Parent Handbook for Elementary Schools
The Elementary School Program

• Program Overview
• Character Development
• Emergency Card Information
• Report Cards and Grading
• Attendance
• Bus Transportation
• Cafeteria Services
• Homework
• Behavioral Expectations and Discipline
• School Health Program
• Special Education
• Federal Programs
• English as Second Language Program
• Parent Involvement
• Other Program Components

Next - School District Policies and Information

PHILOSOPHY

PROGRAM AND CURRICULUM

The basic components of the elementary curriculum include language arts, mathematics, social studies, science, health, physical education, music (general, vocal, and instrumental), and art. The language arts program provides experiences in listening, speaking, writing, oral and silent reading, vocabulary development, comprehension, and library skills, in addition to language development. Each of the nine elementary schools follows the same curriculum guidelines as outlined in written planned courses. Methodology and instructional practices, however, vary among the schools and among teachers.

The Mifflin County elementary schools meet all Chapter V Curriculum Regulations as required by the General Assembly. The Academic Standards are addressed each year, kindergarten through grade five, throughout the curriculum. Periodically, our schools are assessed by state assessment programs to determine strengths and weaknesses.

Pennsylvania Academic Standards for Elementary Schools

Curriculum regulations contained in the Pennsylvania School Code include academic standards to be developed in the following areas:

KINDERGARTEN

The Mifflin County School District offers a full-day program in all of the elementary schools. Full-day, every day kindergarten programs offer the opportunity for students to gain advancements in early literacy skills because of the special time in a child’s life when learning is occurring at such a rapid rate. The kindergarten program is an academic and social development experience designed to benefit all students.

Kindergarten is a year of learning. New kindergarten curricula, modern teaching technology, and the integration of kindergarten into the total school program have given serious meaning to the kindergarten experience.

The kindergarten year is a time when children's experiences may determine the direction of future education. It is a time when what happens can either stimulate or stifle future eagerness for learning. Children who experience a rich variety of activities are psychologically and physically ready to accept the frustrations, fears, and difficulties involved in each step of enlarging horizons.

A major value of the kindergarten education results when home and school work together. Frequent visits to the school, conferences with the teachers, and participation in home and school associations offer outstanding opportunities for parents and school to unite to provide children with every possible advantage.

Kindergarten does make a contribution of major proportion to the education of children and provides a rich background of valuable experiences and learning situations.

Objectives of the Kindergarten Program

1. Give children an opportunity for self-expression.
2. Teach and foster self-reliance, the ability to assume responsibility and to share ideas.
3. Instill and nurture a love of good literature, with emphasis on vocabulary growth.
4. Arouse and satisfy curiosity, sharpen observations, stimulate thought, develop the ability to draw conclusions and make decisions.
5. Help children practice courtesy, respect for others, and cheerful obedience.
6. Develop muscular coordination and a sense of rhythm.
7. Provide practice in visual and auditory discrimination.
8. Help children with personal attitude toward the school environment.
9. Give children a sympathetic understanding to personal needs.
10. Give children a pleasant, meaningful, and stimulating introduction to school that will retain at least some five-year-old eagerness and curiosity throughout school life.

Pre-Kindergarten Assessment Program

Other than family and health data, we know very little about the children who enter kindergarten. A child's uniqueness, strengths and needs, as well as characteristics sometimes do not surface until they become a problem. Likewise, some children entering school may have learning potential far beyond their chronological age.

All students entering kindergarten will be given a pre-kindergarten assessment to determine learning potential. The assessment is not an attempt to isolate various abilities, nor does it determine whether or not a child may enter school, but rather it is designed to analyze to what degree certain learning skills have been developed prior to entering school.

Children who enter kindergarten in the Mifflin County School District must have attained a chronological age of five (5) years on or before September 1 of the school year in which admittance is sought.

Children who enter first grade in the Mifflin County School District must have attained a chronological age of six (6) years on or before September 1 of the school year in which admittance is sought. Children who completed kindergarten in the Mifflin County School District during the preceding school year are not required to register for first grade.

Children who transfer to the Mifflin County School District from a private school, and who do not meet the age requirement of the Mifflin County School District, may be admitted providing the private school they attended meets the following criteria:

1. Certified teacher

2. School term of at least 180 days each averaging 2 hours

3. Proper registration with the governing State Department

4. Parallel curriculum with public schools

5. Receipt of required credentials

6. Recommendation of the local Superintendent of Schools

THE PRIMARY PROGRAM (Grades 1 and 2)

The primary emphasis of instruction in first and second grade is in Reading and Mathematics. Students are taught basic reading skills necessary for early success and continued progress. The primary reading program maintains a unique balance between the involvement of children in a meaningful reading task and the building of reading skills needed for independent growth.

