Walnut Heights Elementary School 2024-25 Student/Parent Handbook PDF

Walnut Heights Elementary School A California Distinguished School STUDENT/PARENT HANDBOOK 2024-25 4064 Walnut Blvd. Walnut Creek, CA 94596 Phone 925-944-6834 Attendance 925-944...

Walnut Heights Elementary School A California Distinguished School STUDENT/PARENT HANDBOOK 2024-25 4064 Walnut Blvd. Walnut Creek, CA 94596 Phone 925-944-6834 Attendance 925-944-6836 Fax 925-934-0648 www.walnutcreeksd.org/Page/19 Principal Amy Romem Office Manager Veronica Carrillo  WELCOME TO WALNUT HEIGHTS SCHOOL A California Distinguished School Dear Parents and Students, Welcome & welcome back! We are excited for the coming year of learning, growth & supporting our students and community the way we know best. We are proud of our students and the work we do together as a community. We focus on the academic, social, emotional, and physical needs of our students. Our staff have been trained and will continue to be trained in Responsive Classroom philosophy - addressing students’ diverse social & emotional needs and building relationships so that we can better do the challenging work of academic learning, together. One of our goals is to make sure that students have ‘voice & choice’ in their learning and “see” themselves on our campus. One way we do this is with rich and diverse classroom and school libraries; books are organized in different ways within a library to allow teachers to best match books to students. To come to Walnut Heights is to join a community. The comprehensive, well-rounded program we provide is only possible with the combined efforts of school staff, our parent community, and the support of our Education Foundation, WCEF. We invite you to join us! Our PTA meets monthly; meetings alternate between morning & evening & Zoom. Everyone is welcome to attend. For more information about WCEF, see https://www.wcefk12.org/. This handbook is designed to provide information about our school. It contains two main sections of information. The “Procedures” section will describe policies and procedures for our school. In the “Programs” section you will learn about the many wonderful programs Walnut Heights offers our students. You will also find that our website offers extension and supplement to the information in this handbook https://www.walnutcreeksd.org/Page/19 If you find you have a question, please first check the “Table of Contents” for a helpful category. If you cannot find the answer to your question, don’t hesitate to contact the appropriate person to help you. See the section on “Communication” for support in best seeking guidance at school. I look forward to this year and to meeting all of you. If you ever have any concerns, questions, or things to share, don’t hesitate to bring them to my attention. I am eager to support families, and I also love to hear from you about the many, many great things that happen every day. I am also easily reached by email at [email protected]. It’s a great time to be a Cougar! Amy Romem Principal 2  TABLE OF CONTENTS Procedures Programs: Student Support & Services Pg. Pg. Attendance 3 Cafeteria 31 Responsive Classroom 6 Class Placement 31 Communication 7 Classroom Visits 32 Conduct/Discipline_________________10 Counseling 32 Dress Code 18 Daycare 32 Emergency/Disaster 19 Field Trips 32 Homework 19 Health Services 32 Illness/Immunization/Medications 20 Healthy Foods 32 Supervision 22 Home and Hospital Instruction 33 Traffic/Parking Guidelines 23 Lost and Found 33 Volunteering: A Guide to Success 25 Resource Specialist 33 Response to Intervention (RtI) 33 Programs: Learning Staff & Community Partnerships Assemblies 27 English Language Advisory Committee (ELAC) Assessment and Testing 27 _______________ 34 Report Cards 28 Parent Teacher Organization (PTA) 34 Awards/Recognition 28 Safety Committee 34 Cycle of Inquiry (COI) 28 School Improvement Program (SIP) 34 ELD (English Language Development) 28 School Site Council (SSC) 34 Instructional Coach 38 School Site Plan 34 Library/Media Center 28 WCEF 35 Music (Instrumental & Vocal) 29 Physical Education 29 Reading Recovery/LLI 29 Science 29 Special Education 29 Visual Arts 30 3  PROCEDURES ATTENDANCE Parents instinctively know and understand that consistent school attendance is important. School is your child’s “job,” and timely attendance is his/her first work skill. In addition to the practice of being physically present for school each day, the importance of not missing direct instruction from teachers is critical. Paralleling the educational need for students to be in class every day, the economy of the District is at stake. The entire basis for state funding is based upon the number of students that come to school each day. This is referred to as ADA or Average Daily Attendance. Here is What You Can Do To Help: Make good attendance a top priority. Attending school every day facilitates learning and helps build and maintain friendships with other children. Try to schedule appointments (e.g. doctor or dentist) before or after school. Plan family vacations during school holidays. However, do not send your child/ren to school if: They are too sick to go to school (e.g. fever over 100.5; on antibiotics less than 24 hours; with a note from a physician). They have been injured. They have to attend a special religious ceremony. They have an infectious illness (e.g.COVID-19, chickenpox, mumps, or measles). There is a serious family situation that requires their involvement. Absence reporting: Call the school office as soon as possible to report a student’s absence at 925-944-6836. When you call, state your child’s name and grade, your name and relationship to the student, the date of the absence, as well as the reason for being absent or late. If the student will be absent or tardy more than just one day, call back each day your child will be absent or late. For the safety of your child, it is our job to call you if we have not heard from you. When a child returns to school after an absence, s/he must bring a written excusal, unless the parent has telephoned ahead. A parent whose child has a communicable disease should contact the school office or teacher IMMEDIATELY so that other parents may be notified of the possibility of contagion. Examples of communicable diseases are chickenpox, measles, strep throat, impetigo, pink eye, whooping cough and head lice. If your child is ill,* please keep them home until they are well and ready to function alertly in a school setting. This benefits your child as well as other students. *see Illness/Immunizations/Medications Parents and teachers working together can ensure that all work missed during an absence is completed. Parents should make an appointment with the child’s teacher to pick up assignments and books necessary to keep the child's work current. Independent Study Contracts: If you anticipate an absence of more than five days, please request an Independent Study Contract on our district website, here, at least 5 days prior to your departure. Completing the assignments is required to qualify the student for an excused absence and allow the District to collect state funds accordingly. Make-up assignments, however, are no substitute for the instruction received during regular classroom attendance. Make-Up Assignments: If your child is absent due to illness and needs schoolwork, please contact the teacher, who will do their best to provide work. The teacher may need up to 24 hours to gather materials. 4 Permission to Leave School: If your child must leave school during the day, please contact the school office in advance. Students need to be signed out in the office by an authorized adult. The office will call the classroom and have the student sent up. Do not attempt to pick up your child without first going to the office. Tardies: It is very important that your child arrives on time, as this is part of the responsibility of being a student. Being tardy can be disruptive to the class and can delay valuable teaching time for the teacher. If your child arrives late, they must sign-in in the office before entering the classroom. Truant: It is District policy that any combination of 3 unexcused absences or unexcused tardies (unexcused tardy is 30 minutes late or more) is considered TRUANT. When this occurs, a truancy letter will be sent to your home. Unfortunately, going on vacation is considered an unexcused absence. The school office will send letters to communicate attendance concerns in conjunction with trimester report cards. Letters will be sent to families for 4+ tardies (any type), 4+ unexcused absences, and/or excessive absences of any reason. In the event that you receive a letter, please see this as a serious concern on the part of Walnut Creek School District. 