This handbook has been put together to provide you with some basic information regarding Johnston Elementary School and Appleton Public Montessori School. We hope you will find the information useful and informative to help guide you through the 2009-10 school year. Should you have any questions regarding the information contained in this handbook, or need additional information, please do not hesitate to contact the school office.

Johnston Elementary School and Appleton Public Montessori – a charter school located in Johnston – have developed a strong working relationship to the benefit of our students and families. Johnston School was established in 1963 and Appleton Public Montessori in 2005. Together, we grow ever stronger and look forward to working with you and your child. Providing your child with a successful and enjoyable educational experience is of primary importance and a goal both schools share.

I am proud to be principal of both schools and welcome you to our Johnston/Montessori School community. If I can be of service, please do not hesitate to contact me. Have a great school year!

Sincerely,

Dom Ferrito

Appleton Public Montessori/Johnston Elementary Principal

Contact Information

Contact Us

School Telephone 832-6265

Absence Telephone 832-6265

Fax 832-6199

E-mail links aasd.k12.wi.us

aasd.k12.wi.us

School Hours

1st – 6th Grade 8:27 - 3:16

Office Hours

School Office Hours 7:30 - 3:45

Summer Office Hours 8:00 - 2:00

Johnston/Montessori PTA

“It’s All About the Children”

Johnston and Montessori Schools are very fortunate to have an active PTA composed of dedicated, enthusiastic parents/guardians. A variety of educational and social activities are offered to students, families, and staff through their efforts which otherwise may not be possible. Annual activities/projects include such things as the Mustang Mile, Book Fair, Art Fair, Yearbook, and Teacher Appreciation to name a few. The PTA is also active in many other ways by organizing volunteers to work at school functions and raising funds for activities and materials to benefit all of our Johnston students. More information on these topics will be forthcoming by the PTA both in writing and at their general meetings. The dates of the PTA meetings are September 10, November 12, February 11, and May 6 at 6:30 p.m. All parents/guardians are encouraged and welcome to attend. A form is provided in your registration packet to become a member of the Johnston/Montessori PTA. We hope you will join us! The 2009-2010 PTA officers are:

President Julie Stoffel

Vice President Steve Schneider

Vice President Sherry Daley

Secretary Stephanie Kangus

Treasurer Amy LaChapell

Nondiscrimination Statement

The Appleton Area School District does not discriminate against pupils on the basis of sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability or handicap in its education programs or activities. Federal law prohibits discrimination in employment on the basis of age, race, color, national origin, sex, religion, or handicap.

El Distrito Escolar de Appleton no discrimina a los alumnos con motivo de sexo, raza, color, religión, lugar de origen, ascendencia, credo, gravidez, estado civil o de paternidad, orientación sexual, o incapacidad física, mental, emocional, o de aprendizaje o minusvalía en los programas educacionales o actividades. La ley federal prohíbe la discriminación en elempleo por motivo de edad, raza, color, origen nacional, sexo, religión, ominusvalía.

Cov tsev kawm ntawm hauv Appleton no txwv tsis pub thuam, cem, cais, thiabua tsis ncaj ncees rau ib tug tibneeg twg vim nws yog pojniam lossistxivneej, nws cev nqaij daim tawv, los yog xim qaij daim tawv ntawm nwv haivneeg, nws txoj kev ntseeg lossis kev dab qhuas, nws haiv neeg, nws caj cesmus rau poj koob yawm txwv, kev lis kev coj, muaj/tsis muaj menyum,muaj/tsis muaj pojniam lossis txiv, muaj/tsis muaj tub ki, kev plees kev yi,lossis puas tes puas taw ntawm cev nqaij daim tawv, kev nyuaj siab ntxovplawv, kev kawm tsis tau lossis ib yam dabtsi qeeb/poob qab ntawm kev kawm.Txoj cai hauv Federal txwv tsis pub thuam, cem, cais thiab ua haujlwm vim nws lub hnub nyoog, nws haiv neeg, nws cev nqaij daim tawv, nws caj ces, los yog xim qaij daim tawv ntawm nwv haiv neeg, yog pojniam lossis txivneej, nws kev ntseeg los yog kev dab qhuas thiab puas/xaim ib qho dabtsi ntawm cev nqaij daim tawv lossis hauv hlwb (handicap).

General Information, Policies, and Procedures

Alcohol, Tobacco, and Other Drug Abuse Prevention

The Appleton Area School District provides classroom instruction regarding alcohol, tobacco, and other drug abuse (ATODA) to all students in compliance with state and federal law. Parents who wish their child or children to be withdrawn from these instructional lessons and assemblies during the school year should call the school office.

Arrival at School

Playground supervision begins at 8:10 a.m. daily. Children should not arrive before that time except for the YMCA Child Care or co-curricular activities. Upon the ringing of the dismissal bell at 3:16 in the afternoon, students are expected to leave the building as soon as possible unless they are participating in a school activity, have an appointment with a staff member, are serving an after school detention, or waiting for a bus or a ride.

During inclement weather, students are allowed in the building beginning at 8:10 A.M. when a green YES sign is posted on the doors. Students may have a seat in the first floor hallway and may visit with friends until the first bell rings.

Student Attendance

Schools are required by State Statute (S.118.15) to observe the compulsory education law which requires all students to attend school regularly until the end of the school term, quarter, or semester of the school year in which the child becomes 18 years of age. Regular attendance is an important element of success and is the responsibility of parents/guardians and the students.

Frequent absences from school are the greatest single cause of poor achievement and discouragement in school. Daily educational opportunities lost through absences can never fully be made up, and students cannot expect to achieve their full potential if they miss class sessions.