The Mathematics program stresses initial understanding of mathematical principles and understandings. Students are given ample opportunity to develop their mathematics skills through problem solving, drill, practice, and the application of mathematic concepts to everyday situations. At the second grade level Spelling is a separate subject and becomes a more important part in the academic program.

The Science program, at the primary level, strives to build upon children's natural curiosity about their surroundings and how science relates to their lives. Students are introduced to the biological, physical, and earth/space sciences with hands-on experiences. The Social Studies program develops concepts important to family, school, and community life. Career awareness is introduced. Language Arts integrates oral and written language, vocabulary development, and proper handwriting formation. The Health program stresses responsibility for personal health and the development of behavior patterns that will help children understand their body functions and to avoid those aspects that may be injurious to good health. In addition, a planned Physical Education program supplements the health program by reinforcing good health attitudes as they relate to physical fitness, safety, and fair play.

Art and Music hold a dominant place in the primary curriculum. Young students are provided opportunity for self-expression, appreciation of the arts, and the development of individual talents. Specially trained and certified teachers teach these areas of the curriculum.

Computer - There is a progressive elementary technology curriculum in place in both the primary and intermediate grades. Computer teachers teach classes once every six-day cycle. The curriculum has been designed to incorporate curriculum based lesson plans and projects at each grade level that correlate with the Pennsylvania Technology Standards. Computer classes are graded. Classroom teachers also visit the computer lab once a six-day cycle to use the educational software and online resources available to them.

The general instructional approach at the primary grades is the integration of subject matter when and where possible in an effort to show children the relationship between subjects. A science/social studies unit may contain music and art activities. It is important for children to understand, at an early age, the relationship of learning experiences. Many times teachers will take their classes on a field trip in an effort to correlate theory with reality.

THE INTERMEDIATE PROGRAM (Grades 3 and 4)

Grades 3 and 4 are considered the "transitional" elementary years. From the integrated curricular approach at the primary grades, students in grades 3 and 4 are expected to begin to assume additional responsibility for their own learning. Instruction focuses on building good study habits, as well as developing a good attitude toward homework responsibilities. the curriculum becomes more specialized, and specific subject matter is presented. Reading is still the core of the program at these grade levels. Skills previously learned are reinforced in order to help students become more proficient readers. There is more emphasis on comprehension skills, literature, and enrichment reading. The Mathematics program begins to emphasize logical thinking patterns. Drill and practice in computation are provided regularly. Science provides opportunity for experimentation, special projects, critical thinking, and the development (nurturing) of the students' natural curiosity. Units in biological, earth/space, and physical science blend process and content into a meaningful learning experience. Social Studies stresses citizenship, societal responsibilities, and introduction to county, state, and regions of the United States. Language Arts continues to blend oral and written language skills with vocabulary development and proper language usage. It holds a special place in the intermediate curriculum because it is the foundation for developing communication skills. Library Skills are introduced and students have the opportunity to apply library research skills through regular visits to the library. Career awareness is further developed.

Health and Physical Education programs continue to stress the importance of good body care. Applicable health and physical education facts and knowledge are presented, designed to help students better understand their capabilities, potentials, and uniqueness as human beings. A balance of physical, emotional, and social health are stressed through planned instruction.

Art and Music experiences continue to hold an important place in the curriculum. Through the arts, students have the opportunity to apply their abilities and knowledge through special music programs and art activities. Specialized teachers encourage creativity and promote individualization. Students are introduced to a variety of experiences and materials relating to the arts.

THE INTERMEDIATE PROGRAM (Grade 5)

The major thrust of the upper elementary years is to provide students with the opportunity to apply skills they were taught in the lower grades. Reading and Language Arts are still emphasized, but they take on a new dimension: comprehension, study skills, and reading for pleasure are stressed. Participation in plays, oral reports, independent study, outlining, and the use of library skills come into play. Children leaving the elementary schools should be proficient, to the degree of their own abilities, in reading related skills. In Mathematics, students become involved in more complex concepts. Decimals, fractions, measurement, simple geometric and algebraic concepts are used. Homework activities are an important part of the math program in providing "outside" work for students to practice independently what was learned in the classroom. The goal of the math program is to help students become independent and proficient in basic mathematical skills. The Science curriculum, once again, covers biological, earth/space, and physical sciences in an effort to promote an understanding of self, the world, and the environment. Science at these grade levels becomes a "hands on" approach with opportunities for simple lab experiments, field trip opportunities, and individual project development. Social Studies expands students' awareness of cultural, historical, and geographic appreciation of the United States. Economic, sociological, and anthropological concepts are taught.

