families and peers in Oakland, I accepted my current position to be a part of a smaller, more stable community. What I most enjoy about being LeConte’s principal is that I can actually get to know each student because our enrolment rarely exceeds 320. A good day for me is one where I’ve had a chance to read aloud to a class, teach a lesson, or photograph students engaged in a hands-on activity. I do this work because I am passionate about having a positive impact on the lives of our children. I believe my staff members share my passion. Our students’ emotional wellbeing is as important as their academic achievement. Students who feel safe, connected, and enjoy coming to school have a greater chance at academic success. At LeConte we strive to create a nurturing environment where students feel they belong, are valued and appreciated, thereby having the room to flourish and realize their personal gifts and talents. As parents and guardians, your involvement and feedback is vital for us to meet the academic, social, and emotional needs of your child. As a public school, we are obligated to teach the state standards and administer state assessments. However we understand that instructional methods must be adapted to students’ learning styles and challenge them to excel. We are also responsible for providing a safe, clean, and inclusive environment. To this end, we must have policies in place to address discipline, emergencies, and physical maintenance. We also have events, activities, and rituals that reflect the diversity of our students. This guidebook is our attempt to communicate the spirit of LeConte and how we meet some of these objectives. Please review it and let us know if you have questions or suggestions on improving it. Here’s to a great school year! Warmly, Cheryl Wilson, Principal Children and people are more important than paperwork. LeConte Family Guidebook

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What Makes LeConte Unique? LeConte’s Farm and Garden program is one of the oldest in the district at 26 years. Twice per month, every LeConte student explores the life and earth sciences while integrating food and nutrition into their science study. LeConte’s Cooking classes build upon the Farm and Garden instruction to enliven students’ knowledge and appreciation of food and nutrition. LeConte’s Two Way Immersion program brings native Spanish and native English speakers together in classes designed to nurture students, in a K-5 standards based curriculum, who can speak, read and write in both languages. LeConte’s Full Inclusion program supports children with learning or socialization differences in the general classroom. LeConte’s Reading Recovery program is designed to help struggling readers become confident and fluent with text. LeConte’s Conflict Resolution program trains selected students in grades three through five to become conflict managers and student leaders in the school. LeConte’s Instrumental Music program provides the opportunity for third through fifth graders to learn a musical instrument and read musical notation. LeConte students in grades 1-2 and 4-5 receive Art Enrichment classes taught by a specialist to learn various art application techniques and mediums. All LeConte students receive instruction in Visual Thinking Strategies to learn vocabulary and critical thinking techniques proven to raise academic performance. LeConte K-3 students receive Dance Instruction during the year to learn the movements and music from different Latino folk traditions. LeConte fifth graders annually attend MOSAIC Camp where they learn to gain respect and appreciation for diversity, the uniqueness of all individuals, and recognize commonalities we all share. Each year LeConte fourth grade students attend Sierra Outdoor Science School in Sonora, California, as an extension of their studies about the California Gold Rush. LeConte playground monitors and after school staff use Peaceful Playgrounds as a conflict resolution program during recess periods. LeConte Community Kidz offers extra classes, clubs and homework help, and coordinates with PTA-sponsored enrichment classes to provide students with additional opportunities to extend their learning after school. 2009-2010 & 2010-2011

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School History & What We Value at LeConte Nearly 120 years old, the first LeConte Elementary School was established in 1892. Named after Joseph LeConte, a founding member of the Sierra Club, the school housed kindergarten through third grade for many years. The building has undergone major renovations over time, including: more classrooms, a second floor, the farm and garden, and library. Recently, we’ve added to the gardens, repainted, and received new flooring. To honor LeConte’s 100th birthday, our school received a congressional recognition certificate and a proclamation signed by the Mayor of Berkeley:

WHEREAS, LeConte is committed to serving a multicultural student body in an atmosphere of cooperation and community collaboration, and WHEREAS, LeConte demonstrates a continued commitment to the environment with its unique farm, garden, and environmental education program; and…. NOW, THEREFORE, BE IT RESOLVED that I, Loni Hancock, Mayor of City of Berkeley, proclaim May 30, 1992 as LECONTE PRIMARY SCHOOL DAY in the City of Berkeley and hereby commend the entire staff for tirelessly working to promote excellence in education in the Berkeley community.

Our Farm and Garden program celebrated its 25th birthday in 2007, making it one of the oldest in the district. Originated by LeConte families, it included chickens, roosters, rabbits and goats. Farm and Garden and cooking classes continue to be among our students’ favorite reasons for coming to school. As a result, most of our students are more open to cooking, trying new foods, healthy eating--even preparing meals for their families. The value of hands-on learning provides children life-changing experiences. Our students start the day sharing a healthy breakfast which primes their bodies and brains for optimum learning while building community.

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Students in grades third through fifth are taught music and all students, K-5 receive art instruction by specialists. Art and music classes address different learning styles and encourage students to use creative thinking skills, learn subjects such as mathematics, and offer an opportunity to build on a hidden talent or desire to pursue the arts as a career. Students enrolled in the Two Way Immersion program not only become bilingual but also bicultural as they learn more about Latino countries and cultures. In short, we value an education that taps into different ways of showing intelligence and classes that open students’ minds to a variety of interests, experiences and pursuits. We strive to stimulate and serve the needs of the whole child for meaningful and continued lifelong learning.

Nine tenths of education is encouragement. . .. . The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards. --Anatole France

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LeConte 2009-2010 Calendar Be sure to check the calendar on the LeConte website (www.leconteonline.com) regularly for updates and detailed event information. Month

Date

September 2009

2 7 10 16 26

October 2009

November 2009

12 20 30 31 TBA 2-6 11 17 25-27

Time

Event

5:45 -7:30 p.m. TBA

First Day of School Labor Day Holiday (no school) Back to School Night General PTA meeting, Dinner before Multicultural Potluck

5:45 -7:30 p.m. 2:00-5:00 p.m.

5:45 -7:30 p.m.

Staff Development Day (no school) General PTA meeting, Dinner before End of First Grading Period Halloween Carnival 5th Grade MOSAIC Field Trip Parent Conferences (shortened days) Veterans’ Day Holiday (no school) General PTA meeting, Dinner before Thanksgiving Holiday (no school)

December 2009

16 TBA 21- 1/1

Latino Heritage Event Winter Recess (no school)

January 2010

4 18 19 27 29 TBA

Return to School from Winter Recess Martin Luther King Jr. Birthday (no school) General PTA meeting, Dinner before After School Classes Performance End of Second Grading Period Quilt Raffle Ticket Sale Begins

LeConte Family Guidebook

5:45 -7:30 p.m. TBA

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Month

Date

February 2010

1 12 15 16 26

Time

Event Staff Development Day (no school) Lincoln’s Birthday Holiday (no school) Presidents’ Day Holiday (no school) General PTA meeting, Dinner before African American Heritage Event & Quilt Raffle

5:45 -7:30 p.m. TBA

March 2010

5:45 -7:30 p.m. 16 26 29-4/2

General PTA meeting, Dinner before Cesar Chavez Day of Service and Learning Spring Break

April 2010

20 TBA TBA

General PTA meeting, Dinner before ELAC – Day of the Child 4th Grade Sierra Outdoor Science Camp Field Trip

May 2010

3 4-8 13 17 18 31 TBA TBA TBA

June 2009

5:45 -7:30 p.m.

State Testing Begins Teacher Appreciation Week All School Open House Malcolm X’s Birthday Holiday (no school) General PTA meeting, Dinner before Memorial Day (no school) LeConte Spring Auction Spring Festival After School Classes Performance

5:45 -7:30 p.m.

TBA 18

Fifth Grade Promotion Last day of school / End of 3rd Grading Period

* Dates in Bold indicate NO SCHOOL for students

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LeConte Elementary 2009-2010 Staff Roster Regular Education Teaching Staff Grade Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Teacher Jeannie Gee

Program English

Classroom 109

Natalia Bernal

TWI

110

Kate Roberts

English

102

Deborah Barer

English

104

Maria Carriedo/ Mary Lewis *

TWI

101

Sylvia Torres

TWI

114

Liliana Aguas

TWI

106

Awilda Logan

TWI

105

Virginia Louie

English

103

Lorna Cross

English

203

Jeanette Gearring

English

202

Susan Katz

TWI

207

Bessie Citrin

English

205

Loraine Woodard

TWI

204

Luis Argueta

TWI

201

Dana Blanchard

English

206

TWI – Two Way Immersion- Spanish/English

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Administration & Support Staff Department Administration

Special Education

Name Cheryl Wilson Donna Chan-Chu Lucy Ames Mathilde Landberg Ahlam Younis Irene Lena Kathleen Russell Brenna Turman Jacqueline Richards Romila Khanna Ben Goff TBD Julie Venuto Charity DaMarto Mush Ab Musawwir Ray Davis Makana Grant Leilani Hunter Brazil McIntrye Khaledah Wright Estella Sisneros Rupert Gopez TBD Susan McKenna TBD Susan Deutsch Noelle Haight Judith Lunger-Bergh Paulette Schafir Miles Valentino Anna Staff TBD Earl Jenkins Victor Thomas Juan Zuniga

Title Principal School Secretary Teacher Teacher Cafeteria Manager Noon Supervisor Chef Instructor Chef Instructor Instructor Instructor Instructor AmeriCorps Instructor Teacher Program Coordinator Program Manager Instructional Technician Instructional Technician Instructional Technician Instructional Technician Instructional Technician Librarian / Media Tech. Teacher Teacher Psychologist Teacher OT / Specialist OT / Specialist OT / Specialist OT / Specialist Instructional Technician Adaptive PE Teacher Teacher Custodian Custodian Resources Spcialist

Speech Therapist

Beth McHugh

Speech Therapist

Instructional Assisstants

Clementina Guiterrez Alise Jones Theresa Leader William Linskil Rita Pettit

Art Specialist Cafeteria Cooking BEARS (EDC) Farm & Garden Full Inclusion LeConte Community Kidz

Library / Media Literacy Coach Math Coach Mental Health Music Occupational Therapist

Physical Education Science Site Maintenance

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Contact Information LeConte Elementary School 2241 Russell Street Berkeley, California 94705 Main phone: (510) 644-6290 Fax: (510) 644-7767 Website: www.LeConteonline.org School Hours: 8:00am - 4:00pm To leave a message for your child’s teacher or the principal, call the direct line. Our School Secretary, Donna will take a message, or, leave a message if directed to do so. If you have difficulty reaching a teacher, please feel free to contact Principal Wilson who will return your call the same or next day. Please see the LeConte Directory for contact numbers of LeConte staff.

Bell Schedule School Begins

8:10 a.m.

Recess Kindergarten First - Third Fourth Fifth

9:25 - 9:40 (15 minutes) 9:40 - 10:00 (20 minutes) 10:05 - 10:20 (15 minutes)

Lunch Kindergarten First - Third (passing time) Fourth Fifth (passing time)

11:10 - 11:50 11:20 - 12:05 12:05 - 12:10 11:50 - 12:25 12:35 - 12:40

Early Dismissal: Wednesday only Kindergarten First - Third Fourth Fifth

1:25 1:25 1:30

Dismissal: Monday, Tuesday, Thursday, Friday Kindergarten First - Third Fourth Fifth

LeConte Family Guidebook

1:25 2:15 2:20

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LeConte Academics:

What is My Child Learning at School?

Core Curriculum Overview The Berkeley Board of Education has adopted the California Department of Education and California State Board of Education standards in: mathematics, English language arts, science, and history-social studies, and the challenge standards in the visual and performing arts. The standards outline specific areas of knowledge that students are taught during a particular grade. Every Berkeley Unified District school, including LeConte, teaches an academic curriculum designed to meet them. Each fall parents/guardians receive an overview of their students’ grade level expectations and standards. A detailed description of all California Department of Education standards is available on the CDE website: www.cde.ca.gov. The following pages are a summary of what is required by grade level. Please contact you child’s teacher if you have questions about how the standards are being applied in the classroom.

