Hulstrom Options School

Young Scholars Program

Introduction
 

The Young Scholars Program is designed for those students who learn best in a structured, traditional classroom.  Students focus on the critical skills of reading, language, and math under the direction of the classroom teacher.  The instruction is logically sequenced and expectations are clearly defined.  These students are taught using district and state standards in a manner supporting their instructional needs.  The program is decidated to:  

• Responsibility and independent thinking are emphasized
• Instruction occurs largely in self-contained classrooms
• Basic skills are emphasized and textbooks are used for sequential instruction
• Homework is purposeful and relevant to the program
• Appropriate behavior is expected of students
• A basal reading series is used with strong emphasis on phonics
• Language Arts emphasize composition, spelling, and grammar
• Proper penmanship is emphasized
• Proofreading skills are taught from first grade
• Critical math facts and application of the facts are emphasized
• Music, Art, Physical Education, and technology are highly valued to promote cognitive processing of knowledge and skills.

The Young Scholars Program started as the fundamental Program in 1996 at Wyco Elementary with grades 3-5.  Northeast Middle School expanded the program in 1998 for grades 6-8.  The first and second grades were added in 1998 at Wyco.  The Young Scholars Program moved to Hulstrom in the fall of 2000 serving grades 1-5.  Kindergarten was added in 2002 and sixth grade was re-established in 2004.

Program Design for Young Scholars

Students who are most successful in the Young Scholars Program exhibit the following characteristics:

• Enthusiastic about academic learning
• Responsible for self and materials
• Practice - homework is a positive task
• Follows classroom procedures/rules
• Focuses on teacher direction
• Prepared to work on grade level and above
• Willing to work independently
• Is accountable for quality work

Teacher Characteristics

Certain characteristics and strengths are desired and/or needed to work successfully within this program.  An effective teacher of the Young Scholars Program often exhibits many of the following characteristics:

• Expects high quality work from ALL students
• Strives for excellence; high achievement
• Is enthusiastic about learning/teaching
• Can evaluate students objectively and honestly
• Recognizes and respects individual differences
• Can organize and deliver direct instruction effectively
• Uses best practices based on research
• Values professional development
• Reflects upon and refines instructional practices
• Creates and operates a structured, orderly classroom environment

Parental Support

There are ways parents can help build positive relationships with all those involved in educating their children:

• Recognize and respect that you have different perspectives than the school and teacher, of your child.  While you may see a particular set of characteristics and/or skills in a one on one setting at home, the school sees your child in a classroom of 25 other individuals.  This may bring out different behaviors and/or characteristics.
• Facilitate your child's interests at home
• Provide a safe, uninterrupted location for child(ren) to focus on daily homework
• Have a sense of humor
• Realize that even very young children tune in immediately to adult conversation that refers to them
• Parent toward achievement
  • Model achievement - be an achiever yourself, but also share with your children, realistic and positive views of achievement
  • Power and control - Children are likely to sporadically push limits to determine the extent of their freedom
  • Give clear, positive messages - be reasonable with praise, be consistent between parents and within a parent, don't give €œbeat the system€ messages

The Young Scholars Program have implemented the following guidelines for parents to promote success of your child(ren) in our program.

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    • Please do not interrupt the learning process in the classroom by €œdropping by.€  If you need to speak to your child, the office will contact the classroom to send the child to the office.
    • Please do not bring forgotten items (homework, lunch, planner) to the classroom.  Take them to the office and they will be delivered to the classroom in a manner that does not disturb instruction in progress.
    • Call the office to make an appointment to meet with your child's teacher about any concerns you have.
    • Please do not return to school after hours if your child has forgotten some homework or personal items.  We are aware this happens, however, we are trying to teach the students to double check before they leave for the day.  This is a life skill we are instilling in our students.
    • When you wish to observe a classroom, the following guidelines apply:
      • Call and make an appointment for your observation time.  Please limit each visit to 20-25 minutes.
      • Please do not interrupt instruction to speak with the teacher.
      • Visit alone.  Please do not bring small children who might disrupt the classroom
      • Leave a note for the teacher if you have questions or wish to have a conference after the visit.
      • A classroom observation is strongly recommended and conference with the teacher or administrator is required before admission to the program.

 Planners

To communicate effectively and to teach student to be responsible and organized, each student will fill out their planners daily. It may include the following

• What was done during the day
• Homework assignments
• Behavior and academic concerns
• Personal notes from the teacher

Parents are expected to sign the planner each day.  It is intended that communication be frequent and problems can be taken care of quickly.  Teachers will check the planner based on need, independence and responsibility of each student.