Whenever possible family trips should be scheduled around non-school days. When no other possibilities exist but to remove students from instruction time, the Notification of Scheduled Extended Student Absence form is to be completed at least one week in advance of the absence and submitted to the office. (A copy of the form can be obtained from the office). Extended student absence is more than two days absent from school. Copies of the form will be distributed to homeroom teachers involved. It is the responsibility of the parent/guardian to contact the teacher(s) in making arrangements to assure that all school work is completed in a timely fashion.

It is the responsibility of the parents/guardians to notify the school of a child’s absence. Please call the school and leave a message at any time before 9:00 a.m. When parents do not call, the school is obliged to call home to determine the reason for the absence.

Please use the following guidelines to determine if your child should be kept home from school:

A. No child with a fever should be sent to school.

B. A child with a heavy cough and cold belongs home in bed, even though he/she may not have a fever.

C. A child with a rash should not be sent to school until a doctor examines it and says it is safe to go to school.

D. Parents are required to report communicable diseases to the Appleton Health Department (832-6429).

Bus Routes/Safe Routes

Student safety patrols, consisting of responsible fifth and sixth graders, are posted at the corners of Theodore and Forest, and Clara and Forest Streets. They are not allowed to stop traffic, but indicate when it is safe to cross and begin to cross students.

The Appleton Area School District provides free transportation to and from school for those students living north of College Avenue, east of Matthias Street, and north of Newberry Street. Transportation details will be communicated directly to families residing in this area from the transportation office, 832-6116.

Educational Programs

Johnston/Montessori School offers a variety of educational programs to meet the needs of all students. Special education programs are offered for those students qualifying in the areas of speech/language, emotional disabilities, learning disabilities, autism, and early childhood. ELL (English Language Learners) programming is also available for those children coming from other countries and/or households where English is not the primary language. A reading specialist is available for those students experiencing reading difficulties in Grades 1-3, as well as a school counselor to assist children and families. Talented and Gifted education is also available to qualifying students. Part time assistance is available from our school social worker, psychologist, police liaison officer, nurse, occupational therapist and physical therapist. If at any time you feel that your child needs the services of one of these individuals, please feel free to contact your child’s teacher, the school office, the principal, and/or the specialist directly.

Homeless Education

Students of homeless individuals and unaccompanied homeless youth (youth not in the physical custody of a parent/guardian) residing in the District shall have equal access to the same free appropriate public education including comparable services, as provided to other students and youth who reside in the District. Homeless students and youth shall not be required to attend a separate school or program for homeless students and shall not be stigmatized by school personnel.

The student’s education may continue in the school of origin for the duration of homelessness and/or in any case in which a family becomes homeless between academic years or during an academic year, or for the duration of the academic year, if the student becomes permanently housed during an academic year. For further information, please contact

the principal.

Exclusion from Physical Education and/or Recess

Physical education and recess are important times during the school day for all students to be involved in. Every child should participate in physical education and/or recess unless there is a physical limitation restricting them from doing so for a period of time. In those cases a written excuse is necessary from the parent/guardian and/or a physician indicating the reason and length of time for the child to be excluded. Reasons must be of legitimate nature whereby the physical stress will exasperate the problem.

Leaving School Grounds

Under no circumstances should a child leave school grounds without permission during the school day. Students leaving for a doctor’s appointment should bring in a note from their parent/guardian indicating the time they need to leave, who will pick them up, as well as whether they will be returning to school afterwards. If an emergency appointment is made during the school day, parents/guardians should contact the school office to make arrangements. Parents/guardians are asked to pick the child up from the office at those times. If someone other than a parent/guardian is picking the child up, identification must be presented in the office.

Students leaving to go home for lunch need written permission from their parent/guardian. If a student is going to a friend’s house for lunch, written permission must be received from each student’s parent. Students are to hand in the note to their homeroom teacher in the morning.

Field Trips

The Board of Education recognizes the value of field trips. Field trips must be well planned, properly timed and related to regular learning activities and a behavioral incentive.

Each field trip will be adequately supervised. Each student going on the trip must have submitted a written parental consent form prior to the trip. No student will be denied participating in a field trip if the family cannot afford the cost. Please contact your child’s teacher or the principal should the cost be prohibitive.

Lost and Found

Lost and found clothing items can be found outside the office. Please feel free to go through the bins at any time to search for your missing belongings. Small items such as watches, bracelets, and rings are kept in the office and can be requested by asking office staff.

National School Lunch Program/Waiver of Fees

Appleton Schools participate in the National School Lunch Program. Hot meals are provided at school every day. Menus are distributed monthly to all students to be shared at home. The cost of the lunch is $2.25 for a hot lunch complete with the salad bar. Milk may be purchased separately by any student for $.35 per carton. Milk choices are whole, 2%, skim, and chocolate (1%). Fresh chef salads are available daily as a menu alternative, as are peanut butter and jelly sandwiches.

Lunches must be paid for in advance. Appleton Area School District/Aramark Food Service currently enforces a policy for NO charged meals. Please make checks payable to the Appleton Area School District and include the student’s name on the check. Send payment to school in a sealed envelope with the student’s name, teacher’s name, room number, and amount of payment marked clearly on the front. If payment is for more than one student, please indicate the names and amount for each.

Nutrition information on the meals is available from the Food Service Office (832-1719). Some students may qualify for a free or reduced lunch based on guidelines for family income. Families whose income is below this established guideline are also entitled to apply for free milk and waiver of school fees. Contact the school office or Food Service Office for these applications. All applications are treated confidentially.

Nutritional Morning Break

A nutritional bag breakfast is available to all students prior to 9:00 a.m. Students arriving after 8:50 will not be able to participate in the breakfast. Bag breakfasts are available for any student interested at a cost of $1.00 per day at regular price, $.30 for families qualifying for reduced meals, and at NO cost for those who qualify for free meals. If you qualify for free or reduced lunch, you automatically qualify for the same for the bag breakfast. A monthly menu is sent home at the beginning of the month.