Education is not preparation for life; education is life itself. --John Dewey

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Kindergarten Language Arts: The kindergarten year launches a journey into the world of formal education. The primary focus of language arts is to make sense of the alphabet and its role in reading. Kindergartners explore letters, sounds, and words as they begin to apply this knowledge to read and write simple sentences. They learn that the printed word has meaning and enjoy a variety of literature experiences including fiction and non-fiction. Mathematics: Kindergarteners begin to make sense of the world of math. Geometric shapes become important tools in making math visible and tangible. By the end of kindergarten, students understand small numbers, quantities and simple shapes in their everyday environments. Students are exposed to a variety of math exercises designed to empower them to count, compare, describe and sort objects, plus develop a sense of properties and patterns. Science: Students are introduced to concepts related to Life, Earth and Physical Sciences, guided by the FOSS Science Curriculum developed by Berkeley’s own Lawrence Hall of Science, students learn: the properties of materials, how to differentiate plants and animals in their kingdoms, and become aware of seasonal and physical changes in the Earth through hands-on activities and use the five senses. Farm, garden and cooking classes support grade level science content. History and Social Science: Kindergarteners are introduced to basic spatial, temporal, and causal relationships, emphasizing the geographic and historical connections between the world today and long ago. The stories of ordinary and extraordinary people help describe the range and continuity of human experience and introduce the concepts of: courage, self-control, justice, heroism, leadership, deliberation, and individual responsibility. Historical empathy for how people lived and worked long ago reinforces the concept of civic behavior, following rules, and respecting the rights of others.

All I really need to know . . . . . I learned in kindergarten. --Robert Fulghum

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First Grade Language Arts: First grade is an exciting year. Students develop confidence in their reading skills and ability to gain meaning from a variety of text genres. Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics and dividing words into parts and syllables. They apply this knowledge to achieve fluent oral and silent reading. Students learn to write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g. drafts, revisions, and editing). First graders practice using appropriate mechanics, spelling conventions, and descriptive vocabulary. Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent themed statement. They also learn to listen critically and respond appropriately to oral communication. Mathematics: Students learn math skills from the First Grade Standards strands: number sense, algebra and functions, measurement, geometry, statistics, data analysis and probability, as well as mathematical reasoning. By the end of the year, students: • use the concept of ones and tens in the place value number system • add and subtract small numbers with ease • measure with simple units • locate objects in space • describe data, analyze and solve simple problems Science: The first grade science curriculum follows the three strands: Life, Earth and Physical Science. In Life Science, students learn that living things have needs. Earth Science lessons teach students that weather can be observed, measured and described. In Physical Science, students learn that materials take different states including solid, liquid and gas. 1st graders learn to ask meaningful questions and conduct careful investigations in all three areas. Social Studies: First graders continue to learn a more detailed treatment of the broad concepts about rights and responsibilities in the contemporary world. The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the rights and opinions of others. Students examine the geographic and ecoThe whole world opened nomic aspects of life in their own neighborhoods and to me when I learned to compare them to people long ago. They explore the read. varied backgrounds of Americans and learn symbols, -- Mary McLeod icons, and songs that reflect our common heritage.

Bethune

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Second Grade Language Arts: By grade two, students move toward being independent learners with a solid foundation in the conventions and structure of language to understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllables, and word parts. They apply this knowledge to achieve fluent oral and silent reading, as well as to be able to respond to a wide variety of children’s literature. They distinguish between the structural features of the text and the literary terms of theme, plot, setting, and character. Second graders build on and refine the writing skills they developed in first grade, They demonstrate their growing skills through oral reports, songs, chants, and recitations of poetry. Mathematics: Students build on math skills via the following math strands: number sense, algebra and functions, measurement, geometry, statistics, data analysis and probability, and mathematical reasoning. By the end of the year, students understand place value and number relationships in addition and subtraction, use simple concepts of multiplication and measure quantities with appropriate units. They classify shapes and see relationships among them by paying attention to geometric attributes and analyze data while verifying their answers. Science: Second graders begin to take a more in depth look at the three areas of science: Physical, Life and Earth. Students study the ways in which the motion of objects can be observed and measured in Physical Science; the life cycles of plants and animals and understanding of their predictability in Life Science. Environmental factors affecting the growth and development of plants and animals will also be studied. Earth Science curriculum focuses on recognizing the distinct properties of materials on Earth and how those properties provide for human activities. Students learn to make predictions based on observed patterns, and measure those predictions using appropriate tools and units. Social Studies: Second-graders explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free-market system.

Education is not the filling of a pail, but the lighting of a fire. --William Butler Yeats LeConte Family Guidebook

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Third Grade Language Arts: Young readers and writers are motivated to express themselves by drawing from their own experiences. Students begin to identify writing styles, purpose, and are able to state a preference for writing genres, based upon their own reading and research of authors and texts. Third graders are introduced to at least four authors and four genres of reading and writing. The writing process fosters an understanding of the components of a good paragraph as students share their drafts with peers, and others. Cursive writing is also taught during the third grade year. Mathematics: Third graders build on their math skills in the following strands: number sense, algebra and functions, measurement, geometry, statistics, data analysis and probability, and mathematical reasoning. Students deepen their understanding of place value and their understanding of addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects in space. They use patterns to help solve problems, and they learn to represent number relationships and conduct simple probability experiments. Science: Third graders learn the fundamental scientific principles of Physical, Earth and Life sciences. In Physical Science students learn to understand that energy and matter have multiple forms and can be changed from one form to another, and that light has a source and travels in a direction. Students study how adaptations in structure or behavior may improve an organism’s chance for survival. They will learn that objects in the sky move in regular and predictable patterns relative to the Earth. Students develop their own questions and perform investigations in each content strand. Social Studies: Students in grade three learn more about our connections to the past and the ways in which local, regional and national government and traditions have developed. Emphasis is on the physical and cultural landscape of California, including the study of Native American Indians, the subsequent arrival of immigrants, and the impact they all have had in forming the character of our contemporary society and common memories.

The objective of education is to prepare the young to educate themselves throughout their lives. --Robert Maynard Hutchins

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Fourth Grade Language Arts: Fourth graders learn to select a focus and point of view in their writing and to organize multiple paragraph compositions. Students are introduced to more narrative and expository texts with guidance to increase reading comprehension. Fourth graders learn: to compare, contrast, identify cause and effect, sequential or chronological order, proposition and support, and other critical-thinking tools to analyze written text. Students learn to recognize the speaker and to differentiate between the factual and inferred. In writing, students learn the components and characteristics of various genres including narrative, expository, descriptive, and persuasive. Mathematics: Fourth graders build on their math skills in the strands of: number sense, algebra and functions, measurement, geometry, statistics, data analysis and probability, and mathematical reasoning. Students hone their understanding of large numbers, addition, subtraction, multiplication, and the division of whole numbers. They describe and compare simple fractions and decimals, while understanding the properties of and the relationships between plane geometric figures. Students collect, represent, and analyze data to answer questions. Science: The science curriculum continues the study of the Physical, Life and Earth sciences. Students learn how electricity and magnetism are related effects and how these properties have many useful applications. They learn that all organisms need energy and matter to live and grow, and that living organisms depend on one another and their environment for survival. Students study the properties of rocks and minerals, and how waves, wind, water and ice shape and reshape the Earth’s land surface. They learn to ask meaningful questions, test ideas, and to differentiate observation from inference. Social Studies: Fourth graders learn the story of their home state, unique in American history in terms of its vast and varied geography, waves of immigration, continuous diversity, economic energy, and rapid growth. In addition to the specific treatment of milestones in California history, students examine the state in the context of the rest of the nation, with an emphasis on the U.S. constitution and the relationship between state and the federal government.

Education is for improving the lives of others and for leaving your community and world better than you found it. --Marian Wright Edelman LeConte Family Guidebook

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Fifth Grade Language Arts: Fifth grade students continue to refine and build on their reading repertoire, learning to clarify ideas, and make connections between selected novels. Oral and written assignments related to literary works give students the opportunity to demonstrate their understanding of the fundamental elements of plot, conflict and resolution. Expository selections will be used to help with the acquisition of grade level specialized vocabulary. Students learn to write multi-paragraph essays recognizing the audience necessary for each of the four genres emphasized during the year. Mathematics: Fifth graders continue to study along the math strands: number sense, algebra and functions, measurement, geometry, statistics, data analysis and probability, and mathematical reasoning. By the end of year, students increase their facility with the four basic arithmetic operations applied to fractions, decimals, and positive and negative numbers. They know and use common measuring units to determine length and area and how to use formulas to determine the volume of simple geometric figures. Students know the concept of angle measurement and use a protractor and compass to solve problems, as well as to use grids, tables, graphs, and charts to record and analyze data. Science: Fifth graders continue to study the three components of science: Physical, Life and Earth. They will learn that elements and their combinations account for all of the varied types of matter in the world. They will study the different systems (circulatory, respiratory, digestive, and waste disposal) in animals. Students will study how water on Earth moves between the oceans and land through the processes of evaporation and condensation, and about Earth’s place in our Solar System. They will perform experiments and test their theories using various forms of scientific inquiry and data representation to form a complete scientific report. Social Studies: Students study the development of the nation up to 1850, with an emphasis on the people who were already here, when and from where others arrived, and why they came. Fifth graders learn about the colonial government founded on Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize that ours is a nation that has a constitution that derives its power from the people. The U.S. has gone through a revolution that once sanctioned slavery, that experienced conflict over land with the original inhabitants, and experienced a westward expansion that took its people across the continent. Students study the cause, course, and consequences of early explorations through the War for Independence and Western expansion. It is central to fundamentally understanding how the principles of the American republic form the basis of our pluralistic society in which individual rights are secured.

Learning is a treasure that will follow its owner everywhere. --Chinese Proverb

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Enrichment to Core Academics Library (K-5): The LeConte library serves all students. Students in grades K-3 attend the school library once a week. Children check out books to take home and to return the following week. Classroom visits include a read-a-loud story time and book talks. Students in grades 4-5 attend the library weekly or bi-weekly and for extended periods when requested by their teachers. Upper grade students learn library skills with the on-line catalog and develop research skills using the computer lab. Teachers use the library for specific research in conjunction with classroom study units. Our librarian, Estella Sisneros, collaborates with the teachers, knows the children and helps them find books that match their interests, in addition to introducing them to new subjects from the wide variety of great books in our school library. Students check out books for recreational reading, as well as for class assignments. LeConte is a recipient of a Reading Is Fundamental (RIF) federal grant which promotes literacy and the joy of reading through a program where students get to choose a new book to keep three times a year. RIF is run and coordinated by the library and supported by the PTA and parent volunteers. Please take an interest in you child’s library use, know what your child is checking out, help them return their books on time, and make time to enjoy reading with them. Thank you!

Farm & Garden (K-5): Founded in 1983, LeConte’s Farm and Garden program is the oldest and most developed in the school district. Guided by our beloved “Farmer Ben” all LeConte students have the opportunity to learn in the garden about the ways fruits, vegetables and animals help enrich our lives. Twice a month, students receive a consciousness-raising experience as they learn how eating healthy today will impact their lives and the planet in the future. “Hands-on” experiences involve not only fruits and vegetables, but also chickens and rabbits to give students the opportunity to appreciate life cycles up close.

Nature teaches more than she preaches. There are no sermons in stones. It is easier to get a spark out of a stone than a moral. --John Burroughs LeConte Family Guidebook

Students are also taught to identify, understand behavior and respect the insects that are found in the gardens and the roles that they play in the ecosystem. The proper use and names of gardening tools, plants vegetables and flowers become a part of daily vocabulary. Concepts such as sustainability, composting, and other environmental issues are discussed and analyzed in the gardens as an extension of the classroom and school curriculum.