5  RESPONSIVE CLASSROOM* CHARACTER EDUCATION A strong character education program in school coupled with modeling at home provides the essential foundation for students to achieve their personal best. There are 4 guiding principles of Responsive Classroom: Engaging Academics Learner-centered lessons are participatory, appropriately challenging, fun, and relevant and promote curiosity, wonder, and interest. Positive Community A safe, predictable, joyful, and inclusive environment where all students have a sense of belonging and significance. Effective Management A calm and orderly learning environment that promotes autonomy, responsibility, and high engagement in learning. Developmentally Responsive Teaching Decisions for teaching and discipline are based upon research and knowledge of students’ social, emotional, physical, and cognitive development. Parents can learn more about their child’s development with “Yardsticks” brochures that are provided several times over the course of your child’s elementary school experience. Classroom rules and expectations are built collaboratively between students and teacher, with a foundation of: Cooperation—Students’ ability to establish new relationships, maintain positive relationships and friendships, avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and school community, and work productively and collaboratively with others. Assertiveness—Students’ ability to take initiative, stand up for their ideas without hurting or negating others, seek help, succeed at a challenging task, and recognize their individual self as separate from the circumstances or conditions they’re in. Responsibility—Students’ ability to motivate themselves to take action and follow through on expectations; to define a problem, consider the consequences, and choose a positive solution. Empathy—Students’ ability to “see into” (recognize, understand) another’s state of mind and emotions and be receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have concern for others’ welfare, even when it doesn’t benefit or may come as a cost to one’s self. Self-Control—Students’ ability to recognize and regulate their thoughts, emotions, and behaviors in order to be successful in the moment and remain on a successful trajectory. In addition to classroom recognition systems, “Cougar Paws” are given to students observed to be demonstrating positive traits anywhere on campus for school-wide recognition. *For more information on Responsive Classroom, see https://www.responsiveclassroom.org/about/about-sel/ 6  COMMUNICATION Frequent, consistent communications between home and school are essential to a child’s school success. Teachers, parent and community groups, and the school send regular communications via email, text and/or in paper format. To communicate an urgent message with your child/ren, contact the office as we can locate your child and share the message at the best time.. Every staff member has a telephone extension with voicemail. Extensions are 71 & the room number (e.g., Room 21 is ext. 7121). Be aware that teachers cannot answer their phones during teaching hours; Our commitment is a 24-hour reply time. All staff members have e-mail. If you would like to email a specific staff member, the email convention is [email protected], for example: [email protected]. Keep Up With School Through… Back to School Night An evening for parents/guardians to meet their child’s teacher for an overview of the upcoming year. Classroom Teachers send home newsletters about activities in the classroom on a bi/weekly basis. Newsletters Conferences Parent-Teacher conferences are held in October for all students. Teachers and parents may have additional conferences when the need arises. Contact your classroom teacher or other staff member to request additional conferences. Directory Published online by PTA each Fall and available to families. It contains student and family contact information of WH families that give permission to provide this information. Coffee with the An informal opportunity for parents to communicate with the Principal. Meetings are held at 8:15am Principal periodically throughout the year. See the school/PTA calendar for scheduled dates. E-mail E-mail is useful for communicating brief information efficiently and quickly. Do not use email for sending confidential information or for delivering messages that would be better communicated face-to-face or on the telephone. Responses are usually sent within 24 hours. E-News Designed to combine all the communications from various school and community groups into one. Includes current calendar of events. Articles are short and informational & emailed every Wednesday. Ensuring your email is correct in the Aeries Data Portal is critical to ensure that you receive school communications. If you do NOT receive an eNews on Wednesday, please contact the school office immediately. Open House An evening celebration of learning in May for families to view children’s work on display in classrooms and throughout campus. PTA Meetings General meetings are held on the second Thursday (evening) or Friday (morning) of each month. Principal’s Throughout the year, the Principal may send a single-subject email in addition to the weekly eNews, Newsletters in order to address a topic in-depth. Walnut Creek School Monthly board meetings are held and agendas are published on the WCSD website at District www.walnutcreeksd.org Websites Find important information about school and PTA, upcoming events, as well as grade-level and curriculum content. Walnut Heights: https://www.walnutcreeksd.org/Page/19: PTA: www.whpta.com Wednesday Envelopes Primarily used in the lower grades, these envelopes contain important information on everything that is happening at school and in your child’s classroom. Articles for Wednesday Envelopes must be submitted to the office by 8am each Monday and must be approved by the Principal. Flyers of interest to District families from community organizations are approved at the District level and are available for download on the District website at www.walnutcreeksd.org. Copies will also be available in the school office. Welcome Back Day PTA-sponsored meet-and-greet for school families. Parents/caregivers complete “data confirmation” online to prove residency, update contact and emergency information, join the PTA, purchase optional school spirit wear, etc. Afterschool providers may be present to meet and greet. 7 The following chart may help you understand the communication channels at Walnut Heights when you have questions, comments, or concerns. No matter what the topic, it’s useful to know the appropriate person or persons to consult and how to approach them. In the course of natural problem solving, we ask everyone to take the same first step – take time to diagnose the nature of your concern and assume positive intent. You will reach a positive resolution more quickly if you have already given careful thought to: 1. The background of your question, comment, or concern. 2. The policies or procedures that may relate to it. 3. Solutions that may be appropriate. Questions, Comments, Concerns Please consult with… Regarding… Do’s For Success Your Child’s Teacher · Academic performance · DO talk to the teacher first about concerns related to your child. · Classroom instruction · DO ask what you can do to help. · Homework · DO notify your teacher if you would like to make an appointment to meet. · Social development · DO understand that teachers are often busy right before and after · Peer relationships school and may not be available without an appointment. · Classroom and playground · DO know that a positive parent-teacher relationship helps your child dynamics to succeed and to feel good about school. The Principal · School policies and · DO contact the Principal about questions/comments/concerns that procedures haven’t come to resolution or you feel would best be addressed by her. · Curriculum · DO feel free to catch the Principal in the halls – this can often be an easy · Learning environment way to talk briefly. · Student learning and · DO understand that on-the-spot access to the Principal is convenient, but support not always possible. · Special needs · DO feel free to schedule appointments as needed. · Safety concerns · DO contact the Principal about questions/comments/concerns · Staff supervision which are best addressed by her. The Office Manager · Attendance matters · DO talk with her about day-to-day office activities. · Medication/Illness needs · DO be patient and flexible, she is working on many projects at once. · School activities/meetings · DO understand that she knows many things about school; however, may not always have an immediate answer to your question. · Calendar/Scheduling · Use of facilities The Instructional · Learning about grade level · DO schedule a time to meet with the coach for more information. Coach staff development and · DO make an effort to learn about how the coach helps and supports all action plans for the year students and teachers. · Information/questions about instructional strategies & curriculum Custodian · Maintaining a clean and · DO let him or her know about immediate concerns. safe school environment · DO compliment him or her on our clean school. · DO consult the Office Manager for custodial requests. PTA Board/Officers · PTA-sponsored events · DO keep up with PTA news and participate in as many monthly · General meetings meetings as you can. · Volunteering · DO get to know your PTA officers – they are a great resource for · Assemblies or enrichment information about school activities. programs · DO consider getting involved – we always need help making Walnut · Fundraising Heights the best it can be for our students. · Expenditure of PTA funds 8  Questions, Comments, Concerns (continued) Your Room Parent · Field trips · DO call with questions about events in your child's classroom (see your · Special events School Directory). School Site Council · Site Planning goals · DO feel free to sit in on monthly meetings as announced in the school · Use of school bulletins. improvement funds · DO contact the Site Council chair to forward questions to the group in advance of meetings. 