Homework

Homework is an integral part of learning.  You would never expect progress from a student who only played the piano at the time of the lesson.  The same is true for reading, math, or writing.  There must be time to practice.  Howework must be related to the daily lesson and not busy work or new concepts.  It should reinforce what the student is currently working on in classes.  The amount of time spent on homework may vary per student as some are more focused on the task than others and some simply work faster.   These guidelines need to be adhered to:

• Homework will be assigned Monday through Thursday
• On average, homework should fall into the following ranges:         
  • Kindergarten:  10 minutes homework, 10 minutes reading aloud
  • First grade:  15 minutes homework, 15 minutes reading aloud
  • Second grade:  20 minutes homework, 15 minutes reading aloud
  • Third grade:  40 minutes homework, 15 minutes reading aloud
  • Fourth grade:  50 minutes homework, 15 minutes reading aloud, 10 minutes silent
  • Fifth grade:  60 minutes homework, 15 minutes reading aloud, 15 minutes silent
  • Sixth grade:  75 minutes homework, 15 minutes reading silent
  • Seventh grade:  80 minutes homework, 20 minutes reading silent

All students will be expected to read at home in addition to the homework time.  The books the students read should be a t a comfortable level for them.  It should not ALWAYS be a book that is so easy that they €œknow all the words€ or have the book memorized.  These €œfavorite€ books can be read occasionally, but others should be encouraged often.   One tip:  The best time for this is when the evening is winding down, and you can sit and listen to them.

Grading

All students will earn letter grades on report cards. We will be using the District report card and grading scale.
Assignments that are incomplete or not turned in each morning will receive 50% credit.  If the work is not turned in by the next day, the student will receive a zero for the grade.
Handwriting will be given H,S,N, or U grades.  All students will be taught and expected to use correct manuscript and cursive writing in all their written work.

H = high quality

S = satisfactory work

N = needs improvement

U = unsatisfactory work

Passing grades are required to be promoted to the next grade level.  Passing grades would be grades no lower than a D/60% in all subject areas.  An average of all three grading periods for each subject area will be used to determine the earned grade for the year.  Also, the results of standardized tests given during the year will be taken into account.  If retention is recommended, and it is not agreeable with the parents, the student will be withdrawn from the program.

DISCIPLINE PROCEDURES

The expectations for students will be to respect people and property whether it belong 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 student does not control his/her own behavior at school, the following steps will be taken:

Level I

1. The student will be given a verbal warning to correct the behavior.
2. If the behavior is not corrected, the student will receive a check mark at the top of the daily planner.  This check mark will let parents know that there was a behavior problem that day.
3. If the behavior continues, a second check will be put in the planner and the student will lose a lunch recess that day or the next day if the check was made after recess.

Level II

1. If poor behavior continues through the week, the child and parent(s) will be asked to come in for a conference after school that week.  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.  If the behavior improves and all involved agree, weekly meetings may cease.

Level III

1. If the behavior does not improve by the fourth meeting, the building principal will be asked to attend the fourth meeting.  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.  The principal, teacher, and parent(s) will be required to meet.

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

MAKE UP WORK

When a student is absent, it is her/his responsibility to check with the teacher to get the make up work.  Much work is done during the day, so students are required to do the class work assignments as well as any homework assignments.  Students will have the day they return to get the assignments, and one day for each day missed to get the work in for credit.  For example, if the child is ill for 3 days then upon return he/she would get the work and have 3 more days to get the work in.  If the work is not turned in on time, the missing assignments will be graded as zeros. 

Please do not €œdrop in€ and ask a teacher to get makeup work in the middle of class.  Send a note in the morning with a sibling or call the office by 9:00a.m.and pick up the work at the end of the day.  (The homework bin is located outside of the front office.)

INCOMPLETE HOMEWORK AND MISSING ASSIGNMENTS

Incomplete or missing assignments will be done at recess that day or the following days until the work is complete.  If it is completed by the next day, 50% credit will be given.  If the work is not completed by then, no credit will be given, however the work must be done.  The student must show that he/she is able to do the skill regardless of the credit.  If a student consistently does not have homework assignments done on time, a conference will be held. The student, parent(s), and teacher will meet after school that week to formulate a plan.

CHECKING HOMEWORK

Parents are encouraged to check homework for completion, it should be written neatly, and show understanding of the concepts.  However, parents should not do the work.  Encourage your child to tell you how he/she did at school.  If your child seems stuck, or can't explain what is to be done, write a note on the planner so the teacher can check on what the student understands the next day.  Encourage your child to €œgive it your best shot,€ ask questions, listen carefully in class, and to get help from the teacher.

HELPFUL HINTS

Homework should not take three to four hours!  Encourage your child to complete homework before supper.  We want you to maintain family time.  Some students will wait until you tell them what to do.  Talk to your teacher for hints to get time management skills working at home.

