Hulstrom Options School

ADVANCED ACADEMIC PROGRAM

Half day Kindergarten - Janet Runger

Full day Kindergarten - Stefani Sturgeon

First Grade - Diane Cole

First Grade - Jennifer Cole

Introduction:

The Advanced Academic Program (AAP)  is an accelerated program that provides a balanced approach to education for students in grades K-5 who learn best in a structured, rigorous environment combined with inter-disciplinary thematic studies.  Students will focus on critical skills in the areas of reading, writing, and mathematics.  However, creative endeavors and opportunities for students to create projects to demonstrate their learning will also be provided. 

A variety of curricular materials will be used for all language arts as well as mathematics classes.  These materials will be combined with novel studies and curricular materials designed to encourage higher levels of thinking.  Students will receive instruction or instruction on grade level or higher which will address the state and district standards.  Differentiated learning will be provided for students when appropriate.  Pacing, speed, and complexity will be accelerated one-half to one year ahead of grade level expectations for all students. 

Program Highlights:

• Students are taught and held accountable for critical skills
• Mastery of skills will come from daily work and authentic homework practice
• Students will apply these skills at higher levels in assignments and projects
• Differentiated learning or instruction will be provided for students more advanced in certain academic areas
• High expectations for all students
• Teacher-directed instruction as well as collaborative group learning
• Reading and writing are taught on or above grade level
• A strong literacy foundation is built using a variety of materials to encourage high level thinking
• Utilizes Spelling Connections text materials one grade level above
• Everyday Math text is accelerated ½ grade level above
• Students are held accountable for spelling, grammar, and penmanship in written assignments

 Profile of a AAP Learner:

Students who are most successful in the AAP Program exhibit these characteristics:

• High motivation
• Independent
• Enthusiastic about learning
• Risk takers
• High achiever
• Creative and critical thinker
• Values quality of work and related practice
• Prepared to work on grade level and above
• Flexible learning style

Other characteristics (positive and negative) exhibited by our students may include:

• Keen observation
• Reasoning and problem solving abilities
• Wide interests
• Curiosity and questioner
• Underachievement, especially in uninteresting areas
• Perfectionism
• Emotional sensitivity or excitability

 Teacher Characteristics:

Certain characteristics and strengths are needed to teach our learners.  An effective AAP teacher may have these characteristics:

• Highly creative educators
• Expects excellence from all students
• Enthusiastic about learning/teaching
• Recognizes individual differences
• Can organize, plan, and deliver instruction effectively
• Utilizes data to drive instruction
• Values professional development
• Believes in best practices based on current research
• Employs team building in all areas of the classroom

• Can develop or select methods and materials for use with gifted children
• Is skilled in teaching higher thinking abilities, including creativity and problem solving
• Effective communicator with parents and colleagues

 Parental Support and Family Expectations:

Parents are valued partners in the educational process and are invited to volunteer in the program.  While parents occasionally work in the classrooms, all instruction is the responsibility of the classroom teacher.  Parents provide additional adult hands for projects, copying, filing, creating classroom displays, etc., allowing the teacher to spend more time interacting with the students.  Parents may also volunteer to help out on field trips as per necessity and teachers’ discretion.  We ask that parents do not interrupt the learning process by “dropping by.”  If a parent needs to speak their child , the office will use the intercom to ask that the teacher send the child to the office momentarily.  If parents need to speak to the teacher, they are encouraged to call and leave a voicemail or email the teacher.  Also, please do not escort your child to the classroom in the morning.  Forgotten items such as homework, planners, and/or lunch money can be dropped off in the office and will be delivered to the classroom.  There are many ways parents can help build positive relationships with all those involved in educating their child.  Here are a few of those ideas:

• Have a sense of humor
• Develop a positive rapport with school and teacher
• Model achievement: be an achiever yourself, but also share with your children realistic and positive views of achievement
• Stay involved with classroom and school activities
• Review and go over work from Wednesday folders each week
• Actively interact with children about daily homework

 AAP “Policies” 

Planners, Homework folder, and Wednesday folders:

To communicate effectively and to teach students to be organized, students will fill out their homework folder or planner daily.  It may include any of the following:

• Homework assignments
• Behavior or academic comments
• Personal notes from the teacher

Parents are expected to sign the folder/planner each day so communication is frequent and problems can be taken care of quickly.  Teachers will check the folder/planner every morning.