9  CONDUCT / BEHAVIOR / DISCIPLINE CONDUCT All Walnut Heights teachers implement Second Step curriculum to teach and practice positive character traits with students in grade-appropriate modules across the year. Modules include Growth Mindset & Goal-Setting, Emotion Management, Empathy & Kindness & Problem Solving. Additionally, we implement a module of Anti-Bullying Skills. Along with our desire to teach and reinforce strong character traits to our students, Walnut Heights expects that all people on campus will follow these guidelines. Strong character is an important piece of modeling for our children and is expected from everyone, everywhere, all the time. This system is intended to maintain a safe, harassment-free environment for teachers, students, administrators, staff members, parents and other members of the community. In the interest of presenting teachers and other adults as positive role models, Walnut Heights encourages positive communication and conduct. School and District personnel are expected to treat each other, volunteers, parents and community members with courtesy and respect. In the same regard, parents and visitors are expected to treat teachers, volunteers, administrators and other District employees with courtesy and respect. Any member of the school community who is faced with disorderly conduct, disruptive or disrespectful treatment has the right to end a meeting or telephone conversation, or limit school access to telephone calls, e-mail or written communications. The need for civility extends to all school-sponsored activities as well as all school communications. PROBLEM SOLVING Social skills are developed through the introduction of problem solving and conflict resolution skills. As part of everyday living, we need to solve relational problems as they arise. In addition to keeping children active and involved on the playground, we are also committed to teaching them simple and consistent strategies for solving problems on their own. Students will be taught and encouraged to use the chart below as a means to solving peer conflicts. Adult guidance and support is available when these strategies are not effective and/or the seriousness of the incident warrants adult intervention. 10 Bullying As much as we wish to protect children from potential harm, all children, at some point in their childhood, will experience or be affected by bullying behaviors. For the safety and welfare of ALL children in a positive learning environment, Walnut Heights staff takes bullying behaviors seriously and will work consistently to support students in this area. Together, staff and parents need to equip children with tools for responding to bullying and ways to avoid becoming a bully. ALL children want to be safe, respectful and responsible. We consider it our job to support them in this endeavor. The flow chart below will serve as an overview of our basic response plan. 11 Behavior Expectations At Walnut Heights, we are dedicated to supporting students as they develop into safe, respectful and responsible individuals. Our main goal is to help your child be a successful student today and a good citizen tomorrow. We believe that all children can learn and that they deserve to have the best education possible in the safest environment. In the 2024-25 school year, Walnut Heights will be defining “The Cougar Way” - actions and expected behaviors for success in all aspects of school. The Cougar Way will be based upon our three school rules for behavior expectations: Be safe Be kind Be a learner Each teacher implements our school rules in conjunction with specific classroom rules developed, using his/her personal style to create effective classroom management systems. Teachers will share classroom expectations with families. Common areas such as assemblies, the cafeteria, hallways and the playground require some additional expectations in order to ensure student safety and well-being in large group settings. Assembly expectations: Safe, respectful, responsible. Enter the multipurpose room escorted and directed by their teachers and sit in designated areas. Show appreciation with applause. Quiet, orderly and attentive when others are speaking or performing. Join in when invited. Follow directions. Cafeteria expectations: Safe, respectful, responsible. Quiet in line; orderly entrance and exit. Good table manners. Remain seated on bottoms. Ask permission to get up. Indoor voices. Listen to adults. Clean tables and surrounding areas & await dismissal. Hallway expectations: Safe, respectful, responsible. Walking at all times. Personal space allowed for peers. Quiet – Hallways are near educational areas. “Hall Pass” for students unaccompanied by an adult. Playground expectations: Remain in the school recess boundaries. Safe, responsible, respectful. Follow game rules, be good sports. Line up safely in the designated playground area and wait to be met by their teacher. DISCIPLINE GUIDELINES In times when positive reinforcement has not been sufficient and/or students make choices requiring consequences, action(s) will be taken in an effort to support the student in making meaningful educational and/or behavioral progress. The knowledge that every action has a consequence is important for all students to learn. Students who choose to misbehave will experience appropriate and progressive consequences. A system of Progressive Discipline uses several stages of a consequence. Each one is more significant than the one before. As a student moves from stage to stage, the disciplinary action taken by the school 12 increases. Information regarding specific student disciplinary cases will not be disclosed to anyone beyond staff members involved and the parents or guardian of the student. Students may be referred to the Principal if a teacher or other staff member feels it is necessary, usually when a classroom or playground problem is serious or repetitive. A student referred to the Principal usually experiences the following: Discussion of the event/s that lead to the referral and an appropriate consequence. Completion of a “Think Sheet” (see samples below), which may be sent home to the parents for a signature. If the problem persists, parents are notified and an appropriate consequence is developed. A parent conference may be scheduled. As a rule, problems at school should be resolved at school. We appreciate parent support for the consequences at school. 13 Discipline Referral Forms Think Sheets are used for in-class or out-of-class incidents which occur the first-time and/or are less serious. It is intended to be child-friendly, interactive, and to educate the child. This form is filled out by the child in collaboration with the teacher/staff member and sometimes the Principal. It is often sent home and parent signature is required only as an acknowledgement of receipt. Often, with this referral, there will be no phone call home as the incident has been resolved at school. Of course, parents can always contact the school if more information is needed. The WCSD Disciplinary Referral is used for any incident that is deemed repetitive and/or more serious than actions initiating a Think Sheet. This form is filled out by the teacher/staff member and/or the Principal and will be sent home. In addition, phone or face-to-face contact will be made with the parent/guardian. 14 For some serious behaviors, students may be sent home from school or suspended for up to five days. Refer to the WCSD Behavior Expectations for more detailed expectations and consequences below. WALNUT CREEK SCHOOL DISTRICT BEHAVIOR EXPECTATIONS The Walnut Creek School District has a comprehensive K-8 plan for all school community members to cultivate positive character traits through the use of Responsive Classroom philosophy. Our discipline policy was developed to promote consistency in dealing with behavior and to require students to become increasingly more responsible for their actions. When students clearly understand what creates a positive school community, they can make good choices. The expectations listed below apply while students are on school grounds, while going to or coming from school, during lunch, as well while going to or coming from a school-sponsored activity [E.C. 48900(p)]. Schools may have additional written rules appropriate to their particular campus which further explain what is summarized here. We ask that parents/guardians read and discuss these behavior expectations with their student(s). PARENT/GUARDIAN EXPECTATIONS Assist the student in being well-nourished and appropriately dressed for school. Ensure prompt and daily school attendance Notify the school of all absences. Cooperate with school staff in helping students with academic, discipline or attendance problems. Know and support the basic goals and philosophy, policies and procedures of the Walnut Creek School District. CLASSROOM EXPECTATIONS Teachers will establish classroom rules and inform students and parents/guardians about these guidelines. Rules will specify both behavior and academic expectations that the student must meet to be successful. If classroom rules are disregarded and learning is disrupted, the teacher may take one or more of the following actions: ▪ Student/teacher conference ▪ Teacher-held detention ▪ Student sent to a different classroom ▪ Parent contact/conference ▪ Office referral ▪ Community service/work detail 15 SCHOOL EXPECTATIONS Schools will establish standards of behavior that promote a positive school climate and ensure campus safety. Parents/guardians and students will be informed about these guidelines. Acceptable behaviors are: ▪ Dress appropriately. (See dress code) ▪ Leave electronics, toys, including ▪ Respect other students. spinners, or other disruptive items at ▪ Use school appropriate language. home. ▪ Dispose of trash. ▪ All cell phones are turned off and remain ▪ Engage in appropriate physical and social in backpacks during school hours. contact. ▪ Follow directions of adults on campus. ▪ Be responsible for one’s own actions. ▪ Follow school computer/Internet use ▪ Come to class on time, prepared to work. policy. ▪ Be safe and responsible. ▪ Respect school/personal property. ▪ Remain out of restricted areas. ▪ Be tolerant of individual differences: ethnic, religious, gender, ability. ▪ Respect school staff. Suspension from school can be imposed when other means of correction fail to bring about proper conduct. However, a student may be suspended on a first offense if the following occurs: The pupil: a. Caused or threatened to cause physical injury. b. Willfully used force on another person except in self-defense. c. Possessed a dangerous object. d. Possessed, used, or furnished a controlled substance or alcoholic beverage. e. Arranged to sell or furnish a “look-alike” controlled substance. f. Committed robbery or extortion. 2. The pupil’s presence at school causes a danger to persons or property. 