YMCA Before & After School Care

The Appleton YMCA operates a before and after school childcare program at Johnston/Montessori School. The program begins at 6:30 a.m. daily and resumes after school until 6:00 p.m. This is an excellent service for our school families in need of before and/or after school care. For further information contact the Appleton Family YMCA at 954-7641.

Snow Days & Emergency School Closings

In cases of bad weather or other school emergencies necessitating an early dismissal, every attempt will be made to assure that all children arrive to their destination safely with proper supervision. The Appleton Area School District uses TV and radio stations to inform families of such schedule changes. A listing of those stations can be found in the Elementary School Policy Manual distributed to all families at the beginning of the year. Please talk to your child about what they should do should such an emergency arise and return the completed informational sheet found in your registration materials.

Student Belongings at School

Students are discouraged from bringing play items from home to school for use at recess time. Items such as handheld video games, card collections, and/or play equipment and toys are distractions at school and at times end up broken or missing. Play equipment such as bats, balls, etc., are provided to students for recess times. Items such as skateboards, roller blades/skates and scooters are not allowed at school. Bikes brought to school should be parked at the bike racks upon arrival and locked. Students are asked to walk their bikes on school property for the safety of all.

Co-Curriculars and Activities

Johnston/Montessori School offers many co-curriculars and activities to its students. Co-curricular activities are part of a well-rounded education and help build leadership qualities in children. As such, interested students are encouraged to join one or more of these groups. Parent involvement is also a critical component of many of these activities.

The following is a listing of some of the many co-curricular opportunities available to our Johnston/Montessori students. More information on each will be forthcoming from the activity coordinator(s).

Art Club (Gr. 5&6)

Intramurals (Gr. 4-6)

Junior Service Providers (Gr. 1-6)

Safety Patrol (Gr. 5&6)

Peer Mediators (Gr. 6)

Drama Club (Gr. 5&6)

Choir (Gr. 4-6)

Technology Club (Gr. 6)

Healthy Kids Program

The Healthy Kids Program is a nationally recognized program unique to Johnston/Montessori Elementary School. The main goal of the program is to provide children with greater opportunities for physical activity and better nutrition choices while integrating health/physical education into the core curriculum. Students receive physical education weekly from a certified physical education teacher and two additional “Fit N 15” periods with their classroom teacher on non-physical education days. The hope is that through education children will avoid health-risk behavior choices such as tobacco and drug use, alcohol abuse, and sedentary lifestyles.

Healthy eating patterns are essential for students to achieve their full academic potential, full physical and mental growth, and life long health and well-being. The Center for Disease Control (CDC) has published research which shows that poor nutrition has an adverse effect on school performance and that even moderate under-nutrition can have lasting effects on the cognitive development of children. Because nutrition plays such a vital role in the academic process, we encourage parents to purchase our Nutritional Snack offered daily or supply their children with healthy snacks such as fresh fruit, vegetables, whole grain crackers or whole grain bread. Water is encouraged as the primary beverage and supplemented with milk or 100% juice. We invite treats for classes that are healthy in nature. Johnston School is committed to providing the best education possible for its students and nutrition is a vital part of that commitment.

Healthy School Snacks

• Fresh or dried fruit

• Pretzels

• Cheese

• Crackers

• Sandwich half

• Bagel

• Raw vegetables

• Granola bars (no chocolate)

• Muffins

• Juice boxes (100% juice)

• Yogurt

• Popcorn

• Nuts

• Unsweetened cereal

• Water bottle

None of these, please

• carbonated beverages

• high sugar, high fat foods

• desserts

• items needing refrigeration

• potato chips or similar chips

• fruit roll-ups, prepackaged “fruit snacks”

• pop tarts

• for young children…things they cannot open on their own!

Birthday treat suggestions: fruit or cheese kabobs, apples, vegetable or fruit platter, trail mix, muffins, celery with peanut butter or cheese, rice cakes, cheese platter with whole grain crackers, 100% juice boxes, raisins, banana bread (or other quick breads).

Your help in keeping our Johnston/Montessori kids healthy is appreciated!

Recognition of Good Citizenship and Academic Excellence

All teachers and staff members have their own ways of rewarding students. This type of recognition happens on a moment-by-moment basis and helps to create a positive school environment as well as enhancing self-esteem.

Beyond individual classroom recognition the Johnston/Montessori staff works together to recognize excellence in academics and citizenship within the school as a whole.

Parent/Guardian Involvement

APPLETON AREA SCHOOL DISTRICT

Resolution RE: Parent Involvement

The Appleton Area School District Board of Education supports the development, implementation, and ongoing evaluation of parent and community involvement programs in every school. The Board supports the National Standards for Parent/Family Involvement Programs as developed by the National PTA.

Standard I Communicating - Communication between home and

school is regular, two-way and meaningful.

Standard II Parenting - Parenting skills are promoted and

supported.

Standard III Student Learning – Parents play an integral role in

assisting student learning.

Standard IV Volunteering – Parents are welcome in the school, and

their support and assistance are sought.

Standard V School Decision Making and Advocacy – Parents are

full partners in the decisions that affect children and

families.

Standard VI Collaborating with Community – Community resources

are used to strengthen schools, families, and student

learning

The Appleton Area School District endorses the Parent and Community Involvement Parameters which were developed by the Village Partnership.

For the security of all, we ask that when visiting and/or volunteering at school you immediately come to the office, sign in, and wear a name tag. Upon leaving please stop in the office and sign out. In this way we can accurately know who is in the building and contact you should an emergency arise while you are here.