APPLE TRADING

Apple Trading is a reward system to encourage daily communications and good work habits.  Students receive a €œpaper apple to apple€ for getting their daily planner signed, Wednesday folder signed, and getting other important communications home and back to school on time.

It is the student's responsibility to show the planner to their parent's everyday, to get it signed indicating all homework is completed, and to let the parents know if there were any behavior problems that day.

Parents should sign the planner indicating that they have seen the finished homework and the reading has been done.  Parents should sign the planner if there is a check, so teachers know that the parents are aware of any problems.  If a signature is not on the planner when checked each morning, the student will not receive an apple.  Teachers rely on the student's integrity to get all messages home to parents and vice versa.

Every other week for 30 minutes, students will €œapple trade.€  Students will trade their apples for an activity.  The price of each activity varies, and the student buys it with the apples.  Those who don't have apples will sit quietly and put their heads down.  Student behind on their work will be asked to complete the work before apple trading.

An apple may be charged when a student is not prepared for class or needs to borrow something that he/she should have.  For example, if the student does not have a red checking pencil, he/she will need to pay to borrow one from someone.

Students learn how to earn and save apples much the same way adults earn and save money.  Sometimes we get to buy things we enjoy and other times we pay for our poor choices.

To be successful in the Young Scholars Program, your child should be able to do the following:

Expectations for Incoming Kindergarten Students

• Tie shoelaces independently

• Put on coat and zip

• Button shirt, pants, all clothing independently

• Can blow nose when needed

• Wash hands with soap independently

• Is bathroom trained and out of diapers

• Can verbalize when the restroom is needed and can use the facilities independently

• Can sit quietly to listening activities for a minimum of 15 minutes

• Will follow simple directions

• Knows abusive language is not acceptable 

• Knows home phone number

• Knows parents' first and last names

• Can hold and use scissors correctly - can cut on the lines
• Counts to 20 forwards and counts backwards from 10 to 0
• Recognizes numbers 0 to 10
• Names majority of 26 alphabet letters in random order - uppercase and lower case
• Can hold a pencil correctly with a 3-finger grip
• Understands that letters represent specific sounds
• Can write first name using a capital at the beginning and lower case letters for the remaining letters
• Retells a story n sequence form beginning to the end
• Holds a book properly; starts at the front of the book an goes to the back of the book when looking at pages
• Can tell a story in sequence by "reading the pictures" in the book

• Expectations for Incoming First Grade Students

Language Arts:

• Writes first name legible, colors neatly, and uses scissors correctly
• Name all 26 letters of the alphabet, lower and upper case in random order
• Gives sound association for the 21 consonant letters
• Demonstrates and understanding of spatial relationships: top-bottom, over-under, big-little, long- short, right-left
• Uses and understands rhyming words

Mathematics:

• Identifies and draws the 4 basic shapes: triangle, square, circle and rectangle
• Counts orally to 20 - forwards and backwards
• Writes numeral from 1-20
• Demonstrates understanding of number concept 1-20
• Demonstrates understanding of ordinal numbers first through fifth
• Understand comparisons - greater than, less than, more, less, same, different, etc.

Conduct:

Completes simple tasks independently

• Sits quietly to a listening activity for a minimum of 15 minutes
• Listens and follows directions
• Obeys classroom and school rules
• Comes with a positive attitude for learning

Expectations for Incoming Second Grade Students

Language Arts:

• Writes a simple complete sentence
• Uses punctuation correctly-period, comma in date, question mark
• Neat legible manuscript handwriting
• Listens and follows simple directions
• Recognizes and writes rhyming words
• Recognizes and writes antonyms and synonyms
• Knows full name, address, phone number and parents' names
• Writes a simple story with beginning, middle and end
• Writes simple sentences from dictation
• Sequences pictures from a short story
• Can read the Dolch sight words orally

Knows the months of the year in order

Mathematics:

• Count to 100 by 1's, 2's, 5's and 10's
• Knows addition and subtractions facts to 18

Knows how to add and subtract 2 digit numbers with no regrouping

Recognizes fraction parts: quarters and halves

• Identifies parts of set
• Recognizes ordinal numbers-first, second, etc.
• Recognizes and knows the value of coins
• Counts and write the values of coins up to $1.00
• Knows the number of days in the week, month in a year
• Tell time to the hour and half-hours
• Recognizes simple number patterns: 1,2,3, 1,2,3

Expectations for Incoming Third Grade Students

Language Arts:

• Spell and read all high frequency words
• Knows multi-meaning words
• Able to read for meaning
• Able to read fluently orally
• Knows to use margins in compositions
• Writes complete sentences with good word order and ending punctuation
• Knows the structure of stories-beginning, middle and end
• Write a simple paragraph of related idea
• Knows to indent paragraphs
• Find words in the dictionary
• Alphabetize to the third letter
• Divides words into syllables