3. The pupil’s presence at school threatens or disrupts the instructional process. Behavior consequences should include the opportunity for the student to learn from their mistake which will help the student acquire skills to make better choices in the future. 16 Bicycles Although the school recommends that a child be in third grade, it is the parent’s responsibility to determine at what age their child is ready to ride a bicycle to school. Students should be provided with a sturdy bicycle lock, as the school is not responsible for loss or damage. Upon reaching the school grounds, riders should dismount and WALK their bicycles to the bicycle rack. Bicycles should remain locked during the school day and are not to be ridden on campus. Students entering from the south side of campus may enter the track through the gate at the crosswalk, ride around the track to the ramp and then walk their bike to the bike racks. This allows students to avoid interacting with the parking lot entrance and to be off of Walnut Blvd. Bicycle racks are located near the multipurpose room. Please remember: State law requires that children wear helmets when riding bicycles, scooters, or skateboards. Cell Phones & Smart Watches If parents feel their student needs to carry a cell phone, the student may do so. The cell phone must be kept in the child’s backpack (or arrangements can be made to leave it in the office) and turned off during the school day. If the cell phone is taken out during school or the use of it interferes with school activities in any way, school personnel will confiscate the cell phone. Repeated offenses will have progressive consequences. School personnel are not responsible for damaged or lost phones. When parents/guardians need to get an important message to their child during the school day, call the school office. Smart Watches are similar. A student should notify school personnel in the event of needing to contact a parent (i.e. feeling ill, forgot an item). If a watch causes a disruption in the classroom, the student will be asked to keep it in their backpack. If there are repeated disruptions/offenses, the device will be held in the school office, and parents/caregivers will be asked to pick it up. No Wheels Walnut Creek School District Board policy prohibits vehicles on campus including bicycles, scooters, skateboards, Heely’s® and rollerblades. This “No wheels on campus policy” is fully enforced at Walnut Heights. Students may “ride” to and from school on “wheels'' but walk onto the campus. There may occasionally be school-sponsored events which allow wheels on campus. Toys, Electronic “Gadgets” Toys, trading cards, electronic gadgets and other personal items are not allowed at school, except with permission from the classroom teacher for a special occasion. If a child brings something to school for sharing, they must have permission from the teacher and must keep the item in their backpack until sharing time. Sharing items are not allowed outside during recess. 17  DRESS CODE The dress code for Walnut Heights is straightforward and simple. Children should dress appropriately for learning and play at school. Shoes for active play are recommended every day. The following should not be worn at school: Backless shoes, shoes with slippery soles, or high heels Bare midriffs or tube tops T-shirts with offensive slogans or inappropriate designs, e.g. advertisements for alcoholic beverages All undergarments should be covered Staff appreciate parent support of our dress code to help us focus on learning. 18  EMERGENCY / DISASTER Several types of drills are held on a regular basis to help children and staff learn and remember emergency procedures, practice an orderly exit from the buildings and maintain a calm attitude in the case of a real emergency or disaster. Additionally, a school Safety Committee meets regularly to review all safety concerns. Should an emergency/disaster occur during school hours, children will be supervised at school until they are picked up by an adult designated on the student’s emergency card. Parents will be directed to the area where children are located. All students wear a lanyard which holds a copy of their emergency card. Parents/authorized adults can sign the child out and the lanyard will stay with the supervising staff member. Because children cannot be released to unauthorized persons, it is recommended that several names of friends or relatives in the area be listed on the emergency card. Identification may be requested. DRILLS Evacuation Drills include Fire and Earthquake: Students leave the classroom* in an orderly fashion and report to the blacktop or designated class station. The teacher is the last one to leave the room and the door is closed for fire; left open for earthquake. Once safely evacuated, teachers take roll and report any injuries/needs to the command station. Fire: A voice announcement signals this type of drill. Students evacuate to the blacktop and classroom doors are closed, but not locked. Earthquake: An intercom call is made to signal the beginning of this drill. Students are directed to duck and cover until such time that the staff member with them determines it is safe to evacuate. Doors to the classrooms are locked by search and rescue personnel to ensure that people do not return to damaged buildings. Non-evacuation drills include Shelter-in-Place and Intruder: Students are directed to stay inside if they are already there and if outdoors to report to the closest classroom. All doors are locked from the inside and all blinds/curtains are closed. Staff/students listen for announcements and need to stay indoors. Shelter-in-Place/Intruder: An intercom command of “Shelter-in-Place” will alert staff and students to a potentially dangerous situation. *In the event that students are not in their classroom, they go directly to the blacktop in an orderly fashion. HOMEWORK Parents and teachers are viewed as partners in the academic, social, and emotional education of their students. Best homework practices support families’ attempts to balance these vital developmental needs during non-school hours. Elementary and Middle Schools Homework should be meaningful and purposeful. Homework should reinforce concepts that have already been taught in class. No new concepts will be introduced through homework. Teachers should differentiate when appropriate. No homework should be assigned on the weekends or holidays outside of independent reading and makeup work. When long-term projects are assigned, the amount of daily homework should be considered. Work assigned should not require tools or technology that are not accessible at home or in the library. Teachers in similar elementary grades or similar subjects (middle school) should collaborate to assign similar amounts and types of homework. Teachers will work together by grade/department to calendar major projects. Teachers need to be clear with students and parents as to how homework will be assessed. Homework should be a relatively minor percentage of the grade in a standards-based system. Late work should be accepted. Consideration should be given to the value of an “F” and the percentage that should be assigned to that grade. 19  Parents are encouraged to work cooperatively with the school and to contact their classroom teacher should homework issues arise. Homework Minutes Grade K-1: 0 to 20 minutes Grade 2-3: 15 to 30 minutes Grade 4-5: 30 to 60 minutes Grade 6: 45 to 60 minutes-total for all subjects Grade 7: 60 to 75 minutes-total for all subjects Grade 8: 60 to 90 minutes-total for all subjects ILLNESS / IMMUNIZATION / MEDICATIONS Illness: Providing care for emergency illness or injury, control of communicable diseases and hearing and vision testing protects the health of students. Our office staff is qualified to render only basic first aid. When a child becomes ill at school, they will be made as comfortable as possible until such time as arrangements can be made for being picked up. Attempts will be made to call the parent/guardian first, then the person listed on the student's emergency card. If your child shows signs of not feeling well, please keep them home. Children should be kept home whenever they have a fever. They may return to school 24 hours after the fever subsides. Children should be kept home when they are vomiting. They may return to school 24 hours after the vomiting subsides. Please notify the office immediately if your child becomes ill with a communicable disease. Exposure notices will then be sent home with the child's classmates. Please follow the guidelines below for communicable diseases. Disease Incubation Isolation Chicken Pox 14-21 days 6 days after first pox appears COVID 1-2 days Follow current public health guidance. Impetigo 4-10 days Under treatment for 2 days Lice 7-10 days Until all nits are removed from hair Pink eye 1-3 days Until symptoms are gone, usually 4 days Strep Throat 1-3 days 2 days after antibiotics begin If your child has serious allergies, such as bee stings or nuts, notify the school office and discuss contingency plans. Immunizations: No student may attend school without proof of immunization against certain communicable diseases. This is a strictly enforced state law. Students must be excluded from attendance if the record is not presented before admission. Kindergarten students must present an Oral Health Assessment during the kindergarten school year due on May 31st. In addition, all first grade students must present a Physician’s Report of Student Health (physical exam). The exam may be scheduled any time within 18 months prior to the entry of first grade. First grade students who do not comply with this requirement will be excluded from attendance. It is recommended that incoming kindergartners have the exam shortly before beginning school. Parents who wish to excuse their children from the Oral Health Assessment or Physician’s Report of Student Health must sign a waiver, available in the school office. 