The Health and Physical Education programs stress social interaction and good attitudes toward physical fitness. Vigorous physical activities through team sports, calisthenics, and aerobics help students develop muscle tone, coordination, and motor skills. Health instruction provides students with applicable facts and knowledge dealing with disease, anatomy, nutrition, mental and social health, drugs and alcohol, consumer health, safety, and dental health. The Art program introduces students to a large variety of art mediums in an effort to stimulate creativity. In Music, students are given the opportunity to expand their talent through the instrumental music program. Performance opportunities are provided through spring and/or seasonal concerts. All students are encouraged to participate.

Students are expected to conduct themselves honestly and with integrity in their work. All forms of cheating and plagiarism are prohibited. Behavior that is unacceptable includes, but is not limited to:

• copying another student’s homework;

• working with others on projects that are meant to be done individually;

• looking at or copying another student’s test or quiz answers;

• allowing another student to look at or copy answers from your test or quiz;

• using any other method to get/give test or quiz answers;

• taking a test or quiz in part or in whole to use or to give others;

• copying information from a source without proper attributions; and

• taking papers from other students, publications, or the Internet.

Violators of this policy will be disciplined on a case-by-case basis depending on the seriousness of the violation, prior violations, and other factors. Disciplinary measures include, but are not limited to, redoing assignment/retaking test, receiving a failing grade on the project/test, receiving a lower overall grade in the class, detention, suspension, or expulsion.

For the 2007-2008 school year we will be starting the sixth year of emphasizing twelve traits of character. Each nine weeks concentrates on one such character trait. For the 2007-2008 school year we will be emphasizing Honesty, Optimism, Respect and Responsibility.

Emergency information forms are sent home with students during the first week of school. Please provide the requested information and return the completed form the next school day. Parents must keep us informed of any changes of the original information that was provided on the forms.

Parents are required to report changes in names, addresses, and telephone numbers as soon as possible to keep school records up-to-date.

At the kindergarten level progress reports are issued twice a year: once at the end of the first semester and again at the end of the school year. Parents want, and need, to know about their child’s developmental progress early in the child’s school career. Frequent conferences with the teacher during this initial year in school are encouraged.

Report cards are issued five times yearly (every 36 days) at the elementary level (grades 1-5). Elementary Interim Progress Reports are to be issued to students, grades 1 through 5, at the discretion of the teachers throughout the school year in an effort to keep parents informed of their child’s progress. Marking period dates are listed on the school calendar. Report cards and Elementary Interim Progress Reports require the parent’s signature each time they are issued and must be returned to school within three days. If your child is absent on the day report cards are issued, their report card may be picked up at the school office. Report cards will not be given to another child for delivery or to anyone other than a parent or guardian. To do so would abrogate the School District’s policy on confidentiality and the student’s right to privacy.

In addition to letter grades, the elementary report card is designed so that the teacher can communicate, in writing, details on students’ progress not only in academics, but social growth and adjustment progress as well. Parents wanting additional information should check the "conference requested" block when signing the report card. If a student’s promotion is in danger after the third marking period, it will be so noted on the report card.

Children who miss school due to illness or other factors will have the opportunity to make up their work. Teachers will work with parents and students in providing missed work. As a rule, students have one day for every missed day to make up work. However, other arrangements can be made with the teacher if this causes a hardship. Incomplete grades are converted to failing grades if work is not made up within a reasonable period of time. If grades, or decisions regarding promotion, are in question, parents should request an immediate conference with the teacher.

Grading Policy

Grade Retention

Primary students (grades 1 and 2) who are candidates for retention are those whose academic work has not been satisfactory in reading or mathematics.

Intermediate students (grades 3, 4 and 5) who are candidates for retention are those whose academic work has not been satisfactory in two major subjects. Major subjects include reading, language arts, social studies, science, and mathematics or a combination of one major and two minor subjects. Minor subjects include music, art, physical education, health, spelling, and handwriting. The classroom teacher will make the final decision about grade retention.

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ATTENDANCE

[Attendance Areas] - [Requirements] - [Written Excuses]
[Morning Punctuality] - [Early Excuses]
[Excused Absence for Education Trip] - [Withdrawal from School]

Attendance Areas

Children must attend the elementary school to which they are assigned in the attendance area of their residence. Any questions regarding this policy should be directed to the Principal’s office.

Attendance Requirements

Students are required by state law to attend school.  Regular attendance is necessary for the continuity of the teaching-learning process and to help young people gain good attendance habits.  The school year consists of 180 class days between August and June.