Background Checks for Volunteers

The Appleton Area School District has become very proactive in assuring the safety of all school children. As one part of that, Johnston Elementary is requiring that all school volunteers working with children undergo an initial background check. For those continuing to volunteer in future years, another background check will not be necessary unless factors warrant otherwise. It is important that we as a school and you as parents/guardians are comfortable in the fact that the adults who work with your child/ren at school – employees and volunteers, are of the utmost character and conduct themselves as positive role models within our school and society. The information you provide on the background check form will not be shared with others and only used for the intended purpose. Steps will be taken to protect and safeguard the background check report and will be kept on file in the Principal’s office. If you have any questions regarding this policy, please contact Dom Ferrito at 832-6265. Thank you for your understanding and cooperation.

Three For Me

Studies show that parental involvement in a child’s education is one of the most important factors in raising student self esteem and academic achievement. Moreover, most experts agree that parental involvement should go beyond attendance at parent/teacher conferences and other school events. Therefore Johnston School has adopted the Three For Me program (www.Three4me.com).

We ask parents, older brothers, sisters, grandparents, etc. to volunteer a minimum of three hours of their time and talent to our children. We realize, however, that each of our families are unique – with their own priorities, needs, talents, and time constraints – and so we will provide as many different kinds of opportunities for involvement as possible. We welcome you to join Johnston/APM’s Three For Me program!

Friday Folders & The Community Connection

Effective communication between home and school is essential to the success of your child here at school. Every Friday (or the last day of the school week) students will bring home a folder with school information. A weekly school newsletter will be included entitled The Community Connection as well as other information from the school and your child’s teacher. If elected, you will receive your information electronically via E-Mail. Daily assignment notebooks are also provided to all students in Grades 1-6 in which communication can be written to/from your child’s teacher. We encourage you to contact your child’s teacher(s) with any questions you may have or to schedule a time to visit with them. One way to contact your child’s teacher is to call the school office either prior to 8:15 or after student dismissal at 3:16. If the teacher is not available when you call, a message will be taken and your phone call returned as soon as the teacher is able to do so. The Johnston Elementary website also has a listing of all teacher E-Mail addresses for easy access, if it is easier and more convenient for you to e-Mail your questions/concerns. Please understand, however, that oftentimes teachers do not have time to check their e-mail during the school day so do not send an e-mail requiring a response or action if it is in need of immediate action before the end of the school day (i.e. change of departure plans for your child). Your interest lets your child know that you place a high value on their education.

Appleton Area School Website Address: http://www.aasd.k12.wi.us/VOS/Edu_Links.asp

Reporting of Student Progress

While a parent and teacher should have ongoing communication regarding student progress, there are several formal reporting periods throughout the school year which are consistent at all elementary schools.

October Parent/Teacher conferences are scheduled for all

students.

January Progress Reports are sent home for all students.

March Parent/Teacher conferences are scheduled for all

students.

June Progress Reports are sent home for all students.behavior

expectations.

Behavior Expectations

The goal of Johnston School is to provide a safe, orderly, and enjoyable environment for all individuals. Students, staff and parents share the responsibility of maintaining a school climate that promotes and encourages learning, respect for one another, and a positive self-esteem. Home and school working together is vital to the success of this goal.

We believe….

All students are capable of being responsible for their own actions.

All students can chose peaceful means of resolving conflict.

All students deserve respect and are to be treated equally regardless of

race, color, religion, disability, national origin, ancestry, and gender.

All students have the right to learn without being distracted by others.

All students have the right to be an individual without experiencing

ridicule from others.

All students have the right to attend school without the fear of

intimidation or bullying.

Parents / Guardians are a great influence on their child/ren in how they

view and act at school.

Following are the general school expectations that we believe must be adhered to by all students to create a goal of a safe, orderly, and enjoyable Johnston School Environment.

General School Expectations

A. Treat all people with respect.

B. Treat all property with care – both school and others.

C. Personal items of a non-academic nature should not be brought to school to play with. (i.e. toys, hand-held video games, cards)

D. Fighting, name calling, bullying, and profanity / inappropriate slang are not allowed.

E. Gum should not be brought to school.

F. Students will walk and use “inside voices” in the building. When proceeding in the halls when classes are in session students should not talk.

G. Students are required to remain on school grounds during school hours unless excused by written notification of a parent/guardian.

H. Hats may not be worn in school except upon entering and leaving the building.

I. Students may not enter the school building before the morning bell at 8:22 a.m. except for the following reasons: inclement weather, safety patrol, teacher helper, intramurals, scheduled meetings/clubs, or being accompanied by a parent/guardian.

J. Dangerous objects that can be used as weapons are not allowed.

Expectations for Travel To and From School

A. Bicycles are to be walked on school grounds, sidewalks around the school, and across streets.

B. Bicycles are to be parked in the bike rack.

C. All students are expected to stay out of the school parking lot and away from vehicles and bikes.

D. Students must cross the street where crossing guards and/or safety patrols are present.

E. Students will respect and follow the directions of crossing guards and safety patrols.

F. Skateboards, roller blades, and scooters should not be brought to school.

Playground Expectations

A. Equipment that is taken outside must be brought back in after recess.

B. Use equipment properly.

C. Play away from bike racks, parking lot, and near the building when playing with balls. (Balls on the blacktop can be used for four square and basketball.)

D. Students without boots and snow pants will not be allowed to leave the blacktop area when there is snow on the ground.

E. Students are not allowed on the snow hills near the sidewalks / streets.

F. Good sportsmanship is expected. Rough play is not allowed.

G. Respect and follow the directions of the playground supervisor(s).

H. Only kindergarten students are allowed on the kindergarten play equipment/playground unless otherwise directed.

I. Any equipment that goes into the street must be reported to the supervisor.

J. Students are not to enter the street to get the balls.

K. No throwing of snowballs, woodchips, gravel, or any other objects not intended to be thrown.

L. Winter hats, coats, gloves, and boots worn from home should be used outside for recess times. Exceptions will be made when temperatures climb dramatically during the day in Spring and Fall.