20 The following immunizations are currently required for school admission: ♦ POLIO (Trivalent Oral – TOPV): 4 doses at any age, but 3 doses meet requirement if at least one dose was given on or after the 4th birthday. ♦ DIPHTHERIA, TETANUS, PERTUSSIS (DPT): 5 doses at any age, but 4 doses meet requirement if at least one dose was on or after the 4th birthday. ♦ MEASLES, MUMPS, RUBELLA (MMR): 2 doses, both on or after the 1st birthday. Second dose must contain measles vaccine. ♦ HEPATITIS B: 3 doses. ♦ VARICELLA (Chicken Pox): 2 doses or health care provider documented varicella disease or immunity. Medical Appointments: When at all possible, arrange to have medical/dental appointments outside of school hours. If your child has an appointment, inform the classroom teacher. At the time of the appointment, come to the office, allowing plenty of time for us to locate your student. See “Permission to Leave School”. A parent or guardian must sign a student out before they leave the campus and sign them in upon their return. Medications: California Education Code, Section 49423 states: Any pupil who is required to take, during the regular school day, medication prescribed for him by a physician, may be assisted by the school district nurse or other designated school personnel if the School District receives (1) a written statement from the physician detailing the method, amount and time schedules by which such medication is to be taken, and (2) a written statement from the parent or guardian of the pupil indicating the desire that the School District assist the pupil in the matters set forth in the physician’s statement. Forms can be found on the District website or in the school office. If we do not have the above written permission, we will be unable to administer any medication to your child. All medications must be sent to school in the original pharmacy container with the student’s name and administration instructions clearly labeled. 21  SUPERVISION Playground Supervision: School personnel supervise the playground Monday, Tuesday, Thursday, and Friday from 7:55 a.m. to 8:10 a.m. and at regularly scheduled recesses. School personnel supervise the playground on Wednesday morning from 8:55 a.m. to 9:10 a.m. There is NO staff supervision prior to 15 minutes before the bell; do not leave children on campus before supervision times. Students who walk or ride bicycles to and from school are to leave the school grounds for home immediately after dismissal. For reasons of safety and supervision, children should not arrive at school before 7:55 a.m. or 8:55 a.m. on Wednesdays nor remain at school after dismissal unless enrolled in “Club” or participating in another supervised activity. WH Kids’ Club is open to assist parents with childcare during unsupervised times. Club can be contacted for rates and availability at (925) 930-8458. Your promptness in picking children up after school is very important. Students are expected to report directly to their after school program/adult. Campus playgrounds are closed until 2:45pm. If your children are playing on campus after school and are not enrolled in WH Kids’ Club or The Creek, it is your, the parent/guardian’s, responsibility to directly supervise their play. Unsupervised students on campus during these times will be taken to the office to contact parents by telephone. 22  TRAFFIC / PARKING GUIDELINES Please share these guidelines with all members of your family and any other person responsible for transporting your children to and from school. Thank you for your full cooperation in observing all of these guidelines. 1. USE THE "ZONE" ONLY · Drop off and pick up kids in the green "ZONE" only · There are two green "ZONE" areas: The lane closest to school along the curb starting in front of Room 16 and the middle lane in the first position closest to the crosswalk only 2. PULL FORWARD · Pull all the way forward to the crosswalk along the curb, or as far as traffic allows before dropping off or picking up · Do not switch lanes after dropping off or picking up child · Watch & Listen for directions from the crossing guard. 3. DO NOT PARK IN THE “DROP OFF/PICK UP ZONE” · Stay in your car! The green “ZONE” is for Dropping off/Picking up ONLY · Parents of Kindergarten Students may not stop in front of the K classroom doors to drop off; Pull forward as traffic allows 4. UNLOAD FROM PASSENGER SIDE ONLY · Do not let students exit the vehicle from the driver’s side; if younger children are in carseats on passenger side, students will climb under/over to exit vehicle · Driver should remain in vehicle at all times · Students should unbuckle their own car seat and have backpack near them, not in front seat or trunk · Give last minute instructions and kisses before hitting the green “ZONE” · If your child needs additional help/time exiting the car, use the curbside green “ZONE” where there may be additional help available – or park in a parking spot and walk him/her in 5. NO TRUNK UNLOADING 23  · Park in a parking space if you need to unload items from your trunk 6. DO NOT PARK IN STAFF PARKING SPACES · Teachers & staff need to get to school, too · Be respectful of neighbors; Park on Sutherland Dr, Scots Ln, Kevin Ct or Nob Hill Dr 7. CROSS IN THE CROSSWALK ONLY · Do not cross in between cars during drop off/pick up during Drop Off/Pick up time · Wait for WH Staff for the okay to cross & do not cross behind crossing guard. · Do not walk across the entrance or exit or in the south end of the parking lot between the school and Kids Club. It’s always safer to walk on the school grounds/pathways 8. OBSERVE SCHOOL HOURS FOR DROP OFF/PICK UP · Do not drop off your child before 7:55am (8:55 am on Wednesdays) · If your child is not picked within 30 minutes after dismissal, the school is required to call the police 9. AFTERNOON PICK UP CONSIDERATIONS: · Use Family Name Placard on rearview mirror to help teachers direct your child to your car. · The left lane is a drive-through lane. Keep it clear for staff and Kids Club access. · If your child does not arrive out front for pick up in a timely manner, you may be asked to circle around. 10. DRIVE SLOWLY, STAY SAFE AND SHARE THIS WITH ANY AND ALL PERSONS WHO DROP OFF OR PICK UP YOUR CHILDREN. THESE RULES ARE IN PLACE FOR THE SAFETY OF YOUR CHILDREN. KINDER DROP-OFF: The area in front of kindergarten is a “No Stopping” zone. Kindergarten parents are asked to walk their children into class. You will need to walk or bike with your child to school or park in a designated area to walk them in safely. 24  VOLUNTEERING: A GUIDE TO SUCCESS Volunteering your time and talents in the classroom benefits your child, the school and you – it’s personally rewarding and fun. Volunteering creates a natural bridge between home and school and children love to see their parents on campus. No previous experience is required: patience, enthusiasm, dedication, a sense of humor, and a desire to learn are the most important job qualifications. All volunteers complete a short, online training module prior to working at school. There are many opportunities to volunteer your time, which span from on-campus/classroom support to many tasks completed at home or off-campus. If you have any questions about getting involved, please talk to your child’s teacher or any PTA representative to get some great ideas. CLASSROOM/ON-CAMPUS VOLUNTEERS On Your Workday A modest paper trail documents volunteer time spent onsite. When you arrive at school to volunteer, sign in at the school office and obtain an official visitor’s name tag. The name tag must be visible to all school personnel and to the children. It is imperative that the office knows who is on campus in case of a school-wide emergency. Please alert your teacher to any schedule change by calling the school office at 944-6834 and asking for the appropriate voicemail extension. If for some reason you are unable to meet your volunteer commitment, it is helpful if you attempt to find a substitute to replace you. Speak with your individual teacher(s) for the way they prefer that this be handled. The children and teachers rely on the dedication and commitment of parent volunteers; a volunteer’s absence is always strongly felt. Becoming a Member of a Professional Team At the beginning of the school year, a short volunteering training will be provided by the principal. If you are unable to attend in person, it may be completed online. Training must be completed prior to your first in-class visit. When you assume the responsibility of volunteering in the classroom, you are agreeing to adhere to the code of ethics that binds together professionals working in the field of education. Professional discretion prohibits discussing students, teachers, or internal school affairs outside of the classroom. Sensitive issues should be referred to the teacher or to the Principal, always respecting the need for confidentiality. In the Classroom Walnut Heights’ teachers are experienced in working with volunteers of varied backgrounds and interests, and they value both the assistance and the enrichment that the parent talent pool brings to the classroom. To help parents succeed as volunteers, the following guidelines have been developed to provide a foundation for positive adult/student interactions. Listen actively and expect active listeners: The teachers use attention-focusing techniques, such as having the children raise their hands until the whole class is silent. Make sure you have everyone’s attention before proceeding. A child needing assistance should be helped one-on-one; try to get down to the student’s eye level when communicating. State directions using positive language and convey expectations clearly: Statements such as, “Today we’re going to…” and, “I’d like to see…” are effective. Instead of telling learners, “Don’t do it that way,” try illustrating what you don’t want by asking them, “Is this the way?” and respond to the chorus of “Nooooos” with another positive statement: “That’s right!” Don’t