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Cooking (K-5): Twice monthly, every class has an opportunity to prepare an organic recipe made from whole grains, vegetables and/or fruit in the LeConte cooking classroom. Over the course of the year, our cooking instructors, Chefs Kathy and Brenna, guide students to prepare, cook and taste foods from different cultures, as well as learn to appreciate the role food plays in traditions and celebrations worldwide. The Cooking Curriculum is nutrition-based with an emphasis on organic whole grains, vegetables and fruit. Through regularly scheduled cooking classes and utilizing food harvested from LeConte’s own farm and garden, LeConte’s students learn that healthy eating makes healthy bodies and healthy minds. A healthy diet is the foundation that allows children to perform at the best of their abilities, and lessens the chances of developing serious health problems later in life. Visual Art (K-5): Two art programs, Visual Thinking Strategies (VTS) and weekly art instruction are provided to LeConte students. The two programs were selected not only to infuse more art instruction in each classroom but also to increase our students’ aesthetic awareness with their ability to reflect on and think critically about visual material. Visual Thinking Strategies is a program designed to “allow students to examine art, to think, to contribute observations and ideas, to listen, and to build understandings together.” One of the unique values of this program is that the questioning strategies and the observation skills can be generalized to other learning areas, such as reading comprehension, science, and mathematics. In addition, students in grades 1-2 and 4-5 receive weekly art instruction from an Art Specialist. To enrich the Visual Art curriculum, students will visit local museums to further expand their visual and critical thinking skills. Music (3-5): Grade levels third through fifth receive instrumental instruction. Third graders will receive music once a week, and fourth and fifth grade students will receive music instruction twice a week. Third grade students will learn beginning notation and exercises by studying chorus, percussion or recorder. In the fourth and fifth grades, students choose a woodwind, brass, string or percussion instruments to study. By the end of the fifth grade, stuAll children are artists. dents will be able to read printed music and translate the The problem is how to written notes to music on their chosen instrument. Sturemain an artist once he dents will play proficiently enough to perform ensemble grows up. work with their classmates and in school performances. In addition to the instrumental music program at --Pablo Picasso

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school, LeConte students have the opportunity to participate in two excellent music resources provided by the Berkeley community. One is the Berkeley Symphony “Students at the Symphony” program, and the other is the “Music Connection” program which provides free instrumental music instruction by UC Berkeley Music students once per week after school. Dance (K-3): In the Fall, Kindergarten, first, second and third graders receive weekly dance instruction in traditional folk dances from Central and South America. During the Latino Heritage Festival the children perform their dances to traditional music, while wearing traditional costumes. Performance (K-5): All students will have the opportunity to perform on stage for family and friends during the school year. Performances are often in honor of various cultures and heritage of people outside the mainstream American culture. For example: African-American, Latino, Native American, etc. Performances and events vary yearly and are dependant on available funds and grants. Physical Education (K-5): Physical education classes are taught by the classroom teacher with the assistance of Coach Miles. Each week, the PE coach designs special games, such as hockey and other team-building sports for students to learn values of collaboration and sportsmanship, as well as, conflict resolution. Each Spring, our Farm & Garden staff sponsors a heart event that includes aerobic activities and “green” treats to underscore their role in good health

Creativity is a type of learning process where the teacher and pupil are located in the same individual. --Arthur Koestler

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Other LeConte Programs Full Inclusion Program (K-5): Inclusion, or full inclusion, is a model of educating students with moderate to severe disabilities in the general classroom. LeConte’s Inclusion Program is supervised by Julie Venuto, with support as needed from designated instructional service (DIS) providers such as: occupational therapists, speech therapists, school psychologist, adaptive PE teacher, and instructional assistants. The goal of inclusion is to educate students with moderate to severe disabilities in the general education class and for teachers to work collaboratively to meet the learning needs of all students. This is accomplished by differentiating instruction and building communities of learners who understand and accept that everyone is unique. Inclusion has existed at LeConte for over 15 years - one of the first schools in BUSD to support students in general education classes rather than in segregated or self-contained special education classes. Other elementary schools in BUSD have begun serving students similar to LeConte’s Full Inclusion Program - a truly unique place for all students to learn. Two Way Immersion Program (K-5): The Two Way Immersion Program (TWI) is now in its tenth year at LeConte. TWI provides an opportunity for children to become fluent and proficient in two languages: Spanish and English. It brings native speakers of Spanish and English together to experience academic and social development in the same classroom. The students gain an understanding of another culture as they learn to speak the language and participate in related enrichment. In Kindergarten and first grade, the majority of instruction is in Spanish with more English instruction added each year. When the immersion students enter fourth and fifth grade, 50% of the instruction will be in Spanish and 50% will be in English. Students’ proficiency is determined by their ability to speak, read and write in both languages in all curricular areas. Those students who remain in the program through 5th grade, may continue in the Two Way Immersion Program at Longfellow Middle School.

A word as to the education of the heart. We don’t believe that this can be imparted through books; it can only be imparted through the loving touch of the teacher. -- Cesar Chavez

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Mixed Upper Grade Classes: In the 2007/08 school year the fourth and fifth grade teachers launched an innovative change to the structure of the upper grade classes: integration of the children that provides extra support to the teachers. English-only and Two-Way Immersion (TWI) students now mix together in the mornings for an intensive English Language Arts and Math instructional period. Fourth-graders are taught by Ms. Citrin and Ms. Woodard, fifth-graders by Ms. Blanchard and Mr. Argueta. In the afternoons, students are re-combined into English-only and TWI classes for Science and Social Studies instruction in either English (with Ms. Citrin, and Ms. Blanchard) or Spanish (with Ms. Woodard and Mr. Argueta). In previous years, the children in the Two Way Immersion Program were taught separately from the children in LeConte’s English-only classes. That made it harder for all the children to get to know and learn from each other. The new program structure supports new friendships among the students and helps to prepare them for the changes ahead when they enter middle school. The central benefit to this approach, however, is the increased level of collaboration among the four upper-grade teachers. All four teachers are committed to planning together, analyzing student work together, and using common curricula and strategies in order to build cohesion and better serve the students. The TWI program also benefits from this structured team approach as all TWI students are in an English class in the morning and a Spanish class in the afternoon. The language distinction is clear, and TWI students know that they are expected to read, write and speak only Spanish during Spanish time, and only English during English time. Such an approach adheres much more closely to traditional models of TWI programs and better supports the development of becoming proficiently bilingual.

That is what learning is. You suddenly understand something you’ve understood all your life, but in a new way. -- Doris Lessing

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LeConte Nuts & Bolts: Policies & Procedures that Hold our School Together

Attendance Policy

All students must attend school unless prevented by illness or emergency. It is in your child’s best interest and long term educational achievement to avoid unnecessary absences whenever possible. In addition to being legally required to attend school, studies show that excessive student absence – for illness or otherwise – is linked to poor student performance in the classroom and on standardized tests. California law requires that all children ages 6-18, not otherwise exempted or excluded, attend school full time. Parents are legally responsible for their child’s attendance at school during the entire school year. Parents of truant students may be held civilly and criminally accountable for their child’s truancy. Absences: Call (510) 644-6290 When your child needs to be absent, please phone the school office as soon as possible. When leaving a message regarding your child’s absence kindly make sure to provide the following: • Student’s full name • Date(s) absent • Grade and teacher • Your name and your relation to the child • Daytime phone number • Reason for absence Attendance and School Funding: Please be aware that the state does not reimburse the district for days students are absent from school. Every day a student is absent results in a loss of over $31 per child, per day, in revenue to the district. In the 2008/09 school year, LeConte forfeited more than $18,000 in funds due to student absences. Extended Absences: Please contact your child’s teacher and the front office if you know that your child is going to be absent for an extended period of time of a week or more. An Independent Study assignment will be designed for your child and checked upon his/her return. Completion of such work will allow the district to collect Average Daily Attendance (ADA) funds for the student and help your child from falling behind.

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Chronic Absences: Families of students who are chronically absent are referred to our Universal Learning Support Team (ULST) by the classroom teacher. The ULST schedules a meeting with the parent/guardian with the goal of developing a plan to improve the absences, as well as, to provide any outside support needed. If the absences continue, a comprehensive report is completed that includes the students’ attendance records, report cards, and classroom behavior assessments. This report is submitted to the district School Attendance Review Board (SARB). The board schedules a meeting with the parent/guardian to set up a plan with specific guidelines to which the parent must adhere. Failure to adhere to the plan could cause the case to be submitted to outside agencies such as the district attorney and Child Protective Services. The SARB may also attempt to locate other support services such as transportation, homeless/transient support, or counseling, depending on the nature of the truancy. Doctors Appointments and Vacations: When possible, make doctor and dentist wellness check-up appointments after regular school hours. Please plan vacations and trips during scheduled school holidays and breaks. Being Late for School: It is important for children to come to school on time. “Tardy” is defined as arriving at school after 8:10 a.m. If your child should arrive to school after 8:30 a.m., s/he should report to the office to receive a late slip. Children who are tardy three or more times will be sent a “truancy” letter. Students who are chronically tardy will be referred to our Universal Learning Support Team (ULST) who will meet with the parent/guardian to develop a plan to address and end the record of being late to school.

The philosophy of the school room in one generation will be the philosophy of government in the next. --Abraham Lincoln LeConte Family Guidebook

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What if My Child is Sick?

If your child is running a temperature, vomits, or shows any other signs of a contagious disease in the morning before school, please keep your child at home if s/he: • Has a fever or has had one during the previous 24-hour period • Is taking the first 48 hours of an antibiotic medication • Has a cold less than three days old • Has a heavy or green nasal discharge • Has a constant cough • Is cranky or not behaving like him or herself • Has symptoms of a possible communicable disease, such as: sniffles, reddened eyes, sore throat, headache, or abdominal pain If it is difficult for you to stay home with your ill child, you may find Bananas, Inc. helpful. This excellent, local, non-profit childcare referral and support agency can provide you with a list of childcare providers. Call Bananas Child Care Referral at (510) 658-0381 or visit http://www.bananasinc.org/policies.php for more information. You will be notified immediately should your child become ill at school with a temperature, sore throat, etc., or should a head injury or any accident occur that requires more than a band-aid or ice. If there are any minor bumps or bruises during the day, we try to let you know when you pick up your child from school. We limit our medical treatment to ice packs for bumps and bruises, a forehead touch or thermometer to check for fever, a bucket and cloth for upset stomachs, soap, water, and sterile bandages for open wounds. Important Note: If your child is diagnosed with a communicable disease, please tell your child’s teacher as soon as possible. We will then send out a letter to alert other parents of possible exposure. Medication: Medicine is very attractive to children and they may ingest pills or syrups without hesitation or attention to dosage. If your child must be in school while taking medicine, we ask that you carefully follow this procedure: • • • • •

Do not instruct your child to self-medicate. Never pack medication of any kind (not even vitamins) in your child’s lunch. Medicine must be hand carried to a teacher who will place it in a secure place. Prescription medication must be in the original bottle prescribed by the doctor with a written statement from the doctor detailing the method, amount, and time schedules by which such medication should be taken. Please write a permission note allowing us to provide medicine to your child. (The note must include the dosage and time of day it is to be administered.)

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Head Lice: Head lice are a common problem for children in childcare and school settings. Controlling and eliminating outbreaks are ongoing challenges that require constant vigilance on the part of parents and teachers. Any time head lice are found parents will be called and asked to immediately take their child home for treatment. The child can return to school after she or he has been treated with recommended lice-killing shampoo, lotion, or rinse, and lice are no longer visible. Additional information on treatment will be provided.

All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. -- Aristotle

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Emergency Procedures

When an emergency or serious illness occurs at LeConte, the school will contact a parent or guardian at home or work. If a parent or guardian is unreachable, a relative or neighbor listed on your Emergency Form is contacted. However, in instances where immediate medical attention is needed, the school will call 911 for emergency personnel and ambulance service. The parents or guardian will be called immediately after the emergency personnel have been contacted. Emergency Information Forms: Each child is required to have an Emergency Information Form on file in the school office. A form is sent home with each student at the beginning of the school year. It consists of critical health information (allergies, vaccines, medications, etc.), as well as, contact and release information. It is crucial that the school be able to contact you and know who MAY and MAY NOT pick up your child in an emergency situation. For your child’s safety and health, it is very important that your form be kept up to date. Please notify Donna, the school secretary, immediately if your contact information, phone numbers, addresses, or doctor listing need to be updated. Emergency Kits: Every classroom has its own emergency kit. The kits provide first aid and emergency response supplies in a back pack so that each teacher can easily carry it out should the classroom needs to be evacuated. Earthquake Preparedness Kits: In addition to the classroom emergency kits, each student must have a personal earthquake preparedness kit in his/her classroom. Parents and guardians should provide: a family photo, a reassuring note, change of undergarments, and a COMPLETED STUDENT EMERGENCY CARD.