Mathematics:

• Reads, writes, counts and can sequence numbers through 1000
• Knows math symbols =,<,>,+,-
• Adds and subtracts 3 digit numbers without regrouping
• Knows multiplication facts 1's through 3's
• Adds and subtracts facts to 18
• Counts by 2's 5's, 10's, 25's, 50's, 100's, 1000's
• Recognizes fractional parts of halves, quarters and eights
• Tell time to 15-minute increments
• Problem solving-one step additional and subtraction
• Can count money to $5.00

Other Curriculum skills

• Knows the city, state and country

Expectations for Incoming Fourth Grade Students

Language Arts:

• Reads and understands written material at grade level
• Identifies literal and inferential meanings from reading
• Writes a complete paragraph with topic sentence, supporting details and closing sentence
• Uses context clues in reading for meaning
• Identifies parts of speech; noun, verb, adjective, adverbs
• Alphabetize to the third letter
• Uses the dictionary to find words, definitions
• Recognizes prefixes and suffixes
• Uses proper grammar in written and oral responses
• Writes legibly in cursive and manuscript
• Identifies the main idea of a paragraph

Mathematics:

• Has mastered the multiplication facts through 10's
• Has mastered addition and subtraction with five digit numbers with regrouping
• Knows the division basic facts through 9's
• Can make change with money up to $10
• Knows how to read and write numbers through 10,000
• Knows fractional parts of a polygon
• Can read an analog and digital clock to the minute
• Knows Roman numerals 1-10
• Problem solving-one step problems involving addition, subtraction and multiplication

Other Curriculum skills

• Knows the city, state and country

Expectations for Incoming Fifth Grade Students

Language Arts:

• Reads and comprehends at grade level
• Alphabetizes words to the fourth letter
• Consistently uses legible cursive and manuscript
• Writes 2-3 paragraphs with topic sentences, supporting details and closing sentences
• Uses correct capitalization and punctuation in all assignments
• Has an attention span of at least one-hour
• Possesses good organizational skills
• Writes complete sentences using a variety of sentence structures
• Uses the dictionary easily for spelling, definitions and pronunciations of new words
• Uses the encyclopedia to find new information
• Determines fact from fiction and opinion

Mathematics:

Knows and can read numbers through 1 million

Knows automatically all basic facts in addition, subtraction, multiplication and division

Adds and subtracts any problem using numbers through the millions

Multiplies 3-digit numbers by 2 digit numbers

Divides 4 digit numbers by 1 digit divisor

Adds and subtracts fractions and reduce to lowest terms

Knows Roman numerals through 50

Can make change from any amount of money

Gathers mathematical information from a graph or chart

Uses the English and metric ruler

Expectations for Incoming Sixth Grade Students

Language Arts

• Reads and comprehends at grade level
• Alphabetizes words to the fifth letter
• Consistently uses legible cursive and manuscript
• Writes 3-4 paragraphs with topic sentences, supporting details and conclusion sentences
• Uses correct capitalization, punctuation, and grammar in all assignments
• Has an attention span of at least one-hour
• Possesses good organizational skills
• Write complete sentences and uses a variety of sentence structures
• Uses the dictionary easily for spellings, definitions, and pronunciations of new words
• Uses the encyclopedia to find new information
• Distinguishes between fact and opinion
• Uses reading as a tool to learn independently
• Uses writing to communicate ideas and information for various purposes

Mathematics

• Knows and can read numbers from billions place to thousandths place
• Knows automatically all basic facts in addition, subtraction, multiplication and division
• Adds, subtract, multiply, and divide any problem using numbers through the billions
• Multiplies 3-digit number by 3 digit numbers
• Divides 4 digit numbers by a 2-digit divisor
• Adds and subtract fractions with differing denominators and reduce to lowest terms
• Adds and subtracts mixed numbers
• Adds and subtracts decimal numbers
• Knows Roman numerals through 100
• Makes change from any amount of money, understands profit and debt
• Gathers mathematical data from a graph or chart and recognize benchmarks (minimum, maximum, mean, median, mode, range)
• Uses the English and metric ruler
• Measures angles with a protractor construct congruent angles with a compass
• Knows exponential notation
• Understands and can convert fractions to decimals and to percents
• Constructs and reads graphs and plot coordinate pairs of numbers on a grid
• Understands negative numbers

Other curriculum skills

• Uses independent planning for research projects
• Uses the globe, maps and charts to locate information of the world
• Has an awareness of global current events
• Understands the interrelationships of people and cultures