M. Students must stay in designated areas of the playground.

Assembly Expectations

Students should be attentive, quiet, respectful, and courteous at all times.

Restroom Expectations

A. Restrooms are to be used for their intended purpose and not as an area to play in.

B. No intentional splashing of water or throwing of objects is allowed.

C. Use indoor voices – no shouting or yelling.

D. Restrooms between the gym and all-purpose room are to be used at recess times.

E. No writing on the restroom walls or stalls.

F. Flush the toilet after use.

G. Paper should be thrown into the wastebaskets.

Classroom Expectations

A. Follow directions of the classroom.

B. Be respectful to others.

C. Be prepared for each day’s work.

D. Do not disrupt the classroom.

Consequences

If a student chooses not to follow an expectation in the classroom or in the larger school community, one or more of the following consequences could occur depending upon the severity of the infraction:

•Warning

•Time out

•Loss of classroom, lunchroom, or playground privileges

•Referral to principal

•Immediate parent contact

•Detention

•Writing assignment

•Student behavior plan

•Suspension

Students issued a Johnston/APM Elementary School Behavior Report will be expected to take the report home, discuss it with their parent(s)/guardians, and return it the next day signed. If the report is not signed and returned, the student will lose that day’s recess breaks. If the report is not returned on the following day, the student will lose recess privileges and the parent will be contacted by the homeroom teacher or principal.

Serious offenses may result in an automatic detention or suspension from school. Parents will be notified at the time of any occurrence that is deemed serious.

Violation Levels and Consequences

Level 1 (Mild Violation)

• Warning

• Time out (isolation)

• Student behavior plan developed

• Guidance referral

• Loss of a privilege (i.e. recess, cannot play on certain equipment,

cannot eat with others)

• Take away personal item that should not have been brought to

school until parent picks up

• Written assignment

• Apology (written or verbal)

*one or more can be used for any violation

Level 2 (Moderate Violation)

• Time out (isolation)

• Loss of privilege (see level 1)

• Loss of recess time

• Student behavior plan developed

• Guidance referral

• Walk with a supervisor around the playground

• Miss lunch recess and help in the lunchroom

• Having to call one’s parent to explain one’s behavior and have a

“caring act” set as a consequence

Cleaning up trash on the playground or in the cafeteria

• Helping another student

• Having lunch with or doing something nice for the student one

bullied (requires adult supervision and victim willingness)

• Meeting with the counselor, school psychologist, or school social

worker to discuss one’s behavior and to process “thinking errors”

• Observing playground time, recording in a journal observed acts

of kindness (with an adult coaching them)

• Restriction from programs (i.e. intramural) or enjoyable special

assemblies and/or events

• Written assignment

• Apology (written or verbal)

• If running in the hallways, return and walk (with supervision)

• Referral to principal if repetitive

* one or more can be used for any violation

Level 3 (Severe Violation – Referral to Principal)

• Detention (before, after school and /or recesses)

• In-school suspension

• Out-of-school suspension

• Notification of parents

• Police referral

• Guidance referral

• Loss of school privileges

• Written assignment

• Apology (written or verbal)