 Homework: Homework is an important part of the home-school communication.  Homework is a combination of completion of assignments from the school day, daily reading, mathematical fact practice, sight word practice, etc., all homework will be relevant to what is being taught in class, can be done independently, and is practice and generally not new material.  Homework will be assigned four nights a week, with an expectation that the only weekend homework will be longer-term, on-going projects or make up work.  All homework times are averages.  Please keep in mind that depending on your child’s speed and ability, these times may vary.  Expected homework and nightly reading should fall into the following ranges:

• Kindergarten – 25 minutes per night
• First grade – 25-30 minutes per night
• Second grade – 30-35 minutes per night
• Third grade – 35 – 45 minutes per night
• Fourth grade – 45-60 minutes per night
• Fifth grade – 60-75 minutes per night
• K-3 should include 10-15 minutes of read aloud each evening within this time frame.

 Make Up Work: 

When students are absent, it is their responsibility to check with the teacher to get the make up work.  Students will have the day they return to get the assignments, and one day for each day missed to get the make up work completed.  For example, if a child misses school on Monday, they will receive their work on Tuesday and it is due on Thursday.  If your child is absent, please call the office by 9:00 a.m. to request make up work and pick up the work at the end of the day in the bin outside the front office.

Superintendent Policy Code: 6154 HOMEWORK 1.0 Staff may assign meaningful homework appropriate to the specific needs and goals of students. 1.1 The term “homework” refers to tasks assigned by teachers and intended for completion outside the classroom or class period. When designed properly and completed carefully and thoughtfully, homework is an effective instructional activity that enhances student learning. Homework offers additional practice of academic skills, prepares students for upcoming lessons, and/or elaborates on introduced material. 1.2 The specific type and amount of homework varies depending upon grade level, subject, and the individual needs of the student or class.  2.0 School Responsibilities: 2.1 Develop site-based homework guidelines in accordance with this policy to ensure articulation of school homework guidelines with other schools in its feeder system. 2.2 Notify parents annually of building homework guidelines.  3.0 Teacher Responsibilities: 3.1 Clarify the specifics of homework assignments, including purpose, connection to in-class instruction, and due date. 3.2 Provide clear, timely feedback regarding student performance on homework.  4.0 Student Responsibilities: 4.1 Ask for clarification if an assignment or its due date is not understood. 4.2 Complete homework assignments thoroughly, thoughtfully and neatly. 4.3 Submit homework assignments on time.  5.0 Parent Responsibilities: 5.1 Realistically assess the time required to meet the needs of their student’s education, being mindful that other activities may infringe on time available for academic success. 5.2 Encourage and motivate their students to complete both class work and homework to the best of their abilities. 5.3 Assist their students in setting aside a time(s) and place in which to complete homework assignments. 5.4 Contact their student’s teacher(s) via e-mail, voice-mail, letter, or in person regarding any questions or concerns about homework.  Adams 12 Five Star Schools Adopted January 21, 1974 Revised July 26, 1982 Revised November 16, 1992 Ref. added October 21, 1996 Approved October 1, 2001 Revised May 25, 2003

Handbook Update August 1, 2008

   Incomplete Homework:

Incomplete or missing assignments may be done at recess that day or the following days until the work is complete.  Loss of Friday Fun may also be a consequence for incomplete homework if needed.  Teachers will go over consequences at Back to School night.  Third grade and above will be penalized 10% per day from total assignment points.  Assignments that are incomplete or not turned in each morning will receive 50% credit. 

 Grading: 

Grades K-3 use H, HS, S, N, and U for report card grades.  Grades 4 and up use letter grades A, B, C, D, and F.

Report cards are sent home three times a year.  Midterm reports will be sent home in Wednesday folders in the middle of each trimester for parental review. Regularly scheduled conferences will be held in the fall and spring, however, conferences can be held at any time during the trimester if there are concerns about a student’s grades or behavior.

All students will earn letter grades on report cards. We will be using the District report card and grading scales.  In grades 4-5 A, B, C, D, F grades are used in the main subject areas.

In the special classes: P.E., music, and art    H = A, HS = B, S = C on the elementary report card.

 H = high quality

HS = high satisfactory

S = satisfactory work

N = needs improvement

U = unsatisfactory work

I = improving and can be given after receiving and N or U

 Intervention Support 

Supporting students to be successful in academically rigorous studies is the core of the AAP program. Occasionally remediation or acceleration is needed. Information is gathered through classroom, district and state assessments. The results are used to identify those students who need more or different opportunities to address areas of weakness or exceptional strength. Professional Learning Communities (PLC) and Response to Intervention (RTI) teams work hand in hand to support student learning. Students who require remediation are expected to attend after school tutoring. Those who require specific subject acceleration are placed in the program appropriate for them.

  Discipline Procedures: 

The expectations for students in the AAP Program are to be: safe, respectful, responsible, and prepared.  Behavior that interferes with the learning of any student, including oneself, will not be tolerated. 