History is a race between education and catastrophe. --H. G. Wells

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School Lunch & Breakfast

The BUSD School Lunch Initiative (SLI) has two primary goals: • •

To serve more nutritious and delicious, freshly-prepared meals using locally grown food to all of our students To educate children in kitchen, garden and academic classrooms about their food choices and the impact those choices have on their health, the community and the environment

The outstanding, healthy lunches prepared at LeConte may be purchased from $0-$3.25 based on a sliding scale. Lunch cards may be purchased by cash or check (made payable to LeConte Elementary School). Lunch Applications: At the beginning of each school year, all LeConte families must fill out an application for free and reduced lunch for each child. Even if you know your child does not qualify for a free or reduced lunch, you still must fill out the form and turn it in. The information received on the lunch applications is required for our school to be eligible for many special educational grants and programs. Or Pack Your Child’s Lunch: Please no junk food. As part of LeConte’s commitment to give all children a healthy start, our school-wide rules prohibit students from bringing soda, candy, cookies, doughnuts and/or chips to school. Plan your lunches accordingly, and thank you for supporting LeConte’s effort to promote healthy eating with our no junk food policy. Universal Breakfast: All LeConte students receive a nutritious breakfast everyday provided by BUSD at no charge. Teachers make an effort to begin instruction during breakfast time, so regardless of whether or not your child chooses to eat, it is important that you child arrive to school on time, at 8:10 a.m..

Education is our passport to the future, for tomorrow belongs to the people who prepare for it today. – Malcolm X

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Discipline Policy

LeConte strives to maintain a safe, productive learning environment that allows students to interact and socialize respectfully.

To have a safe and orderly environment, we have established school-wide agreements about how students should behave in all common areas, as well as, how students should treat one another. What is most important when discussing agreements and consequences with students is to help them understand the purpose of having a safe school. We provide them with action steps that they can apply to replace negative behavior and how to respond to conflicts. Our goal is to help students develop self-discipline to control and monitor their own behavior. We understand that this is a skill that many students have to be taught. Therefore, when students have conflicts or are consistently having difficulty following classroom or school rules, it is important that we have logical consequences and programs in place. We encourage students to learn how to change their own behavior without having to resort to punitive measures, such as suspension, as often as we can. Beginning the 2008-09 school year, we instituted a Conflict Resolution Program that teaches students in grades 3 to 5 how to become conflict managers. The program will familiarize all students with the language to solve their own conflicts. Beginning the 2009/10 school year, we will take the first steps toward implementation of a school wide discipline titled Positive Behavioral Support (PBS). The overarching goal of PBS is to reduce behavior problems by teaching and acknowledging expected behavior. Investing in prevention of problem behavior involves (a) defining and teaching core behavioral expectations, (b) acknowledging and rewarding appropriate behavior, and (c) establishing a consistent continuum of consequences for problem behavior. The program will establish a positive social climate. It is supported by BUSD and is being implemented in three other elementary schools and all middle schools. We look for the positive . . . To reinforce and recognize positive behavior, staff give students “Caught in the Act” cards that spotlight respectful behaviors. When a student is observed demonstrating cooperation, self-control, acceptance, etc. s/he is given a card to take home. Recognition assemblies are held at least four times a year to strengthen school agreements and highlight students who have been “Caught in the Act.” We prefer the use of consequences versus punishment for the following reasons: Consequences are simple, direct, related to the rule, logical (they are natural outcomes of the rule violation) and instructive.

Children require guidance and sympathy far more than instruction. --Annie Sullivan

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Good consequences help the student recognize that s/he can: • do things differently, and make better choices; • understand what is beyond her/his control; • deal with that they cannot change without feeling helpless; • focus on how to improve her/his behavior. Consequences that are too harsh will alienate and break down trust, while consequences that are too lenient will be seen as a sign of weakness. Punishments are neither related to the rule, nor natural extensions of the rule, and tend to generate anxiety, hostility, and resentment in the student. Punishments attack dignity as a way to get the child to stop misbehaving. Punishments decrease motivation because they create strong negative feelings that make learning difficult or impossible. Consequences: Students who are frequently disruptive may lose classroom privileges and may be sent to other classrooms for a time out for a portion of the day. The parent or guardian will also be notified and asked to assist with changing the behavior. Students who have serious behavior problems, such as on-going fights, bullying, physical violence, and other aggressive behavior are referred to our Universal Learning Support Team (ULST). This group meets with the student’s parent/guardian to develop a plan with resources to help the student improve her/his behavior. Items Not Allowed at School: Candy, gum, soda, toys, and all electronic equipment. Cell phones must be authorized by families. Cell phones must be turned off during school hours.

School Agreements Auditorium/Assembly and Library Agreements Upon entering, use appropriately quiet voices Go to your assigned seating area and sit on you bottoms, sit upright Keep your hands and feet to yourselves Listen with your eyes and ears, respect our librarian, follow all directions Remember that toys, cell phones, food, objects are not allowed Put all books in the same location and spot on the bookshelf where you found them When in the auditorium, use the restrooms in the rear if needed When dismissed, exit in a quiet line

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Cafeteria Agreements Upon entering, use appropriately quiet voices Use the restroom if needed before you sit down to eat Go to the seat of your choice and stay there until dismissed Sit on you bottoms, sit upright Keep your hands and feet to yourselves Throw your trash away in the correct recycling containers: food, plastic, etc. Return to your seat and use a wet cloth to wipe the table and remind others to clean up Wait for the signal to be dismissed Show signal – peace sign - indicating the table is cleaned, ready to be dismissed. When dismissed, exit in a quiet line (use the restroom if needed) Hallways/Stairways and Restrooms Always walk in the hallways, do not run Walk in a straight line, right behind the person in front of you Keep hands to your sides, and stay to the right side of the hallway or stairway Remember students are learning, you must be quiet in the hallways You must have a hall pass if you are not with your classroom teacher Please help keep our environment clean, do not litter Do not touch or destroy the bulletin boards Please respect other people’s property, do not touch or open backpacks Restrooms: Flush the toilet, wash your hands, put your used paper towel in the trash container Never put paper towels in the toilet Do not use the restroom to hide or play When supplies are missing, if the floor is slippery or flooding, tell an adult immediately Playground/Recess Drink water and use the restroom before the whistle blows! Slides: Go DOWN the slides only, do not climb up the slides. Swings: Swing back and forth only, one person at a time, no side to side with legs connected. Count to 30 and then allow someone else waiting to have a turn. Balls: Return all borrowed balls, balls are not allowed on the play structure; if a ball goes out of the yard or on the roof, ask an adult to get it. Do not leave the playground. Tag: Games of tag are not allowed UNLESS supervised by an adult. Benches and fences: respect school property, do not climb on tables or fences. Garden: keep the area clean, put all trash in trash Children have never containers, not in our garden. been very good at Time out zone: remain seated until dismissed End of recess, first whistle: stop, freeze; second whistle, WALK to your line

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listening to their elders, but they have never failed to imitate them. --James Baldwin

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Possible Consequences Level 1-4

1

2

3

4

Type of Behavior Behaviors that occur in the classroom and affect only the disruptive student

Possible Consequence Look in the vicinity of the misbehavior Walk toward the area of the misbehavior Verbal reminder of the rule Informal talk Logical, natural consequence Time out, isolation Send to a different classroom with work to do Teacher-parent conference and behavior contract Behaviors that occur Look in the vicinity of the misbehavior Walk toward the area of the misbehavior in the classroom and interfere with the learn- Verbal reminder of the rule ing of others Informal talk Logical, natural consequence Time out, isolation in the classroom Time out during recess Lunch detention Send to a different classroom with work to do Teacher-parent conference and behavior contract Referral to the principal Principal, teacher, parent conference In-school suspension Behaviors that occur Look in the vicinity of the misbehavior outside the classroom Walk toward the area of the misbehavior that are not intended Verbal reminder of the rule to, and do not have Informal talk, logical, natural consequence the potential to, cause Time out, isolation physical or menTime out during recess tal harm to another Lunch detention individual and are not Teacher-parent conference and behavior contract illegal Referral to the principal Principal, teacher, parent conference In-school suspension Removal from the bus Out-of-school suspension Behaviors that are inLunch detention, problem-solving meeting tended to, or have the Teacher parent conference potential to, cause an- Behavior contract: Conflict resolution, Universal Learning other individual physi- Support Team cal or mental harm Referral to the principal and/or are illegal Principal, teacher, parent conference In-school suspension Out-of-school suspension

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LeConte Communications: How Do I Find Out What is Happening and When? The LeConte community has a number of ways to spread the word about what’s going on and important announcements: • • • • • • •

•

•

• • •

•

The Lamppost, LeConte’s biweekly newsletter inform families of meetings, events, and updates throughout the year. It is sent home via backpacks and posted on the school website. Electronic Telephone Messages alert families to events and meetings LeConte’s Website www.LeConteOnline.org - contains all sorts of useful information including photos from school events, PTA meeting minutes, to The Lamppost newsletters, and fundraising information. LeConte Facebook Page – All you FB users, be sure to add LeConte Elementary school to your friends and network. LeConte Calendar is updated regularly with LeConte event times and locations, along with District wide holidays and staff development days. The calendar can be linked to your Google calendar. LeConte’s Page on the BUSD website, www.berkeley.net/leconte, provides links to general information about LeConte, including standardized test results. Email Listserve - Be sure to sign up for the LeConte Yahoo Email Listserve. Visit the school website and click the link on the home page or send an email to the PTA communications chair, Sian Shumway at [email protected]. You’ll receive email updates and announcements electronically. Grade Level Online Discussion Groups – In past years, parent volunteers have set up online discussion groups to facilitate discussion among families regarding classroom issues, events and needs. Check to see if your class has a group and sign up. If it doesn’t, consider setting one up yourself. Room Parents provide a critical link between classroom teachers and families of students in the class. Be sure to ask your room parents about volunteer opportunities like: helping in the classroom, donations, and events, assistance for parties or field trips in your child’s class. LeConte School Directory available to families early each fall, is an essential resource for contacting other parents to discuss school issues, set up playdates and build a stronger school community. Backpack News - Be sure to look in your child’s backpack on a regular basis. Often teachers send home notes about assignments, class projects, and field trip permission slips. Who knows what else you may find (besides that soggy half eaten sandwich!). School Bulletin Boards – Be sure to look at the 3 bulletin boards located inside the school building for the latest news and events: the main bulletin board and the PTA bulletin board are located near the office, and the after school bulletin board located in the cafeteria. Donna – our fearless school secretary knows most everything.

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Talk to Us It’s important for parents/guardians to know that the staff welcomes hearing your thoughts—feel free to contact us when you have concerns. Don’t wait for a small miscommunication or problem to become a large one. LeConte is a community and active interaction defines who we are, plus, open communication with staff helps us all be part of the learning team.

How should I communicate with my child’s teacher and other staff? If you would like to talk to your child’s teacher: 1. Leave a message with the school secretary Donna, or write your teacher to schedule a face-to-face or on-the-phone meeting. Please don’t approach the teacher in the classroom or try to get his or her attention before or after school—this interferes with his or her primary responsibility toward all the children. 2. Ask for your teacher’s email address or phone number and the best time to reach him/her. Whatever the purpose of your meeting, feel free to tell the teacher your concerns. For example, if your child doesn’t seem to get along with other students or your child seems bored with school work, the teacher may have suggestions to address the issue. The teacher may suggest you set up an appointment to speak with a counselor or school psychologist, for example, who can offer further advice or a team plan to support your child.

Family Advisory Council LeConte’s Family Advisory Council is a new committee of parents formed to help address concerns and answer questions about LeConte. The groups goal is to proactively provide avenues for parent to parent problem-solving, and follow-up information about questions that are raised. The committee members have all been active parent volunteers at LeConte for several years and have a collective body of experience about how to answer (or find answers to) various kinds of questions and how to take action to get things done. If you have a question and aren’t sure whom to ask, please bring it to the FAC by: 1) Attending one of FAC’s meetings; 2) Contacting a committee member directly; and/or 3) Putting a message in the FAC Suggestion Box located in the front of the school. For more information, to ask a question, or to join the committee, please contact FAC co-chair Penny Peak at (510) 849-3202, [email protected].