be afraid to let students take risks and make mistakes. Praise effort and acknowledge success: “I can see you’re really trying… Good effort… You’ve done really well…” are all confidence-building phrases. Be sure to take the time to express interest in a student’s completed work before starting another activity. Some words to live by: People, especially young people, thrive on praise. These are just a few phrases that expand the vocabulary of positive feedback beyond “Good,” “Very Good,” and “Fine.” They seem to work best if applied early, often, and from the heart: 25 That’s great. I like the way you’re Keep up the good I like your working. work. attitude. That’s right. Good for you. You should be What neat work. I appreciate your proud. How clever. help. Very creative. That’s a good Very interesting. I like your idea. observation. You’ve made a Now you’ve got Thank you very much… good point. it! Fantastic! You really thought Wow! Terrific! that through. Super! Avoid direct comparisons of students’ work: Children will sometimes compare work on their own. Try to re-direct student competition to avoid a win/lose scenario. “Yes, Chris has done a really good job. I like the way you have done such-and-such…” A simple, non-judgmental reminder, “We don’t use put-downs,” can help, too. Try to end the session on a successful note: Emphasize the successes of the lesson or project: “I can see how much you enjoyed… I like the way everyone tried…” Trouble-shooting: A proverbial ounce of prevention, used to head off a developing problem, is worth a pound of cure spent trying to salvage a meltdown situation. Serious problems should be referred to the teachers. Not only have they seen it all before, the teachers have at their disposal all the effective tools of their trade. Not the least of these tools is a sense of confidence about the job, and in time, volunteers acquire that too. 26  PROGRAMS A LEARNING PROGRAM The aim of the learning program at Walnut Heights Elementary School is to be an all-encompassing approach to education that seeks to build within each student a sense of responsibility, confidence, pride in accomplishment, and a positive self-image through academic achievement. The basic skills and academic tools are stressed. Additionally, the school strives to teach young people how to balance discipline and choice, the first quality learned, and the second earned. The total cooperation of home and school is essential to ensure the best possible learning environment for all students. Walnut Heights places emphasis on the basics of language arts and mathematics, accompanied by science and social studies. Other integral parts of the instructional program include music, art, and physical education. IMPLEMENTATION OF THE LEARNING PROGRAM The teacher provides the necessary instruction for a thoughtful and consistent progression of curriculum skills. The teacher initiates, directs and supervises the instruction. The use of District-selected textbooks and appropriate activities ensures presentation of grade-level skills and concepts. Students are expected to do their work neatly, properly, and on time. They are expected to resubmit work as directed by the teacher. Teachers strive to provide instruction toward the highest individual achievement, and progress toward that goal is shared between school and home with trimester report cards. Assemblies PTA funds and coordinates assemblies, which provide students with an opportunity to extend learning beyond classroom instruction. Additionally, there are various other learning-based, school spirit, recognition and performance assemblies throughout the year. Assessment and Testing The state-mandated CAASPP (California Assessment of Student Performance and Progress) tests are administered each Spring to all students in grades 3-5. While the length and content of the tests vary from grade to grade, testing is scheduled over approximately two weeks. CAASPP score reports are available in the Aeries Parent Portal no later than August of each year. These tests are used to assess our overall progress as a school, as well as grade level, classroom and individual student progress. In addition, these tests support identification of students who may need additional academic intervention at school. We want the tests to be an accurate assessment of our performance, so students should be prepared to do their best. A few tips to parents... students should: ♦ Be at school every day when their classes are scheduled to test. Please postpone trips and doctor or dental appointments. ♦ Be early or on time. Testing sessions are usually in the morning. Time to get settled into the classroom before testing begins each day will help students relax. ♦ Be rested and fed. Make sure that students have a good night’s sleep and enough of a breakfast to sustain them. This is always important. Do not, however, think that your child should load up on a big breakfast for testing when a lighter meal is their usual routine. ♦ Be encouraged to do their best and relax. The best state for learning and for testing is what researchers refer to as “relaxed alertness” – not stressed, but not too casual. In addition, all students are assessed at the beginning of the year and before the end of each trimester, with additional District assessments administered as appropriate by grade level. 27 Report Cards WCSD uses standards-based report cards. All reports of progress are based on the individual student’s progress toward the standards at his/her grade level. A pamphlet of the standards for each grade level is available in the office. These reports are issued three times a year according to the dates published on the District calendar. Parent conferences are scheduled first in October, and the first report is issued in November. Trimester 2 and 3 reports are shared electronically through the Aeries Parent Portal. The staff values ongoing communication between home and school and welcomes opportunities to meet informally with parents. Call or email the classroom teacher for an appointment. Awards/Recognition The purpose of praise is to reinforce and increase positive behavior and achievement. Behaviors and achievements that are acknowledged are often more likely to occur. We want to recognize students for their success in school. In addition to the many systems used in classrooms, we also have school wide systems for recognition. For example: ▪ Cougar Paws When staff observe a student exemplifying a desired character trait during school, they may give the student a “Cougar Paw” slip. The slip recognizes students for demonstrating the character traits taught in Second Step, our character education program. Paws are posted outside the office for the month. A drawing is held at the end of the month. Students receive a coupon or small incentive and may have their picture taken for the Cougar Paw board. Cycle of Inquiry (COI) In collaboration with the instructional coach grade level, teachers come together to develop a topic for action research. Beginning with student data, a question is formed about how to improve teacher practice and student learning. Teachers, with the coach, set goals for desired student achievement and determine measurable goals to reflect on progress. Strategies and actions are planned for which will work toward these goals. The cycle of inquiry is a powerful form of professional development for teachers as it provides information about a certain practice or instructional strategy, a way to evaluate that practice, and most importantly, it provides a connection between the effectiveness of implementation and its results on student learning. WCSD collaboration provides the vehicle, time, and tools for this crucial school improvement. English Language Development (ELD) The state funds the English Language Development Program (ELD) for bilingual students. Classroom teachers, as well as a part-time instructor, use a variety of teaching methods to help students achieve English proficiency. Students must be tested to qualify for the program and parental permission is required for participation. Instructional Coach Through our School Improvement Program (SIP) and District funding, this teacher on special assignment meets with our Walnut Heights teachers at each grade level during collaboration time while students are receiving physical education instruction. She facilitates each grade level’s action research involving their Cycle of Inquiry (COI). The Coach assists teachers in collecting and analyzing data and the use of the data to inform and improve instruction. The Instructional Coach may also teach model lessons, observe and give feedback on instruction and schedule opportunities for teachers to observe each other and collaborate across grade levels. She coordinates on-site and off-site professional development opportunities for individual staff members and the staff as a whole. Finally, she is also responsible for communicating District instructional guidelines and expectations to teaching staff and supporting them as they respond to this work. Library The Library Media Specialist coordinates the library’s programs. Each classroom visits the Library at least once per week, while individual students have the opportunity to visit the library on their own before school, at recesses and at lunchtime. Kindergarten students may borrow one book/week. Grades 1 through 5 may borrow 1-2 books for a two-week period. Grades 3 through 5 may also borrow an additional book while they are working on reports. Renewals are allowed. 