*one or more can be used for any violation

Johnston/Montessori Staff

Administration/Office

Mr. Dominic Ferrito Principal 100C

Ms. Jean Calmes Secretary 100

Mrs. Terri Kempen Secretary 100

Mr. Karl Zornow Building Engineer

Johnston Classes

Mrs. Sarah Wilterdink &

Mrs. Deanna Dercks Kindergarten 121

Mrs. Kathryn Winn Kindergarten 119

Mrs. Stacy Wiedenhaupt Kindergarten 118

Miss Julie Kromm Grade 1 108

Mrs. Sue Kuehl Grade 1 107

Mrs. Sarah Palmer Grade 1 106

Mrs. Cheri Geniesse Grade 2 207

Mrs. Dolly Fischer Grade 2 105

Mr. Steve Maufort Grade 2 206

Mrs. Krista Parnin Grade 3 205

Mrs. Michelle Behnke Grade 3 204

Mrs. Gina Kluge Grade 3/4 222

Mrs. Joan Moeschberger Grade 4 224

Mrs. Jackie Booher Grade 4 200

Mrs. Julie Westphal Grade 5 211

Mrs. Gretchen Hammen Grade 5 208

Mrs. Abby Schmidt Grade 5/6 212

Mr. Pete Appleton Grade 6 223

Mrs. Pat Pomplun Grade 6 221

Montessori Classes

Mrs. Jody Fowler Grades 1-3 215

Mrs. Sarah Andrews Grades 1-3 203

Mrs. Sarah Strand Grades 4-6 216

Mrs. Amy Oostdik Grades 4-6 201

Mrs. Jennifer Peterson Spanish Teacher

Ms. Deb Jansen French Teacher

Mrs. Sharon Schneider Instructional Assistant

Mrs. Terri Maufort Instructional Assistant

Mrs. Gwen Jansen Instructional Assistant

Mrs. Michelle Campbell Instructional Assistant

EEN Classes

Mrs. Sue Denning Early Childhood AM & PM 101

Mrs. Shawna Essler Special Education 115

Mrs. Shari Spaeth Special Education 202

Mrs. Stephanie Vos Special Education 219

Mrs. Sarah Remmel Special Education 219

Mrs. Kathy Jacobson Speech/Language 210

Ms. Jen Vandeneng Speech/Language 210

Mrs. Jane Shudy Speech/Language 210

Ms. Tanya Armstrong Speech/Language 210

Mrs. Pam Scharenbrock Occupational Therapist

Mrs. Gail Johnson Physical Therapist

Resource Services

Mrs. Christine Scott Art 218

Miss Mikki Duran Physical Education Gym

Mrs. Wendy Verkuilen Vocal Music 113

Ms. Cheryl Meyer Vocal Music 113

Mrs. Arden Lambert Strings Stage

Mrs. Julie Brown Band Stage

Mrs. Becki Hendrick TAG 202

Mrs. Bernita Selk Media Specialist LMC

Mrs. Janet Berger Reading Specialist 202

Mrs. Chia Vang ELL Teacher 209

Ms. Debra Dicks ELL Teacher 209

Mrs. Nzer Xiong Hmong Interpreter 209

Mrs. Jeni Flores Spanish Interpreter 209

Student Services

Mrs. Kris Peterson Counselor

Mrs. Deborah Olson Nurse

Mrs. Nancy Lieg Social Worker

Mrs. Molly Welhouse Psychologist

Officer Matt Kuether Police Liaison Officer

Educational Assistants

Mrs. Connie Verbeten Instructional Assistant

Mrs. Kristin Thompson Instructional Assistant

Mrs. Shannon Horak Instructional Assistant

Mrs. Jackie Spors Instructional Assistant

Ms. Shirley Rehfeldt Instructional Assistant

Mrs. Vicki Krummel Special Ed Assistant

Ms. Nicole Goffard Special Ed Assistant

Mrs. Barb Kohl Special Ed Assistant

Mrs. Michele Striegel Special Ed Assistant

Mrs. Mary Everson Special Ed Assistant

Mrs. Laura Bender Special Ed Assistant

Johnston information

Mission Statement

Johnston School in partnership with parents and community promotes and challenges the intellectual, emotional, social, and physical growth of all children in an inclusive, diverse environment.

Johnston School Homework Guidelines

Professional research indicates that effective homework practices at the elementary school level will yield:

• Improved student speed and accuracy of skills

• Improved student maintenance of skills

• Improved student responsibility and time management

• Improved long term student achievement

• Improved communication between child and parent regarding

school

• Improved communication between home and school

Parents, teachers, and students all have roles to insure a successful homework experience:

Teachers will:

Review and provide feedback for all homework

Provide variety in homework assignments: review, practice, and enrichment

Provide expectations for work quality and due dates

Individualize homework assignments when necessary

Students will:

Have the responsibility to complete the assignment and return the completed assignment to school

Have the responsibility of communicating any confusion regarding the assignment to teachers

Clearly communicate homework assignments to parents

Parents will:

Understand the responsibility of homework rests with the child

Provide support when asked by the child

Communicate concerns regarding student needs/frustrations to the teacher

Provide a quiet study area for the students

Specific Assignments:

At the Kindergarten Level:

All students should be read to or read independently for 10 minutes a day

All children will participate in a particular unit of study with parent involvement (approximately four times a year)

When weakness in a skill is observed, specific reinforcement activities will be suggested for you and your child to work on at home.

At the 1st Grade Level:

All students should be read to or read independently for 10 minutes a day

Students will be given a homework folder once a week with an enrichment activity, a family involvement activity, or an activity to reinforce curriculum

At the 2nd Grade Level:

Individual reading or being read to for at least 15 minutes each night

A homework calendar will be sent home with your child during the first week of each month. This calendar will make suggestions: a.) for topics to explore during home reading time, b.) two math practice problems highlighting skills from the classroom, c.) a spelling pattern or work frequently used and emphasized in second grade, and d.) special projects related to topics of study.

At the 3rd Grade Level:

Individual reading or being read to for at least 15 minutes each night

Current events articles to share with the class (teacher discretion)

Occasional special projects related to topics being studied

Math drill work

Writing assignments

Items brought to school related to topics being studied

Spelling work

Unfinished work to be completed

*At the 4th Grade Level:

Individual reading or being read to for 15 minutes each night

Occasionally there are special projects to be completed at home, related to classroom studies

Students should keep a journal when on a trip and missing school

Encourage knowledge and use of spelling words

Complete unfinished work

Occasional documentation of exercise, activity, and nutrition

Book reports when required

Preparation for student of the week

*At the 5th Grade Level:

Individual reading or being read to for 20 minutes each night

Occasional special projects in academic areas. Parents should expect written communication from teacher regarding such projects

Students should keep a journal when on a trip and missing school

Study spelling words

Complete unfinished work. Make any necessary corrections on completed work

Occasional documentation of exercise, activity, and nutrition

* At the 6th Grade Level:

Individual reading or being read to for 20 minutes each night

Complete unfinished work. Make any necessary corrections on completed work

Encourage individual writing using correct grammatical skills

Study spelling words

Occasional special projects in academic areas. Parents should expect written communication from teacher regarding such projects.

This policy does not address student absence due to illness or family vacations. Arrangements should be made between student, parents, and teachers to complete missed work.

As a parent, anytime you model an activity for your child or actively engage your child in an activity using the skills and concepts worked on at school, your child will benefit. They will begin to see the relevance of these skills and concepts in a real life setting.

*Assignment notebooks will be provided to students. If the assignment notebooks are lost, students will be charged for replacement.

Care To Share

In order to enhance and enrich the quality of education for students, Johnston School promotes parent involvement through volunteerism and philanthropy in a spirit of partnership with teachers at our school. The mission of the Care To Share initiative is “To ensure Johnston Elementary School and its teachers have the resources needed to give all students the quality education each child deserves.” Studies show that kids do better in school when parents are actively involved. All parent involvement is beneficial, regardless of parents’ income, educational level, employment status, talents or skills. Recognizing this, Care To Share promotes the sharing of time, talent, and treasure as a commitment all parents should make at some level.