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Who Should I Talk to if I have a Concern or Suggestion? You can notify the individuals as listed below, contact Principal Wilson, or express your thoughts during a school-wide committee meeting: PTA, School Governance Council, English Language Advisory Committee, or Coalition of Families for African American Students, or the Family Advisory Council. Use the following list of topics as a guide: Talk to . . . . Principal Wilson

Classroom Teacher

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Issues Regarding . . . . Academic & enrichment classes Assemblies Bell schedule & daytime events Budget Cafeteria (breakfast and lunch) Curriculum Discipline Emergency / Safety Plans Grants Learning environment School facilities, operations, repairs, maintenance School policies and procedures Schoolwide committees Special needs Staff supervision Student achievement, learning and support Two Way Immersion Academic performance Classroom celebrations/birthdays/parties Classroom and playground dynamics Classroom instruction Classroom rules Classroom volunteers Curriculum – grade level expectations Field trips Gifted and talented program Homework Peer relationships Report cards Retention Social development Student projects Tutoring support

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Student Services Secretary, Donna

PTA Chairs & Officers

School Governance Council

Room Parent

After School Coordinator LeConte Community Kidz (LCK) BEARS (EDC) Instructors Farm & Garden Staff and Cooking Instructors

Full Inclusion Coordinator and/or Special Education Resource Specialist

LeConte Family Guidebook

Attendance, Calendar Change of address Class pictures Enrollment & Emergency Information Forms Health screening and services Medications Student records Transportation After school enrichment programs Communications Donations and contributions Expenditure of PTA funds Fundraising and grants General meetings and calendar PTA-sponsored events Room parents Volunteering Allocation of discretionary school site funds Annual LeConte Family Survey Curriculum goals Program funding & priorities School Improvement Plan (SIP) Classroom birthdays Classroom volunteering Donation wish list Field trips After-school tutoring Enrichment class selections Required parent volunteer hours Safety & rules After-school tutoring Enrichment class selections Safety & rules Class activities Goals/objectives Instruction Procedures and routines Volunteering Individual Education Plans (IEP) Modifications Instructional assistants Resources Student assignments

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LeConte Community & Environment: What Else Goes on While my Child is at School?

LeConte School Song (sung to the tune of “Down by the Bank of the Hanky-Panky”) In Berkeley, California on the Southside, Is the school that really fills me with pride, We rock and we roll and we’re really alive, LeConte Elementary, we really jive. Boom boom diddy daddy waddum chew, Boom boom diddy daddy waddum chew, Boom boom diddy daddy waddum chew, LeConte Elementary, we love you!

School Culture & Climate School Wide Friday Spirit Assemblies: Spirit assemblies occur on the 4th Friday of each month. These monthly assemblies are a fun time for all students to sing the school song, receive awards, special recognition, and listen to presentations on featured topics such as conflict resolution, traditions, holidays, health and nutrition, or special guests and student performances. Parents and families are welcome and encouraged to attend. Be sure to visit the LeConte Café (really just the auditorium lobby) where the PTA provides coffee for parents and family members who stick around to share in the wonderful LeConte spirit.

Student Recognition & Leadership

Students of the Month: Each month teachers select special students from their class as “Students of the Month”. These students are recognized at school wide assemblies, in The Lamppost Newsletter, and in photographs on a specially designated bulletin board near the office. The students are commended for outstanding class work, special gains in a particular area, and/or positive contributions to the classroom community. Different students are recognized each month so that each child has an opportunity to shine during the year as “Student of the Month.” Caught in the Act: Similar to Student of the Month, a “Caught in the Act” Citation is awarded to students who are noticed by a teacher or staff as contributing positively to the school community. Contributions may be helping out another student, walking quietly in the hallway, excelling in an academic area, overcoming a challenge, or simply doing one’s personal best. Citations are issued daily for individual students who are “Caught in the Act” to take home. A record of CIAs received for each grade level is posted on a bulletin board in the hallway. 2009-2010 & 2010-2011

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Birthday Recognition: Every morning during the 8:10 a.m. playground lineup, Principal Wilson recognizes each birthday child for that day. Birthdays are also recognized on a bulletin board outside of the office and in each classroom at the discretion of the teacher. Please talk to you child’s teacher if you or your child would like to bring treats to share with his/her class. Student Council: A group of third through fifth grade students meet every week with a classroom teacher to discuss school concerns, make recommendations to the principal, and plan school wide events like Spirit Week. The Student Council learns how to conduct and facilitate meetings, plus develop student leadership skills. The goal is to involve more students as leaders who will help facilitate school tours, make parent notification announcements, introduce assemblies, and help maintain a clean and orderly environment.

Student Problem Solving Conflict Resolution: With the support of Principal Wilson and our Universal Learning Support Team, selected students in grades three through five are trained to become conflict managers. Training consists of one six-hour session and on-going meetings designed to teach students how to resolve conflicts by: becoming aware of how they respond to conflicts, appreciating differences between people; understanding the importance of feelings, and developing the ability to speak clearly to others and listen attentively. Student conflict managers are assigned to circulate during recess periods and be available to help other students solve minor, verbal disagreements. All classrooms will be introduced to the tools and format for solving conflicts via curriculum and assemblies. Positive Behavior Support: Last June, our staff agreed to start the Positive Behavior Support program (PBS) in the fall of 2009. This program requires several training sessions to begin implementation and takes approximately three years to fully establish. Key components are: developing and teaching consistent and positive school rules, positive reinforcement systems, effective classroom management, curriculum and behavioral assessment and positive intervention plans. PBS is fully supported by the school district and will be carried out in three other elementary schools and all BUSD middle schools. Peaceful Playgrounds: The playground is an essential part of any school and every community. Peaceful Playgrounds is a highly effective, award-winning conflict resolution program that is proven to reduce confrontations and office referrals, increases motor skills, dramatically reduces injuries, and enhances the appearance of the school yards. Peaceful Playgrounds transforms pavement into a colorful appealing arrangement of games kids love to play. The program is intended to maximize the number of students involved in physical activity, rather than having them wait in line, or just stand around talking. Yard supervision training, activity guides, consistent rules and expectations, good sportsmanship certificates, and posters ensure that the peace stays inside as well as out. Playground painting began in the Kinderyard spring 2009 and the big yard will be painted in the fall.

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Special Classroom & School Wide Activities Classroom field trips: Each class typically takes a minimum of 2-3 field trips per year. Field trips are designed to build on lessons and concepts taught in the classroom and introduce children to special experiences. Trips vary from year to year, and are at the discretion of the teacher. Some of the best loved trips include: Lawrence Hall of Science, Tilden Regional Park Little Farm, Lake Anza, Jewel Lake, performances at Zellerbach Hall, The Oakland Zoo, the Maritime History Museum, and the Oakland Museum. Field trips always need parent chaperones to assist teachers and help keep the students safe. Often the chaperones enjoy the trips as much as the students, so be sure to volunteer when possible. Overnight camps: Over the years students have participated in various grade-wide overnight camps at places such as Tilden Park and Marin Headlands. Two camps, however, are particularly special to LeConte students and staff; the fourth grade Goldrush Camp, and the fifth grade MOSAIC camp. Fourth Grade Sierra Outdoor School Overnight Camp: As an extension of the fourth grade social studies standards about the California Gold Rush, students go on an overnight field trip to Sonora, CA. The experience is facilitated by the Sierra Outdoor School. Classes include gold panning, a reenactment of education in a one room school house and workshops related to science and environmental studies. Fifth Grade MOSAIC Camp: Each year LeConte fifth grade students participate in The Mosaic Project’s unique human-relations outdoor school in Napa. MOSAIC mixes together classes from three schools that differ markedly in socioeconomic, racial, and ethnic composition, so that students experience diversity. Together they begin to recognize their commonalities, gain respect and appreciation for the uniqueness of all individuals, and develop communication skills to bridge differences. Math Olympiad: Last year, our school developed a system that not only inspires and acknowledges students’ passion for mathematics, but also advances their mathematical reasoning skills. All fifth grade students who have an interest in mathematics are invited to solve non-traditional paper and pencil problems at least once a week. This program is staffed by a volunteer who has a background as an engineer. Since there are number of students who enjoy mathematics, we are hoping to expand this opportunity to other grades. Currently, all students who want a challenge in mathematics are welcomed to meet with Principal Wilson who has an abundance of materials and activities to share. Math and Science Fairs: This year, we are taking advantage of the unique talents of the author and mathematician, Paul Giganti, who will organize and host a Math Fair for our students and families. The date of the fair has yet to be determined; however, it will take place before Winter Recess and flyers will be issued well in advance. In addition to having a display of science experiments during our annual Spring Open House, we will also host a Science Fair. One of our teachers, Ms. Blanchard, was selected to attend a summer science institute. As a result of the training, she will be facilitating a Science Fair in the spring of 2010. 2009-2010 & 2010-2011

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Student Celebrations Annual celebrations during the school-day at LeConte include: Halloween Parade: Students and staff parade in costume around the neighborhood and return to the school for classroom treats and activities. Please note that students bring their costumes to school and put them on just prior to the parade. Costumes are not worn to school. Valentines Day: Students distribute valentines to their classmates and celebrate with treats and activities. Families are issued blank valentine cards to write special messages to their child. valentines are displayed on the main hallway bulletin board. César Chávez Day: Through class lessons and a special assembly, students learn about the contributions of César Chávez. To honor his memory, each class designs and executes a community service project. Martin Luther King Day: All teachers create lessons and activities to enlighten students about the legacy of Dr. Martin Luther King, Jr.. Together with parents, students honor his memory by spending the holiday beautifying the LeConte grounds and cleaning the school. Drop Everything and Read (DEAR) Day: Organized and sponsored by Berkeley Volunteers, DEAR Day is an opportunity for volunteer members of the Berkeley community to share their favorite books and stories with students. Spirit Days: Each year students and staff participate in a fun spirit-building series of events organized by the Student Council. In the past, the week included: Color Day, Twin Day, Backwards Day, Crazy Hair Day, and Pajama Day. Special Monthly Observances: Students at LeConte celebrate the diversity of our school each month by honoring different cultures, traditions and groups. Through assemblies, class lessons and bulletin board displays students learn about Native-Americans, Latino culture, African-American history, Asian Pacific American heritage, women’s history and more.

The highest result of education is tolerance. -- Helen Keller LeConte Family Guidebook

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LeConte Community Events & Celebrations Back to School Night: All families are encouraged to attend Back to School Night in the fall. It is an important opportunity to hear from your child’s teacher and learn about the school. Families gather in the auditorium to hear from Principal Wilson and then visit their child’s classroom. Your child’s teacher will talk about classroom philosophy, rules, curriculum, plans and answer your questions. You will also meet other parents of students in your child’s class. Often Room Parents, who play an important role supporting the class, are recruited at this event. Halloween Carnival: Halloween is one of our beloved LeConte traditions. Children and their families dress in costumes and visit different activity booths, such as applebobbing and the Haunted House. Each classroom is responsible for creating and staffing a Halloween-themed activity booth. Recently, we expanded the event to celebrate our Farm & Garden program and the fall harvest with new activities including a petting zoo, face painting, and pumpkin-decorating. A “scary” Halloween dinner is available for a small cost. While mostly a fun community event, the Halloween Carnival also raises money for the school. Multi-Cultural Potluck: Traditionally held on a Saturday at lunch time in the school cafeteria, this festive gathering celebrates the diversity of our LeConte community with the ethnic foods and tasty favorites of our families. Student Talent Show: We schedule a talent show and student performances once or twice a year. It is not a contest; every student who participates and/or comes to cheer on their classmates is a star. You will be amazed and enjoy what our hardworking and talented students can do! Latino Heritage Celebration: Presented primarily by our TWI (Spanish/English) program, with assistance from other school families, this event celebrates Latino culture. Typically, many of the K-3 classrooms learn traditional Latino dances, taught by professional dancer/performers, and students perform them in costume at this festive event. The evening includes a Mexican/Latino dinner for a small cost. African-American Heritage Celebration: Presented by our Coalition of Families for Students of African American Descent, with assistance from other school families, this event brings us together to honor African-American culture. Last year, the fourth and fifth grades learned African dances, taught by professional dancer/performers, and students performed them in costume. The evening includes a reasonably-priced dinner that features traditional African/American dishes. Teacher Appreciation Week: In late spring, the PTA organizes a week of activities to say “thank you” to LeConte teachers and staff. Activities have included: dishes for a “potluck” breakfast and lunch, flowers, and thank you cards. Many families enjoy Teacher Appreciation Week as much as the teachers do - because it provides an organized opportunity to say “thank you.”