28 MUSIC: Instrumental Students in grades 4 and 5 may participate in the instrumental music program. Students meet twice a week and participate in a District-sponsored evening band concert in late May at Las Lomas High School. Instruments include clarinet, saxophone, flute, trumpet, trombone, and bells. A limited number of instruments can be borrowed from the School District. Please check with area music stores for details of instrument rental and purchase plans. An instrumental music participation application will be shared by classroom teachers and can be completed electronically. Complete this form if you are interested. MUSIC (WCEF-funded) While teaching vocabulary, singing and music appreciation, the overall goal in grades TK-5 is to develop a life-long love of music. There are clearly defined learning standards for each grade. For example, first graders are taught to read, write, and identify simple musical patterns. Third graders learn to sing songs of diverse cultures from memory. Fifth graders use classroom instruments to play melodies and accompaniments from a varied repertoire of music. Physical Education Program The P.E. program is taught by a site-based, credentialed teacher and based on state standards. Standardized state testing is administered in the fifth grade. Classes emphasize the importance of being active and staying active to maintain good health, physically and mentally, throughout students' lives. Many different physical activities are introduced so that students may exercise and experience a broad range of skills. Complexity and difficulty of games and skills increase sequentially as students grow from first through fifth grade. Personal achievement is appropriately encouraged and sportsmanship is stressed. Reading Intervention & Support Reading Intervention is provided to small groups of readers in grades 1-2 as determined by assessment. Students meet with a credentialed teacher 4-5 times per week and focus on foundational skills such as phonics and phonemic awareness. Parents are notified if their child has been recommended for this additional support. Science Lab (WCEF-funded) Students in grades TK - 5 are scheduled weekly for hands-on experimentation and exploration in the Science Room throughout the year. Each grade level experiences specific science concepts in accordance with the CA State Science Standards for Earth, Life and Physical Sciences. The Science Room is equipped as a working lab appropriately set up for the varying age groups. Investigations coincide with classroom instruction to enhance and explain the subject matter. Related activities include the annual science fair, lunchtime science, and the school-wide ‘green team.’ Students are required to follow appropriate lab procedures concerning safety, handling of equipment and materials, as well as behavior to maintain a safe experimenting environment. Expectations include the ability to work in a group setting at lab tables and maintaining listening skills while following detailed instructions. Special Education While most students progress smoothly through elementary school, meeting State and District standards at each grade level, some students struggle. Through consistent, careful monitoring, teachers identify students who do not meet, or who struggle to meet, standards. Students with special educational needs are identified, assessed, and provided with appropriate support services in and out of the classroom. To qualify for services outside of the classroom, students must meet specific eligibility criteria for learning problems, speech or language problems, or other educational needs. These criteria, outlined in federal and state law, usually apply to students who are struggling to meet grade level standards because of some kind of disability. While parents may request testing, the classroom teacher normally refers students for assessment. Together, the team of staff and parents meet to review the student’s prior interventions and progress through the Multi Systems of Support (MTSS) process. If an assessment is completed, a meeting is held with parents, and for those children who qualify, an individual education plan (IEP) is written. Our Special Education staff includes a Resource Specialist, a Speech and Language Pathologist, a Psychologist, and Instructional Assistants. 29 Visual Arts (WCEF funded) The visual art program is focused on the process of art, getting students comfortable with working through their projects and viewing artistic "mistakes" as learning opportunities. Students learn about the proper use of materials, specific techniques, great artists and art history. The standards are very detailed and comprehensive for each grade level. For example, concepts include shape, depth, self-portrait, contrast, and point-of-view. Students study artistic styles ranging from pointillism to still life and impressionism. 30  OTHER STUDENT SUPPORT & SERVICES Cafeteria: Free Breakfast & Lunch All students are eligible to receive breakfast and lunch free, prepared daily on site at Walnut Heights. Breakfast is available at 7:45am M/T/Th/F and at 8:30am on Wednesdays. Breakfast is available for TK & Kindergarten ‘late start’ students at 8:55am on M/T/Th/F and at 8:30am on Wednesdays. Cafeteria: Service All TK – 5th grade students eat lunch in the cafeteria, whether they bring it from home or order, free, daily at school. Monthly menus are posted online at the district website. Class Placement Class placement* occurs in the Spring in grade level meetings with staff and the Principal. As balance is important for the success of each classroom, many factors are considered: academic achievement, social and peer relationships, personality, girl/boy ratios, heterogeneous grouping, etc. Staff gives a great deal of thought and time in making placements. Because of their extensive experience with your child in school, staff are the most qualified to make this important school decision. Requests for specific teachers are not accepted; however, a parent input form outlining the needs of your child is accepted. This form is available electronically to all parents each Spring. Because class lists are developed in late Spring, parents must meet the deadline on this form to have their input considered. There are occasions, after school begins, when it is necessary to reorganize classrooms to stabilize enrollment. In this event, every effort is made to reorganize as early as possible to cause the least amount of disruption to your children. Parents of students involved in any changes will be notified prior to moves being made. *The Principal determines final placement. 31 Classroom & Specials Visits Parents are welcome to visit their child’s class. Your children have regular classroom time with their teacher and also occasions when they are learning with specialists for other content areas. The following guidelines should be used so that classes are not interrupted and parents have a successful visit: Make arrangements with the teacher in advance of your visit. This provides you the opportunity to select a time that is most convenient for the class and for you. We recommend that you volunteer to help with a class activity, as this is less distracting to students. Come alone to the visit. Small children are usually distracting to the class. During observations, the Principal may also be present. Make an appointment if you wish to conference after your visit. Teachers are not available for conferences during class time. When you arrive, sign in at the school office and obtain a visitor’s pass. Counseling Crisis counselors are available one day a week to work with students who may need social or emotional support. If you feel your student needs this support, please let their teacher and/or the principal know. A meeting will be scheduled to discuss your concerns. Each Walnut Creek Elementary School has a Wellness Center. Walnut Heights has “The Oasis.” Students in grades 1-5 may access the Oasis before school, during morning recess and lunch. The Oasis is staffed by a paraprofessional who supports students in completing a “check in” (i.e. how are you feeling?) and finding an appropriate, calm activity. Activities may include sensory tools, yoga, drawing, playing a collaborative game, etc. If a student is struggling with playground issues or is regularly visiting the Oasis instead of choosing to play on the playground, the student’s teacher will reach out to you to discuss what further support may be available for them. Daycare – WH Kids’ Club WH Kids’ Club is an on-site extended day enrichment program that provides before and after school care to children enrolled at Walnut Heights Elementary School. The philosophy of the program is to provide the children with an enriched program in a supervised and safe environment. Club is a non-profit organization, which derives its financial backing from monthly fees and donations. Club provides daycare for children in grades TK - 5 from 7:00 a.m. to 6:00 p.m., Monday through Friday, excluding legal and school holidays. For more information, contact Club directly at (925) 930-8458. Aftercare - The Creek (ELO-P) The State of California Department of Education (CDE) has developed a plan for better serving the needs of our students and families with the introduction of the Extended Learning Opportunity Program. All school districts in the state are required to offer this program by the 2023-2024 school year. At Walnut Heights, a vendor called The Creek will provide this program, in parallel with Kids Club. They provide the staffing and a daily program focused on academic support and enrichment, social-emotional wellness, and more. For more information and registration documents, see here. Contact Alma Reyes, ELOP Program Director at 925 464-8083 or [email protected]. Field Trips Field Trips designed to supplement, enrich, and extend the classroom program are scheduled by teachers throughout the year. Students are required to return a signed written permission slip for each trip. Supplemental forms are sometimes needed for trips with special circumstances like extended timelines. Walnut Heights uses the standard WCSD Pupil Field Trip Permission Slip for all trips. When cars are used for transportation, only parents who have filled out the Automobile Use Permission form, including a photocopy of current insurance and a copy of your current driver’s license will be allowed to transport students. In addition, special medical forms are needed for extended trips for parents and students. Only students in the class may go on field trips. 