We want people to realize and appreciate the many faces of a volunteer. Whatever your interests and talents, we can find volunteer opportunities you will enjoy doing. You may also show your support by giving a tax-deductible gift to the Friends of Johnston School (FJS) Fund for the purpose of enhancing the classroom experience of our children. Appleton schools are servicing wide ranges of needs, abilities, and learning styles with increasing diversity. A broader range of specialized teaching tools helps target the differing needs of our children and recognizes their individuality. Please consider giving a gift to this charitable fund throughout the year to help offset teacher out-of-pocket expenses for educational classroom activities. If this is not possible for you, consider giving your time instead. Contact Jean Detjen at 830-0044 or hijeand@cs.com for more information.

Montessori Information

The Appleton Public Montessori Mission

To create a Prepared Environment incorporating hands-on, concrete educational materials in a specified orderly arrangement where each child can develop his or her unique capabilities and discover his or her full potential

To promote independence, responsibility and leadership as well as respect, cooperation, and community in a classroom spanning three grade levels

To build understanding through the study of world languages and the arts

To encourage the desire for lifelong learning

About Montessori

Early in the twentieth century Dr. Maria Montessori, Italy’s first woman physician, developed educational materials and methods based on her observations that children learn best by doing, not passively accepting other people’s ideas and pre-existing knowledge. It was an innovative concept. This idea of learning promotes the active personal pursuit of many different experiences: physical, social, emotional, cognitive. The materials Montessori devised foster an environment in which such learning takes place.

Montessori believed learning should occur in multi-age classrooms where children at various stages of development learn from and with each other. Her developmentally appropriate approach was designed to fit each child instead of making each child fit the program.

Montessori teachers know that children learn more by touching, seeing, smelling, tasting, and exploring than by just listening. Teacher training prepares them to create dynamic, interactive learning environments that encourage each child to reason, cooperate, collaborate, negotiate, and understand. Their goal is the development of an autonomous individual, competent in all areas of life, not merely someone with the “right” answers.

Montessori Key Concepts:

The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers.

Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knowledge through self- and teacher-initiated experiences.

Learning takes place through the senses. Students learn through manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of ideas.

The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important.

Respect for self, others, the environment, and life is necessary to develop a caring attitude toward people and the planet.

Basic Characteristics of the Montessori Classroom:

Teachers educated in the Montessori philosophy and methodology appropriate to the age level they are teaching.

A community of the school and its families. The family is considered an integral part of the student’s total development.

A multi-aged, multi-graded, heterogeneous group of students.

A diverse set of Montessori materials, activities, and experiences, which are designed to foster physical, intellectual, creative, and social independence.

A schedule that allows large blocks of uninterrupted time to solve problems, to see the interdisciplinary connections of knowledge, and to create new ideas.

A classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development.

Our Community

By modeling a strong commitment to community, we can help our children grow into responsible adults. We encourage family members to use their talents and skills to involve students in our school, local, and global communities. Examples include helping organize student service projects, growing and serving a fall feast, or raising awareness about other cultures!

Vision Statement

In our global community where we appreciate diversity, APM seeks to nurture the potential of every child to become intrinsically motivated and to love learning now and for a lifetime.

What does it mean to be a “charter” school?

APM has the same status as any other elementary school in the Appleton Area School District. Our principal, teachers, other staff, and building all are managed by the AASD, just like all other schools in the district, and the district employees run APM on a day to day basis, just as they do at the other elementaries.

Being a charter school means that this public school has received: 1) approval from the Wisconsin Department of Public Instruction and the AASD to teach children using a different approach than the traditional classroom that most of us grew up with, and 2) the federal grant money that allows us to start up our program. The state and federal governments allow the use of alternative approaches in hopes that every child’s learning style might be accommodated and every child will have a successful school experience.

As a school established under the charter laws, APM is required to have a Governing Board that holds the charter contract with the AASD, and meets periodically to make sure that the Mission and Vision originally proposed and set out in the charter contract and grant applications are being followed as promised. Serving on the Governing Board is only one small way that a parent can be involved in the school.

Homework

In the Montessori philosophy, homework is all work that a child does at home. From doing chores to taking a walk, it furthers the child’s education by developing language skills, cultural awareness, making math a real part of the home environment, and giving the child a voice in family decisions. Homework should be meaningful; that is, it should be an extension of the child’s interests.

No educational system can be successful in preparing the child for a place in society without parental support. Education is, in fact, a cooperative effort that begins at home and is supplemented by the schools. For these reasons, it is assumed and expected that parents take an active part in choosing homework appropriate for the child.

Your child’s teacher may or may not assign homework. Homework in the lower grades is usually designed as follow-up on class lessons and as practice so that children can build their academic skills. Homework for children in upper grades also includes long-term projects that your child may work on alone or with your assistance. Also, be sure your child has a quiet place to read and write at home.

The following is a list of real life activities that are “homework” for the child and parent:

• Letter writing (thank you notes, invitations, etc.)

• Story writing

• Regular library trips

• Reading aloud to your child

• Having your child read aloud to you

• Scanning newspaper headlines and discussing news topics with

your child

• Drawing objects from the home environment/neighborhood

• Experimenting with clay, string, etc.

• Counting money

•Allowing your child to help plan and prepare meals

• Having your child compare newspaper ads and coupons for food

prices, etc.

• Having your child write the grocery list

• Using maps to plan outings with your child and allowing your child

to navigate around town

• Taking hikes and bike rides with your child

Parent/Guardian Involvement

Although there will be volunteer opportunities specifically within Appleton Public Montessori, family members are strongly encouraged to volunteer in the larger Johnston community. Volunteers are needed in the LMC, to tutor, and to participate in co-curriculars. APM will be represented in PTA leadership positions as well.