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Spring Fair / Pancake Breakfast: LeConte’s final spring event has evolved into a fun, outdoor fair combined with a tasty pancake breakfast feast. In spring 2009, the end of the year event included: a giant slide, an obstacle course, face painting, hair braiding, arts and crafts booth, students’ poetry, theater, and circus performances. Open House: Scheduled by the school district, the annual Open House is an opportunity to visit the school and see examples of your child’s and other students’ work. The evening begins in the auditorium with a welcome from Principal Wilson, and proceeds to the classrooms where students share with their families what they have learned during the year. Families are also welcome to visit classrooms their child may be attending the following year. LeConte Chorus Spring Event: For the past three years, LeConte students in grades kindergarten through fifth have had the opportunity to participate in the LeConte Chorale. The chorus led by one of our third grade teachers, Ms. Gearring. The rehearsals occur during lunch recess, therefore, participation is on a voluntary basis. However, because of Ms. Gearring’s skill as a singer and storyteller, many students willingly give up their lunch recess to attend chorus! Students rehearse several months for a culminating event that includes singing and dramatic oratory about the legacy and history of African Americans. Now a tradition, the well-received and attended performances have been videotaped and broadcasted via the BUSD network. Fifth Grade Promotion: Each spring, families are invited to an evening ceremony and rite of passage that includes speeches by the principal, teachers, and student representatives to honor our graduating fifth graders.

If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in. -- Rachel Carson LeConte Family Guidebook

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LeConte Gardens & Grounds In addition to the Farm and Garden Courtyard and Planting Beds, LeConte has two unique garden resources which support environmental and life sciences curriculum: the Butterfly Garden, and the Drought Resistant Teaching Garden. LeConte Butterfly Garden. LeConte’s Butterfly Garden dates back to the mid-1990s, when a group of parents secured a grant to install the square butterfly garden and its wooden fence on the east side of the school. Later, Measure A funds (approved by Berkeley taxpayers to address school funding shortages in the wake of Proposition 13) supported the renovation of the Kindergarten playground and the extension of the garden along the sidewalk, next to the fence around the playground. Over the years, butterfly education and planting guidance has been provided by LeConte neighbor Andy Liu, who has a Masters degree in landscape architecture from Cal. Andy is happy to share his love for butterflies and their habitats in classrooms and in casual conversations. The butterflies most commonly found in our butterfly garden and their host plants are: Anise Swallowtail (fennel), Cabbage White (cabbages and nasturtiums), Skippers - Fiery & Umber (grasses), Checkered Skipper (mallow), Westcoast Lady (mallow), Red Admiral (pellitory), Buckeye (plantain), Gulf Fritallary (passion vine), and Monarch (milkweed). More than two dozen butterfly types have been observed in our gardens, although some are rare. Most of the larval host plants are considered weeds, but Andy has helped several generations of LeConte parents to appreciate and preserve our working butterfly habitat so that our children can study the butterfly life cycle. For anyone who wishes more information about butterflies and the butterfly garden, Andy can be contacted at (510) 548-7543 or [email protected]. Drought-Resistant Teaching Garden. In the fall of 2008, a team of LeConte parents worked together to envision and plan a special garden that would serve to enhance the school grounds and neighborhood while saving water. The LeConte Drought Resistant Teaching Garden plan was awarded a $5000 grant from Lowe’s in January of 2009 and an additional $2500 from the PTA. Most of the work will be completed in time to debut at the beginning of the 2009-2010 school year. Key elements: • • • • • • • •

To replace the heavy water dependent lawn in the school’s front yard Will save water by design, special mulching, and select CA native plants Will create a natural appealing habitat to attract birds and butterflies Beautifies the grounds and enhances the neighborhood ecologically Will provide an appealing outdoor “green” classroom A low maintenance natural extention of our Farm & Garden program Curriculum and explanatory signage will be integrated in Phase II Goal to become a model for the rest of BUSD schools

LeConte is extremely fortunate to have been gifted with an extraordinary number of volunteer hours, free professional expertise, plants, equipment, and materials donated. Jim Smith is the landscape garden designer and project lead, Joe Lamb arborist, Stacy Waters, garden committee chair, Grant Faulkner contributing grant writer and Lowe’s liaison, Basia Lubicz, Grants Chair and overall project manager/facilitator. Steve Collins and his crew from BUSD have been extremely helpful and generous in their time and support. 2009-2010 & 2010-2011

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LeConte After-School: What Happens After the Bell Rings? There are several options for after-school programs: Berkeley BEARS (formerly known as EDC), LeConte Community Kidz, and PTA-sponsored enrichment classes.

Berkeley B.E.A.R.S. Berkeley BEARS (formerly Extended Day Care, or EDC) is a district program that provides before and after school care for children in grades K-3. Activities in the BEARS program include homework assistance, reading for recreation, arts and crafts, nutrition education, computer instruction, theater and visual arts, field trips, music, seasonal sports, and more. On-site care is available at 7:30 a.m. before school and after-school until 5:45 p.m. BEARS is a year-round program for students, therefore open during winter/spring breaks and summer vacation. Registration begins in March; however, enrolment is limited and eligibility is based upon need and income. Fees are based on a sliding scale. For more information call the district after-school and BEARS coordinator at 510-883-6146, or, contact the LeConte BEARS coordinator Jackie Richards at 644-6767.

LeConte Community Kidz (LCK) LeConte’s Community Kidz program is part of Berkeley LEARNS, which provides academic support, cultural enrichment, and recreation from the end of the school day until 6:00 p.m. during the academic year. In addition to having homework centers and tutoring sessions, the programs offer opportunities for developing literacy and math skills through hands-on activities such as: story-telling, gardening, cooking, performing arts, and writing centers. To offer an array of enriching activities for children, parents/guardians are required to pay a fee closely aligned with family income. All families paying below the full-fee rate must provide income verification, which may include one or more of the following: paycheck stub, tax return, and/or CalWORKS documentation. You will be asked to pay for the first month and a deposit, which is equal to the last month’s fee. Start fees must be paid before your child begins the program. Special financial circumstances and arrangements can be discussed. Parents and guardians of participating kids are required to volunteer 10 hours during the year. Some ways to do that is: attend family pot-lucks and evening meetings, tutor, offer to teach classes, be a chaperone, volunteer on the yard or garden, help clean-up at the end of a day. Or you may have other ideas of how you’d like to serve LCK. New and returning families must enroll or register with the Program Coordinator, Charity DaMarto, who can be found in the cafeteria Flex room A. Packets to register are available for pick up before school starts. For more information call Charity at 883-5244. LeConte Family Guidebook

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PTA Enrichment Classes The PTA organizes a stimulating selection of after-school classes for K-5 students. PTA after-school enrichment classes are offered on-site and available for a fee. A flyer advertising the classes goes home to families at the beginning of each term. Classes planned for the 2009-10 school year include: Spanish, circus arts, drama, visual art, flutes, guitar, caporiera, cooking, chess and even an architecture project. This is not a district-wide program—parent volunteers coordinate the classes. If there are not enough registrants, classes could be canceled. The PTA’s goal is to make them available to all students via partial and full scholarships. In 2008/09 the fee was $160 per class session (approximately $10 per class) in the fall, and approximately $100 per class session in the spring. This includes instruction and materials and a $10 non-refundable registration fee. Contact PTA Program Coordinator Jessica Fiedler at 510-540-7818 or jfied@ earthlink.net, with questions or class suggestions. Cancellation Policy: We encourage your child to try any classes they find interesting. If they drop a class before the second class meeting you can get all tuition refunded. This must be done clearly and in writing so we can fill the space. Can my child do PTA classes and BEARS or LeConte Community Kidz? Yes, students can attend a PTA enrichment class and then proceed to another after-school program. After school staff will assist younger students with finding their class. Please note: variations of some classes/activities exist in multiple programs—for example, there might be an art class offered by the PTA and an art class in Community Kidz. Please check with the after school coordinator to clarify what enrichment opportunities are offered during each semester. Does my child need to be in an after-school program to participate in PTA classes? No, your child can sign up for any of the PTA classes, regardless of whether he/she is enrolled in another after-school program at LeConte.

There is a brilliant child locked inside every student. -- Marva Collins 2009-2010 & 2010-2011

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Organizations that Support LeConte: How Can I Participate or Help? Volunteering Parents, guardians, and other school volunteers from the community play a vital role in supporting our students and teachers. All LeConte parents and guardians are encouraged to help out where and when they can . . . even just an hour or two is a huge contribution. For more information, please contact our Volunteer Coordinator, Catarina Negrin, at 510-704-0442 or [email protected]. Following are some ways to chip in and make a difference: • Volunteer for a regular hour in the classroom, cafeteria, library, or on the playground • Be a Room Parent • Chaperone a field trip • Help monitor recess & lunch recess • Help sew the annual quilt • Work a shift at school events • Attend PTA meetings • Help organize school activities or programs • Gather donations for the Spring Auction • Donate to the annual fund • Participate in school clean-up days • Translate documents from English to Spanish • Donate services or supplies, baked goods, or drinks. • Participate in parent organizations or committees. • Participate on an event planning committee

Room Parents Room Parents play a vital role in assisting teachers with classroom communication and special events. Room parents help convey to parents any special requests or needs of teachers, such as: classroom volunteer opportunities, supplies, field trip chaperon, and birthday party organizers. Room parents also coordinate special thanks and gifts from parents for the end of the year and teacher appreciation week. Room parents provide a vital communication link between the PTA and parents in the classroom. Please consider being a room parent for your child’s classroom. LeConte’s Room Parent Coordinator is Stacey Kaufman. She can be contacted at 649-9725 or [email protected].

DID YOU KNOW? Studies show that students do much better in school when their parents are actively involved in their education. Volunteering at your child’s school demonstrates to them the value you place on education and learning. LeConte Family Guidebook

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LeConte Parent Organizations There are several parent organizations which directly affect the education and school experience of every child at LeConte. The dedicated parents who run and participate in these organizations are not paid, but volunteer because they believe that their involvement will make the school a better place. Please participate in one – or more – of the groups below to make your voice heard. LeConte Parent Teacher Association (PTA): Our PTA has a three-part mission: 1) To facilitate communication between parents, administrators, teachers, and other groups; 2) To fundraise in support of teaching and learning, which includes academic enrichment for students and professional development for teachers. 3) To build a supportive, positive, healthy community for all the students and their families at LeConte. PTA meetings are your “one-stop-shop” to learn about issues that are important to you and directly affect your child: programs and curriculum, school budget cuts and how they impact the classroom, how money is raised and where it is spent, and plans for special events and celebrations. PTA meetings are your opportunity to provide input and vote on how money is raised and spent, make suggestions for new school projects, volunteer to help organize an event, as well as connect with other LeConte families. Meetings start promptly in the Cafeteria at 6:00 and end at 7:30. Dinner and child care are provided. See the LeConte Calendar in this Guidebook (pp. 8-9) for meeting dates. Meetings are also announced in The Lamppost, on the school website, and online in the LeConte Calendar. Coalition of Families for African American Students: A team of LeConte parents initiated this coalition to increase the involvement and support of African American families within our school community. The overarching goal of the group is to systematically create a foundation for students of African American descent to realize lifelong success throughout their school career and beyond. The organization is committed to community building, networking, sharing resources to promote positive academic and social growth, as well as to foster a generation of children who will instill this same commitment as adults. School Governance Council (SGC): The School Governance Council (SGC) combines the function of two groups required by law for schools receiving federal and state funds: The School Site Council (SSC) and The Site Advisory Committee (SAC). The SSC and the SAC meet at the same time, are the same group of individuals and essentially function as a single entity, the SGC. Though run as one group, the SGC has two distinct, but often overlapping, roles and responsibilities. The SGC is comprised of teachers, parents, administrators, and interested community members who work together to develop and monitor a school’s improvement plan. Parent representatives are elected each fall at the beginning of the school year. 2009-2010 & 2010-2011

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The SSC role of the SGC is to establish priorities for educating all of the school’s students by conducting a needs assessment and analyzing student and program data. The SSC allocates the school’s discretionary monies (eg. State and Federal Program funds, Berkeley School Excellence Program funds and other monies) to accomplish the goals and objectives of its plan. The SAC role of the SGC is that of a legally required decision-making body for any school receiving federal and state categorical funding to support compensatory programs for educationally disadvantaged students. The SGC consults with the principal on the design and implementation of the compensatory education program. Specific tasks of the SGC are: • Review and analyze student data • Determine spending priorities of school funds based on student data and a schoolwide survey of all LeConte families • Develop the academic plan and school site budget based on priorities • Monitor the implementation and effectiveness of the academic plan • Approve and recommend the plan to the Berkeley school board English Learners Advisory Committee (ELAC): The English Learner Advisory Committee works with the principal to review the school plan for English Language Learner (ELL) students. It conducts needs assessments, reviews the language census and provides input on how to spend funds targeted at limited-English proficient students. The Site Advisory Committee (SAC) and ELAC make recommendations to the School Governance Council (SGC) about how to spend state and federal funds targeted at lowincome and limited-English proficient students, respectively. Alternatively, ELAC may delegate that responsibility to the full SGC.