32 Field Trip: Booster Seat Law As of January 1, 2012 all children must ride in a car seat or booster until they are at least 8 years old or at least 4 feet 9 inches tall. In addition, all children younger than 8 years old must be secured in the back seat.. Unfortunately, we cannot provide booster seats for your child. If s/he requires a booster seat, you will need to loan your child’s booster seat to your child’s carpool driver. You can do this by: 1) prearranging booster seat delivery and instructions for installation to the teacher; or 2) drop off the booster seat to the classroom the morning of the trip. Health Services The District provides a part-time Nurse to audit immunization and health records, arrange vision testing, and provide health education services. Healthy Foods We are committed to helping children build healthy habits in nutrition and fitness. A WCSD District Wellness Policy encourages healthy habits. The Walnut Heights staff asks that parents support this effort by providing nutritious foods for classroom celebrations and activities -- limiting or omitting sugary, fatty snacks and providing creative, healthy items in their place. The full policy can be seen on our school website under Our School/School Policies. **Birthday Treats: With our wellness policy and incidence of varied food allergies, sending whole-class food treats to celebrate your child’s birthday is not allowed. If you would like to send a special treat, consider a small, non-food item for each child or sponsor a book in the library in your child’s name. Home and Hospital Instruction A home teacher is provided by the School District for those students who are unable to attend school for an extended period of time due to illness or injury. You must apply for a home teacher through Walnut Heights to the District Office and must accompany the application with a statement from the student’s doctor. An absence lasting fewer than two weeks is usually not sufficient to qualify for a home teacher. Lost and Found Every year there are many unclaimed articles of clothing collected at Walnut Heights. Please label your child/ren’s coats, sweaters, sweatshirts, caps, lunch boxes and other items so that you have the best chance of having those items returned to you if found. (Please put an entire last name, at least.) Parents and students are encouraged to check for lost articles on the rolling cart in the hallway in the 20 wing. Unclaimed items are donated to charity 2-3 times per year. Resource Specialist The Resource teacher provides instructional services to students who require special education services for less than half of their school day. Students are assigned to general classroom teachers for the majority of the school day. Students receive Resource Specialist services as determined by the IEP team. Multi-Tiered Systems of Support (MTSS) Our goal is that all students are successful in meeting grade level expectations for academics and also social/emotional/behavior learning. MTSS is the process by which we identify students who need additional support in any of those areas, and develop an individual action plan. The emphasis of MTSS is to provide more effective instruction by beginning intervention earlier for students experiencing academic and/or emotional difficulty. A structured process is followed to monitor the results of research-based interventions. Parents/Caregivers are part of the support process. Interventions begin in the classroom, extend to outside the classroom and sometimes develop into intensive interventions provided through the Special Education program. 33  STAFF / COMMUNITY PARTNERSHIPS English Learner Advisory Committee (ELAC) The English Learner Advisory Committee is a group of parents and staff that meets once per trimester to work on the development and improvement of our school programs for English Language Learners. These duties include: Learning about the program ELD offers the students. Being well-informed and providing advice on the Walnut Heights Site Plan and programs and services for English Learners. Encouraging our students to attend the school and to take part in the activities offered in the school. Providing an outreach to the community and support to families that want information about the school. We continuously seek membership on this committee and work in conjunction with our School Site Council. Please contact your child’s teacher and/or the school office for more information on how to participate. Parent Teacher Association (PTA) The Walnut Heights Parent Teacher Association (PTA) is a part of the National PTA. PTA is a national organization of several million members that advocates for children, youth and families on federal, state and local issues. When you join the PTA you become a voting member that determines the priorities and direction of the organization, votes on the budget recommended by the executive board and votes in the election of officers. There is a place for everyone in the Walnut Heights PTA! Everyone has unique talents and can contribute to the organization. When you are involved in the school, students achieve more. Students of involved parents generally have higher grades and test scores, better attendance and more consistently completed homework. Contact an officer and we will help you find your place! A list of the current PTA Board members, and the committees they supervise, is located in the Student Directory and can be viewed on the Walnut Heights PTA website at www.whpta.com. Safety Committee The Walnut Heights Safety Committee meets regularly and/or on an as-needed basis to address safety needs on-site. This group is comprised of staff members and interested parents. Together, we review emergency drills, coordinate disaster preparedness and work to provide a safe and secure campus for students, staff and families. Our main goal is to provide a safe, non-threatening and healthy environment in which our students can learn. Please contact the school office if you are interested in participating in these meetings. School Improvement Program (SIP) A program for elementary, intermediate, and secondary schools to improve instruction, services, school environment and organization at school sites according to plans developed by School Site Councils. The School Site Council oversees this state-funded budget category. For more information on school planning and budgets, please go to our website to see the entire Site Plan document available for download. School Site Council (SSC) The School Site Council is a group of teachers, parents and classified employees who work with the Principal to develop, review and evaluate school improvement programs and school budgets. The SSC plays an important role in decision-making at Walnut Heights through monitoring, overseeing and supporting revision to our Site Plan each year. They have an obligation to make decisions that will best serve the whole school community. Members are nominated each year to participate on this team and we are always seeking interested parents. This council provides an excellent opportunity for getting to know many facets of our school. Interested parents should feel free to contact the SSC Chair and/or the school office for more information. 34 School Site Plan Each Spring, a team of staff and community members reviews our school’s strengths and needs, using formal and informal data collected during the Fall and Winter. Site Council comprises many of the staff and parents on this team. Action plans are developed within the following four areas: ▪ CURRICULUM: We will challenge all students in the core curriculum areas based upon standards, benchmarks, and assessments. ▪ COMMUNICATION: The Walnut Heights School Community will understand and provide feedback on school guidelines, programs and procedures through consistent, clear and streamlined communications. ▪ CLIMATE: We will provide a safe, non-threatening, healthy environment in which the Walnut Heights Community respects diversity and demonstrates positive, intrinsic lifelong values. ▪ TECHNOLOGY: We seek to provide technology instruction for students and teachers that develops the foundation for students’ future needs. Resources of time and money are carefully aligned to our plan, assuring that we systematically support our greatest needs and highest priorities. Our complete School Plan, including action steps and budgets, can be found on the school website. Walnut Creek Education Foundation (WCEF) Our children benefit directly from the academic and enrichment programs and services made possible by your donations to WCEF. Families, businesses and non-school community members who support the Foundation are doing a great service to our community by keeping our schools strong. WCEF is a volunteer-led, non-profit organization. Its mission is to raise funds to support quality academic and enrichment programs and student services for all Walnut Creek School District and Las Lomas High School students through a broad community-based effort. It exists because the funding our schools receive from the State is insufficient and not guaranteed or reliable enough to provide many of the educational programs and services required for a quality education. WCEF collaborates with District and School Administrators to determine the best ways to allocate the funds to preserve and enrich the basic curriculum. WCEF serves Buena Vista, Indian Valley, Murwood, Parkmead, Tice Creek and Walnut Heights Elementary Schools, and Walnut Creek Intermediate School in the Walnut Creek School District, as well as Las Lomas High School in the Acalanes Union High School District. See Science, Music and Visual Art in this handbook for descriptions of the programs WCEF provides for the students at Walnut Heights, or their website, www.wcefk12.org. 35 36