Classroom Visits

As a parent you have the right to visit your child’s class as an observer. However, as our first concern is always the children’s work and concentration, we respectfully request that parents notify the teacher in advance of any visit. The classroom teacher will suggest the best time for a parent to observe without disturbing the children’s work and lessons. Please remember, the teachers are not available for discussion during the school day.

Children often change their behavior and find it difficult to concentrate when there is an extra adult in the classroom. We ask that all classroom visitors follow a few guidelines so that the visit will not disturb the work of the class.

•Make an appointment with the classroom teacher.

• Remain seated in the place provided.

• Do not engage children in conversation.

•Make notes of questions and discuss them with the teacher at

another time. Feel free to call or E-mail teachers with any

questions you have, or make a separate appointment to discuss

issues and concerns.

• Do not stay for more than ten or fifteen minutes.

• Remember: All visitors must sign in, receive a name tag, and sign

put in the school office.

It is important to remember that because the Montessori method of teaching is based on the natural tendencies of the child, it is impossible to predict what children may be working on at any given time. Lessons are directed toward individual children or small groups. Children who are not in lessons are expected to make work choices based on lessons they have already received.

Issues of Concern and/or Conflict

APM recognizes that conflicts can arise. It is the policy of APM to work towards conflict prevention as much as possible and encourage open and direct communication between individuals.

Parents/Guardians are reminded that classroom teachers are professional educators, carrying out the Mission of Appleton Public Montessori. If an issue arises that is not routine or cannot be handled in a brief conversation with a teacher, a parent is asked to set an appointment with the teacher to discuss the matter in person or over the telephone rather than discussing the matter during school hours or in front of students. Our bylaws allow for the following chains of command for specific concerns:

Concerns about Montessori, Curriculum and Instruction or the Educational Program

Please bring these matters to the attention of the Governing Board, under the leadership of Educational Support Member; if no resolution, then to the full Governing Board, then to the Assistant Superintendent, then the Superintendent and ultimately, to the Board of Education.

Concerns about Personnel (teachers or other staff members) or about Classroom Management/Discipline

Please address issues and questions first to the staff member in question, and if no resolution, then to the principal, then to the entire Governing Board in closed session, then to the Assistant Superintendent, then the Superintendent, and ultimately to the Board of Education.

Staff Concerns

In the event that a concern is not resolved between parties with open and direct communication, the concern will then go to the principal. In the event further efforts are needed to resolve a staff conflict, the Principal may choose to refer the part(y)(ies) to a closed session of the Governing Board, where consultation is available for parties to discuss and clarify issues. If no resolution is found, or the Principal chooses, the issue may proceed directly to established AASD procedures.

Parent Discussions

Information is available in the parent resource library, located next to the EII classroom entrance (room 204).

APM also offers monthly parent discussion evenings throughout the year to keep updated on Montessori method and philosophy and on the happenings in our community. These evenings are a great way to get to know other families and to remind ourselves why this is such a great way for our kids to learn!

Time With Me

We will offer two “Time With Me” evenings during the year. These are evenings when your child will show you around the classroom and let you know what they have learned and are learning. These evenings are special times to share with your child. Please refrain from socializing with other parents during these events and focus your full attention on your child. If you have more than one child at APM, plan to attend on separate evenings with each child.

Progress reporting

Achievement in Montessori is not only Academic

The Montessori approach is holistic, in that it does not have only a student’s academic achievement as its sole goal, but also that student’s social and emotional growth. It is important then that all aspects of a student’s development are assessed from time to time, so that the child, teacher, and parents can see progress across the board.

Weekly and Quarterly

Teachers and students will devise an individual work plan each week, and teachers will monitor the progress of each plan. A class newsletter will be part of regular communication and will include information on cultural and other larger group activities. On the same schedule as the other AASD elementary schools, parents will attend Parent-Teacher Conferences and will receive Montessori–appropriate progress reports.

Standardized Testing

Part of the No Child Left Behind legislation that authorizes funding for charter schools like ours also requires that the charter schools report their academic progress, so that the government knows that its grants have been used appropriately. Similarly, the Wisconsin Department of Public Instruction must make sure that the public schools are, in fact, teaching the children of this state. Therefore, despite the fact that Maria Montessori hoped for a day when there would be no formal testing in any schools, Appleton Public Montessori students will participate in the mandated standardized testing of academic achievement.

Classroom Expectations

APM students are expected to comply with the Johnston /Montessori Behavior Expectations listed in this handbook (pg. 13).

The Montessori Approach to Discipline

Maria Montessori believed that the moral teachings of life come from social experiences. In support of this belief, we offer children opportunities to take part in making the rules of their social environment. The children realize that to live together in society with a common aim, there must be a set of rules. These rules become the morals they guide themselves with in the classroom and beyond. During regular class meetings, students and teachers will review class rules and deal with any problems that have arisen from them.

Adults are the final authority when prohibiting behavior that is against the class rules. Children are encouraged to suggest solutions to problems during class meetings.

We act on the premise that all behavior has a purpose. Therefore, we help the children sort out the goal or purpose behind their misbehavior, while being firm and consistent in not allowing inappropriate behavior.

When a child chooses to disobey rules, they are acting against the common aim of the peer group. Consequently, the child must leave the group. Leaving the group in class could mean:

A. Sitting alone or next to an adult with or without working.

B. Temporarily moving to another classroom.

C. Going to the office with a referral form.

D. Working out a mutually-arranged plan between the parent, teacher, and administrator for logical consequences for the child at home.

By working together during class meetings, the children will not only become conscious of acceptable and unacceptable conduct in their social experiences, but will also initiate appropriate, helpful behavior on their own.

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