 Students will respect people and property whether it belongs to themselves or others.  Behavior that interferes with the learning of any student including oneself will not be tolerated.  Using good manners and controlling one’s conduct are the responsibility of the student. If the behavior of the student is dangerous to other or oneself, district guidelines and policy will be followed. 

Level I

1. The student will be given a verbal warning to correct the behavior.
2. If the behavior is not corrected, parents will be notified through the daily folder/planner.
3. If the behavior continues, consequences will be imposed which may include loss of recess, Friday Fun or being written up and sent to the office.

Level II

1. If poor behavior continues on a consistent basis, the child and parent(s) will be asked to come in for a conference.  A plan will be discussed to help the student correct the behavior.
2. The parent(s) and student will be required to have weekly meetings with the teacher to follow up on the behavior plan.

Level III

1. If the behavior does not improve after multiple meetings,  the principal will be asked to attend a formal meeting to discuss the child’s future at Hulstrom.  The plan will be reviewed and adjusted, as the parent(s), teacher, and principal deem necessary.
2. If necessary, weekly meeting will be held to see that the plan is successful or if special resource people will be needed. 

If the behavior of the student is dangerous to others or oneself, District guidelines and policy will be followed.

 Star Bucks and Friday Fun: 

Star Bucks are a reward system to encourage daily communication between school and home, good work habits, and mathematical skills.  Every other week for 30 minutes, students have the opportunity to participate in Friday Fun. They may trade their Star Bucks for various choices ranging in prices.  Those who do not have Star Bucks will sit out of Friday Fun.  Students missing assignments will also sit out. 

Curriculum Materials Matrix 

To be successful in the AAP, your child should be able to do the following:

 Expectations for Incoming Kindergarten Students Basic skills:

• Tie shoes laces independently
• Put on coat and zip
• Button shirt, pants, all clothing independently
• Can blow nose when needed
• Wash hands with soap independently
• Can verbalize when the restroom is needed and can use facilities independently
• Can sit quietly to listening activities for a minimum of 20 minutes
• Will follow simple directions
• Can hold and use scissors correctly

 Language Arts:

• Name all 26 letters of the alphabet, lower and upper case in random order
• Gives the sound associated with the 21 consonant letters
• Writes first name legible with capital as the first letter
• Writes using proper three finger pencil grip
• Identify eight basic colors
• Says the days of the week
• Listens and follows simple directions
• Holds a book properly
• Can tell a story

 Mathematics:

• Counts orally from 0 to 20 and backwards from10 to 0
• Counts backwards from 25 to 0
• Recognize 4 basic shapes – triangle, circle, square, rectangle
• Recognize numerals 0-10

 Expectations for Incoming First Grade Students Students are expected to know and be able to do everything from previous grades and: Language Arts:

• Write first and last name with capital and lowercase letters
• Name and write all 26 letters of the alphabet, lower and upper case in random order
• Gives sound association for all consonants and short and long vowel sounds
• Demonstrates an understanding of spatial relationships: top-bottom, over-under, big-little, long-short, right-left
• Read and correctly spell all Kindergarten sight words
• Recognize and write rhyming words
• Sequence pictures from a short story
• Write a simple complete sentence
• Neat, legible manuscript handwriting

Mathematics:

• Counts orally from 0 to 100 forward, counts backward from 50 to 0
• Reads and writes numbers to 100
• Counts by 1’s, 2’s, 5’s, and 10’s
• Demonstrates understanding of number concepts from 0-100
• Demonstrates understanding of ordinal numbers first through thirtieth
• Adds and subtracts using a number line or grid
• Tells time to the hour
• Identifies and understands value of a penny, nickel, and dime and is able to count various combinations of those coins
• Understands comparisons – greater than, less than, more, less, same, different
• Identifies and draws the 6 basic shapes: triangle, square, circle, rectangle, rhombus, and ellipse
• Identifies simple number or shape patterns
• Solves simple number stories

 Expectations for Incoming Second Grade Students Students are expected to know and be able to do everything from previous grades and: Language Arts: 

·         Can read orally the 2nd grade high frequency words

·         Neat, legible manuscript handwriting

·         Uses punctuation correctly-period, comma in date, question mark

·         Writes a simple story or paragraph with a beginning, middle, and end

·         Knows how to use a simple dictionary

·         Recognize and write antonyms

·         Knows full name, address, phone number, and parents’ names

·         Knows the months of the year and the days of the week in order

 Mathematics:

• Knows addition and subtraction facts to 18
• Knows how to add and subtract 2 digit numbers with no regrouping
• Can tell time to 15 minute increments
• Can count money and make change with coins up to $1.00
• Recognizes fractional parts
• Know place value to three digits
• Identify even and odd numbers
• Writes and solves addition and subtraction number stories