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it’s the only thing that ever has. --Margaret Mead

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BUSD Parent Organiztions District Advisory Committee (DAC): Works with the Department of State and Federally Funded Projects (DSFFP) to monitor each school’s compliance in: • • •

Setting up and conducting School Advisory Committees (SACs) Holding monthly information and training sessions for SAC members Providing support to schools who want to increase parent participation in school governance

District English Learner Advisory Committee (DELAC): Advises the district governing board on bilingual programs and services for English Language Learners. Each school with an ELAC (English Learner Advisory Council) must send at least one member to represent the school on the DELAC. BUSD Family Diversity Task Force. This group works to make BUSD schools welcoming for all families, including lesbian, gay, bisexual and transgender (LGBT) families. BUSD administrators, staff, parents/caregivers and friends discuss what can be done and what is being done to integrate LGBT-headed families and general family diversity curriculum into our schools, how to make schools safer and more inclusive, how to work with the parent community and incorporate these issues into overall anti-bullying efforts. Gifted and Talented Education (GATE) Committee. The GATE program provides challenging curriculum and instruction to gifted and talented students capable of achieving significantly beyond the level of their peers. The GATE program at Berkeley Unified School District takes place during the instructional day within the regular classroom. Teachers use differentiated instruction to provide challenging curriculum to GATE students. The program is site based and may include after school classes and mini-courses. Parents for Academically Successful Students (PASS): The BUSD PASS program targets African-American and Latino parents to take action to close the achievement gap of BUSD’s minority students.

There can be no keener revelation of a society’s soul than the way in which it treats its children. --Nelson Mandela

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LeConte Fundraising The LeConte PTA raises nearly $60,000 per year through its events, programs, grants, and drives. This money is critical to provide many of the enriching programs and activities that make LeConte special including: classroom field trips, assemblies, Farm & Garden support, 5th grade MOSAIC camp, and the 4th grade Sierra Outdoor School. Without PTA funds, these programs would not exist. It is extremely important that the entire LeConte community participate in fundraising events and donate as much as possible. Recent state budget cuts to education – and to our school – make the resources provided by the PTA ever more important during this time. Minimally join and vote. LeConte’s Annual Fund: Like most schools, LeConte runs an “annual fundraising” program every year through the PTA. At the beginning of the school year and again later in the fall, donor letters are sent to all families asking for a cash gift to support our school programs. Every gift - from $5 to $5,000 - counts, and together will have a tremendous impact on the quality of our children’s daily experience at school. If donating a single lump sum at the beginning of the year seems like too much, consider making a monthly donation from your credit card. Don’t forget to ask your employer if your company has a matching donation plan. Contact PTA Treasurer Jiyun Lee at 558-0943, [email protected], or Fundraising VP Basia Lubicz at 601-5014, [email protected], with questions about donating. PTA Quilt Raffle: A LeConte tradition that goes back many years, the Quilt Raffle is one of our biggest school fundraisers. Each year, a beautiful, hand-made quilt is designed and sewn by parents with work beginning early in the school year. It is finished by a professional quilter. When the raffle is launched, all students are asked to sell tickets. Students are eligible to win prizes based on the number of tickets they sell, and the different grades compete to win a class party. For the past few years, we’ve held the drawing for the quilt raffle at the African-American Heritage Celebration. To help sew a square (or more) of the quilt, contact a PTA officer. Even if you don’t sew – perhaps you have a friend or relative who does and would love to help LeConte! Or perhaps you’d prefer to help out with the raffle logistics. Spring Auction: An important fundraiser for our school, the Spring Auction is a tremendous party for adults, an entertaining way to shop, and a wonderful way to raise money for LeConte students. LeConte families and local businesses donate a range of fantastic items ranging from restaurant meals, entertainment, lessons and coaching to professional services, jewelry, books, massages, gift baskets, travel and more. Shoppers bid on items, with the highest bidder winning. Months before the auction, a committee of parents helps to solicit gifts, write donation descriptions, and set up and staff the auction. In 2008-09 the Spring Auction event was held at a local parent-owned restaurant with food, wine and live music. To help with the 2009-10 Spring Auction contact Auction co-chairs Anna Goldstein at 524-2574, [email protected], or Sarah Linvill at 654-6235, [email protected]. eScrip: eScrip is a free and easy way to raise money for LeConte, by just doing what you already do . . . shop for your family whether it’s at Macy’s, Round Table Pizza or Safeway. Just register your credit, debit, and club cards with eScrip, then every time you use those cards at local participating grocery stores, restaurants, and other retail stores, LeConte automatically

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receives a contribution. The money is donated by merchants and costs you nothing. Here’s what LeConte could earn, with your help: 1 family = $30 (average) per year; 100 families = $3,000 (average) per year; 200 families = $6,000 (average) per year. You can register for eScrip at www.escrip.com and check out their Merchant Guide. Each year parents may need to renew and see if there are new additions to activate. For help, contact our Scrip/eScrip coordinator, Gloria Park, at 517-7133 or [email protected]. Scrip: Berkeley Bowl shoppers can support LeConte financially without spending any additional money by merely buying paper scrip from PTA’s Gloria Park. Berkeley Bowl scrip consists of special $20 gift certificates that work like cash and do not expire. We receive a high return of 4% on every Berkeley Bowl scrip dollar, thereby earning $3,400 in the 2006-07 school year from just 28 families shopping. You cans spot Gloria in the Cafeteria at drop off on Fridays wearing a Jester’s Hat. Or contact Gloria at 517-7133, [email protected] to buy the scrip. Wrapping Paper Sale: For the past three years, the PTA has organized a Sally Foster Wrapping Paper Sale to help raise money for programs. Students and their families are asked to buy and sell wrapping paper and gift items from a catalog or online. Typically, 50% of each purchase is donated to the school and students earn prizes depending how many items they sell. Last year’s program sales totaled $4,800, earning $2,400 for LeConte programs. Contact Sally Foster coodinator Cary Sanders at 666-1180, [email protected] with questions or to help. Eco-Metro Guides: For the past two years, the PTA has sold the guide teeming with local sustainable businesses. It includes all sorts of useful information and resources plus valuable coupons for services, stores, entertainment, classes and other green commerce for big savings. One to two coupons can easily pay for the guide itself, plus they make great gifts as well as raise funds. Special Community Events: There are other PTA and school traditions which raise our spirits, strengthen our community sometimes more than the serving as huge fundraisers. They are invaluable, FUNraising, and include: Awesome Halloween Harvest Festival, Bowl-A-Rama, and Spring Fling Carnival. Donations and Grants: We have many talented parents with skills, abilities and time that they generously volunteer. Grant awards last year included several teacher mini-grants for special programs or materials. Two larger grant awards will be implemented this school year. The Lowes’ Grant ($5000) plus PTA funding ($2500) for a Drought-Resistant Teaching Garden which replaces the high maintenance lawn in front of the school. Kudos goes to Juana Rodriguez for her hard work and application, LeConte won the UC Berkeley Chancellor’s Grant which awarded $12,000 for a Latino Family Literacy Program at our school.

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LeConte Resources and Program Affiliations Adult English Classes: Each year the PTA sponsors free adult English classes for the parents of our students. Childcare is provided. Check the PTA calendar and The Lamppost to see class times and locations. LeConte College Scholarship: The LeConte Neighborhood Scholarship was established in December 2008 at the Berkeley Public Education Foundation to help LeConte students who graduate from Berkeley High School. Jim McGrath, our neighbor and frequent volunteer, established the scholarship to help the students who have inspired him as a tutor. We want all our LeConte students to aspire to college and we are very excited that this scholarship will help some of our students fulfill their dreams. To publicize the scholarship and help the fund grow, our school encourages families to contribute to the fund and an annual drive takes place at the school. Donations can be sent to the BPEF LeConte Neighborhood Scholarship, Berkeley Public Education Foundation, 1835 Allston Way, Berkeley, CA 94703, (510) 644-6244, email: [email protected]. Berkeley Mental Health Services: Berkeley Mental Health provides free services to all MediCal eligible residents of Berkeley. Services to LeConte families are intended to give additional support to children to remove barriers to success in the classroom. The School Linked Health Services Program (SLHS): (SLHS) is funded through Alameda County Measure A funds and is a partnership between the City Of Berkeley (COB) and the Berkeley Unified School District (BUSD). SLHS was created to improve health and education outcomes for K-5 students by strengthening, building and maintaining formal links between the COB Public Health and BUSD. Health consultations for families, staff and administration, with a focus on K-5 students, includes: • Links to Public Health Nursing case management • Workshops and trainings on health-related issues • Coordination of COB Public Health programs in BUSD K-8 schools • Support to address health-related issues The BUSD School Lunch Initiative & Universal Breakfast Program: Part of the educational mission of our district is to improve the health of the entire community. We do that by teaching students to establish and maintain life long healthy eating and physical activity habits. The mission will be accomplished through nutrition education, physical education, garden experiences, fresh healthy food served, environmental restoration, and core academic content in the classroom. Berkeley Symphony Orchestra “Students at the Symphony” Program: Each year LeConte students participate in the Students at the Symphony program. The program runs from fall to spring and includes: classroom visits, an introductory Berkeley Symphony performance, and a final “I’m a Performer” concert. Each and every class learns a song to perform with the Berkeley Symphony as their very own “back-up band!” Students sing, play simple percussion instruments they make in class, or perform on string and band instruments they are learning to play. The goal of the program is to bring students and their families into a concert hall experience.

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The Music Connection: The Music Connection is an official UC Berkeley student organization with the mission of providing free after school music lessons and classes to 4th and 5th grade students. Every Friday afternoon, Cal students support and inspire LeConte students in music development through individual lessons, musical skills instruction and some large ensemble work. Berkeley School Volunteers: Berkeley School Volunteers receive special training from the Berkeley Public Education Foundation and are carefully matched to requests from teachers. Volunteers help teachers in the classroom, school gardens and on clean-up days, after school, and with special projects. Berkeley School Volunteers also visit each classroom for a special Drop Everything And Read day (DEAR). See the Berkeley School Volunteers website for more information on how to get involved: http://www.bpef-online.org/volunteers.html Berkeley School Excellence Project (BSEP, or Measure A): A community response to school funding shortages in the wake of Prop. 13, BSEP makes a huge difference in the quality of our children’s education since 1986. This special local tax won the approval of 82% of the voters in 1994, and 92% in 1998. The 10-year measure was renewed and approved by the voters in November 2006 with approval by 74%. Measure A revenues totaled about $20 million in 2007-08. The money is allocated as follows: • • • •

Smaller class sizes, expanded course offerings, and middle school counseling services (66%) Programs to enhance student learning, including school site programs (10.25%), school libraries, music (7.25%), visual and performing arts (6.25%), and parent outreach programs (1.25%) Professional development and educational program evaluation and technology for schools (9%) Before the money is divided into the three categories above, 2% is take for support of the Planning & Oversight Committee, language translation, and public information

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Family Responsibility: How Can I Help My Child Do Well In School? When families are involved in their child’s education, their children do better in school and grow to be more successful in life - regardless of economic status, cultural background, or parents’ level of education. All LeConte families are encouraged to be involved in their children’s education. We understand that many working parents may be unable to volunteer in the classroom or at school during the day. There are many ways even busy parents and guardians can be supportive of their child’s education at home:

Parents can only give good advice or put them on the right paths, but the final forming of a person’s character lies in their own hands. --Ann Frank

• • • • • • •

Make sure your child is well rested Eats nutritious foods Gets to school on time and avoids unnecessary absences Be sure to communicate with your child’s teacher frequently Visit the school whenever possible Participate in school-wide activities Become a part of the LeConte Community

Family Responsibilities at Home There are many ways families can help their children do well in school. Ask yourself: • • • • • • • • • • • • • • • • •

Does my child have a regular time and place for study? Is that time and place appropriate for reading and learning? Can my child come to me for help with homework when s/he needs it? Do I ask my child what happened in school and read the notes and bulletins s/he brings home? Do I communicate with my child’s teacher on a regular basis? How much focused, uninterrupted time do I spend with my child? Do I read aloud to my child? Does my home have books, magazines and other reading material available? Do I limit the time my child watches TV and monitor what s/he watches? Do I monitor my child’s use of the internet and computer games? Do I talk with my child about the importance of a good education and the lifelong joys of learning? Do I teach my child to resolve conflicts in a non-violent, positive way? Do I encourage my child to do his/her best? Do I remember to encourage my child by being aware of his/her interests? Do I positively acknowledge my child’s efforts? Do I recognize my child’s accomplishments? Do I remember to tell my child that I love, trust and have faith in him/her?

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Family Education Seminars Every year LeConte hosts seminars to help parents play an effective role in their child’s education. Past seminars and workshops have included topics such as literacy, ESL, homework help and mathematics. Meeting times and locations are announced in The Lamppost.

Homework Policy Homework is an extension of the learning experiences children have during the instructional day. We believe homework should • • • • • • •

Provide opportunities for reinforcement and enrichment Support high expectations Improve study skills and work habits Enhance home-school communications by providing regular progress reports Be designed to promote and achieve classroom and school goals Increase as students progress through school and grade level. Promote lifelong learning habits

Beyond regular homework assignments, all students should read to, or be read to by an older person, for 20 minutes a day.

Free Online Educational Software Last year, the district purchased educational software based on grade level standards for your child’s use both in school and at home. You can access this software from any computer with an internet connection, including the free computers at the public library. Customized activities are available for your child in English Language Arts, Math, Science and Social Studies to reinforce concepts learned in the classroom and provide extension opportunities. • • • •

To access this resource, go to www.childu.com and enter: User Name: LCFirstNameLastInitial for K-3, LCFirstNameLastName for 4-5 Password: LastInitial for K-1, LastName for 2-5 School: BUSD

For example, John Doe has a UserName/Password of LCJohnD/D if he is in Kindergarten and LCJohnDoe/Doe if he is in 4th grade. Parent accounts are also available with a user name and password combination the same as your child’s, with the exception of LCP rather than just LC for the User Name. If you have difficulties logging in or would like more information, contact Principal Wilson or August Fern: [email protected]. 2009-2010 & 2010-2011

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Academic Support:

How Can I Ensure my child Will Get Academic Help?

The first step is to talk to your child’s teacher. You can discuss a course of action to work together, at home and in the classroom. If necessary, LeConte will create a “student study team” if a child is having serious difficulty in school, academically or socially, or if needs special attention. The team consists of all the adults who work regularly with your child and know him/her well: teachers, an administrator and any other relevant school staff. The team and the student devise a plan to address any obstacles to learning and academic success. Convening a student study team often helps determine whether or not a student should receive further testing to determine eligibility for special education services. The programs below might be part of the team’s approach. Literacy Coaching: Effective literacy coaches support teachers significantly improve student outcomes. LeConte has an on-site literacy coach available to work with teachers to help children meet reading expectations. The literacy coach helps train teachers in Reading Recovery, an individualized reading-skills program for students who are having difficulty learning to read. The program has shown proven results with children who test “far below basic” on standardized tests. Berkeley BUILDs: The Bears United in Literacy Development (BUILD) program connects Cal students with LeConte students to provide literacy support and tutoring in after-school settings. Stiles Hall Tutor/Role Model Project: Provides an opportunity for LeConte students to form a strong one-to-one relationship with a Cal student through structured supervised tutoring. Tutors serve as role models and friends, meet the child’s parents/extended family, and must be available for one scheduled hour and another flexible time each week. Berkeley School Volunteers: Based on availability, skills and interests, BSV volunteers are placed with teachers who have requested help. Some volunteers assist students oneon-one and in small groups with projects and assignments, others work to keep students on task, assist with after-school recreational activities (i.e. sports, music, dance, art), or aid students with homework and provide additional academic support, as well as work on various special projects as needed.

Treat people as if they were what they ought to be and you help them to become what they are capable of being. --Goethe LeConte Family Guidebook

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Grading & Testing:

How is My Child Assessed and Graded?

LeConte students learn every day from interactions, their lessons, challenges, successes, and outside experiences. Observation of a child’s daily progress, periodic report cards, and conferences with teachers are all important tools as to how a child is doing in school. Standardized tests also play a role in identifying a student’s strengths and areas in need of improvement. Though testing is a required part of our curriculum at LeConte, parents are urged to look at a broader spectrum of progress indicators over time. Keep in mind the areas in which children are not formally tested, such as verbal communication, the arts, music, and, in some grade levels, science, or physical fitness skills. All of these make for a well-rounded child and contribute to the larger picture of progress and offers both parent and teacher the best indication of how a child and the entire class are doing.

Report Cards and Parent-Teacher Conferences Report cards are sent home three times a year in all grades: at the November parent conference, in February, and on the last day of school. During the week of parent-teacher conferences, the school days are shortened and Friday classes are not held so that the teacher can meet with parents. Spring conferences will be scheduled if there is a possibility that the child will be retained in his/her grade. Parents are required to attend the conferences. Others also may be scheduled at mutual convenience when requested by teacher or parent.

Standardized Testing Public school students throughout California participate in the state’s Standardized Testing and Reporting (STAR) program. Students in Grades 2-5 are tested in reading, written expression (language), spelling, and math. Students whose first language is Spanish also take the standards test in Spanish. The entire testing period lasts approximately two weeks. As part of the STAR program, students are also given additional test questions that match state-adopted content standards for reading, writing, and math. Individual student results are mailed to students’ homes, are confidential and shared only with each student’s parents/guardians and teachers. School, district, county and state results are available on the Internet at www.cde.ca.gov. Students with severe disabilities who are unable to participate in the regular testing program take the California Alternative Performance Assessment (CAPA). Students in grades three will take the California Achievement Tests, too. Students in grade four also have a writing assessment as part of the California Standards English Language Arts Test.

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What is important is to keep learning, to enjoy challenge, and to tolerate ambiguity. In the end there are no certain answers. -- Martina Horner

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Parents may request in writing that their child be exempted from standardized tests, but please note that such a decision negatively affects LeConte. Schools must have at least 95% of students participate in the tests in order to meet federal requirements under the No Child Left Behind (NCLB) law. Visit the California Department of Education website for complete information about testing data by school or district. There you can find STAR data, as well as how this data translates into Academic Performance Index (API) and Adequate Yearly Progress (AYP) scores for schools. API data is found at http://api.cde.ca.gov/reports.asp AYP data is found at http://ayp.cde.ca.gov/reports.asp You can also compare schools and find other information at www.greatschools.com

How Can I Help my Child Do His/Her Best During Testing? Start with good communications. When your child’s class is preparing for its annual standardized testing marathon, let your child know that, while you hope s/he does their best on the test, it’s not a competition. Explain that the results may help him/her--and the teacher-understand the areas where s/he might be especially strong or where s/he may need to focus more. Find out whether your child is feeling nervous and if so, why. Often children feel better when they voice their fears, so give your child a chance to talk about the process. If your child is afraid of failing or doing poorly, your reassurances will help him/her feel less frightened. Help your child practice. If your child is familiar with the format of the test, s/he’ll feel more prepared. Ask the teacher or check your state’s Department of Education website for some sample questions or other materials that can help him get acquainted with the test. You can view some sample test questions at http://www.cde.ca.gov/ta/tg/sr/resources.asp. Rest is important. You can also help your child do their best on standardized tests by helping him/her to be well-rested and relaxed. Remember, tests are used to measure how well students are learning the California content standards. Your child is being taught this material as part of the regular school curriculum. Talk with your child’s teacher if you have any particular concerns or questions.

It is a miracle that curiosity survives formal education. --Albert Einstein LeConte Family Guidebook

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No Child Left Behind and LeConte: What is Program Improvement? In 2007/08 LeConte was designated a Program Improvement (PI) school. All schools that do not make Adequate Yearly Progress (AYP) on their standardized tests are identified as PI under the No Child Left Behind Act of 2001. Only schools that receive federal Title I funding may be entered in Program Improvement. The NCLB Act requires all states to implement state wide accountability systems based on challenging state standards in reading and mathematics, annual testing for all students in grades 3-8, and annual state wide progress objectives ensuring that all groups of students reach proficiency within 12 years. Assessment results are organized by socioeconomic status, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind. Schools that fail to make adequate yearly progress (AYP) toward state wide proficiency goals are subject to improvement and corrective action measures. A school designated as PI must undertake a multi-step plan to improve the performance of students if it did not make adequate yearly progress for two years in a row. The steps in PI can include: • a revised school plan, • professional development, • tutoring for some students, • transfer to another school with free transportation, • after five years, significant restructuring.

What does Program Improvement mean to LeConte? Being placed in Program Improvement requires that LeConte must revise the school’s two-year plan within three months, implement the plan promptly, and use 10% of Title I school funds for staff professional development. At the same time, the Berkeley Unified School District is required to provide us with technical assistance and to give parents the choice to attend a public school in our district that is not in Program Improvement.

What’s being done for students who aren’t “at or above proficiency”? In 2007-08, Principal Wilson began organizing meetings for the parents of children who are performing below proficiency. The goal of these meetings -which will continue this year - is to provide assistance, materials and answers to questions about how families can support the progress of their child(ren). In addition to revising the School Site Plan for Student Achievement, the following steps will continue improvement: • Analyze and evaluate multiple assessments, teaching practices, attendance, and implementation of the California Content Standards. • Prioritize agreed upon strategies and resources needed to improve English language arts and mathematics instruction. • Continue to provide after-school tutoring by credentialed teachers for lowest achieving students and make sure they have access to homework assistance. • Conduct additional assessments to closely monitor progress and help students

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develop goals so that they can also monitor their own progress. • Use support staff to provide one-to-one, in-class assistance. • Include more time for sustained, silent reading in school; and provide literature and incentives for students to read at home. • Support families of underperforming students to attend school daily. • Provide workshops for parents and guardians.

How do these plans affect children who are already performing well? Working to close the achievement gap and bring our students who are underperforming up to a proficient level will benefit everyone, and that is our goal. The enrichment and hands-on aspects of our current academic program (cooking, farm and garden, music, assemblies) will not change. Enrichment and extra curricular experiences motivate and improve engagement from all of our students and are a vital part of education that address a variety of learning styles. Under Program Improvement the education for all students at LeConte will only get better.

Where can I learn more about Program Improvement? The California State Department of Education has posted a great deal of information on their website, including assessment reports for each school and district. You can find this information at: http://ww.cde.ca.gov/ta/ac/ar/index.asp

Skill to do comes of doing. -- Ralph Waldo Emerson

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Acknowledgments

Dear Fellow LeConte Parents & Gaurdians, On behalf of the Site Governance Council, I am pleased to present our second version of the LeConte Family Guidebook, created to provide parents and guardians helpful information about school and community life at LeConte. Though we’ve revised and refined many of the sections, please understand that this Guidebook is a work in progress. We welcome any and all of your comments to help us improve and keep it current. Please feel free to share your questions and comments with me, Principal Wilson, any PTA officer or SGC representative. I want to thank Principal Wilson for her unbridled energy and sincere dedication to every child at LeConte. Thank yous also to LeConte parents, Basia Lubicz, Penny Peak, Jessica Fiedler, August Fern and Chris Martin for thoughtful contributions and valuable edits. And a special muchas gracias to Catarina Negrin for organizing the translation of this year’s Guidebook into Spanish. Have a wonderful school year at LeConte! Sincerely, Denise Montgomery, Guidebook Coordinator & Parent Volunteer Co-Chair, Site Governance Council [email protected] 510-504-9394

A good education is the next best thing to a pushy mother --”Peanuts” Charles Schultz

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The wonder of teaching is watching caterpillars become butterflies. --Anonymous