Illness, medical and dental appointments, certain religious holidays, death in one’s family and other urgent reasons are recognized under state law as the only reasons for excusing absences from school as scheduled.  Absences for reasons other than these will be classified “unexcused”;   under the state compulsory attendance law, such absences for pupils ages 16 and younger are deemed “unlawful.”

Pupils may be excused from school up to thirty-six (36) hours during the school term for legitimate religious purposes.  Prior notification in writing for each religious absence must be given to the Principal or other person in charge of the school.

A commonly held belief is that pupils are permitted to accumulate three unexcused days before corrective action may be taken by the Principal.  The Mifflin County School District believes that young people should be in school every day and will insist upon good attendance.

When a pupil is unlawfully absent for three days, cumulatively or in succession, a notice is sent by mail to the parent, guardian or person in parental standing.  Each subsequent unlawful absence is a misdemeanor which will cause an arrest notice to be served on the parents, guardians, or person in parental standing through the District Magistrate.  The District Magistrate will impose appropriate fines and costs.

School attendance is closely monitored.  When school absence or tardiness becomes habitual or exceeds normal guidelines, notification in writing will be sent to parents.  When absence from school becomes excessive, a medical excuse signed by a medical doctor may be required.  Habitual absences or tardiness may lead to a referral to Children and Youth Services.  The District encourages regular school attendance at all grade levels, and perfect attendance is rewarded through the presentation of attendance certificates at the close of the school term.

Written Excuses

Pupils are permitted three days following an absence to present a written excuse to the homeroom teacher.  Excuses must be written and signed by the pupil’s parent, guardian, or person in parental standing.

Failure to submit a written excuse for an absence within three days will result in the absence(s) being recorded as an unexcused absence.

The following information must be included in the written excuse:

1. Full name of pupil
2. Date(s) of absence and date excuse was written
3. Reason for absence
4. Signature of parent, guardian, or person in parental standing

Morning Punctuality

Students are expected to arrive at school at the proper time.  Detention may be assigned for excessive tardiness.  Students who arrive after the regular start time must be signed in at the office by a parent or guardian.

Early Excuses Due to Illness or Appointments

Students who are excused for appointments are to provide a note from a parent or guardian as early as possible prior to the time of excusal.  Also, students are asked to submit a signed appointment card to the school upon the student's return.  A parent or guardian is required to report to the office to pick up students who are excused for appointments and to complete the sign-out process.  No student is permitted to leave school early alone.

Students will be considered tardy to school upon arriving before 10:00 AM.  If a student arrives to school after 10:00 AM or leaves before 2:00 PM he/she will be marked ½ day of absence. 

Students who become ill during school may be excused by the nurse or a member of the office personnel who will contact the home to make transportation arrangements.

Excused Absences - Educational Trips (see Family Educational Trip Policy)

Although educational trips may be considered lawful absences when taken during the school year, they are carefully screened because of the class time which is lost.  Parents/guardians who decide to take one educational field trip during school time may do so; however, additional trips may be viewed as unlawful absences.  It is the responsibility of the parent or guardian to complete the application form available from each school office.  THE APPLICATION FORM MUST BE COMPLETED AND RETURNED TO THE SCHOOL PRINCIPAL BEFORE LEAVING ON THE TRIP.  Failure to complete the application form will result in the absence from school being marked as unlawful.  The educational trip may be one to 5 days in length.  Students are expected to submit a report about their educational trip upon their return to school.  Trip reports are to be up to one page in length and submitted to the teacher on the day they return to school.  All questions about taking students on educational trips should be directed to the school Principal.

Withdrawal from School

Parents or guardians must come to the school office to withdraw a student from school.

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BUS TRANSPORTATION

A large number of our pupils are transported to and from school, thus making school bus safety one of our priority concerns.

The school bus driver has a tremendous responsibility and must depend upon the support of both parents and school officials in terms of promoting safe practices.  School bus safety has become an inherent part of the elementary curriculum at every grade level.  Teachers, through a planned school bus safety curriculum, teach school bus safety all year long with emphasis in the fall and spring of each school year.

The Board of School Directors has granted the privilege of school bus-van transportation to pupils who live beyond 1-1/2 miles (elementary), 2 miles (secondary) from their assigned school.  Student bus stops are designated by the Board of School Directors and may not be altered unless approved by the School Board.

Twice each year bus drivers in cooperation with the Principal must conduct emergency bus evacuation drills to familiarize students with proper procedures to be used in the event of an accident or other emergency.  Students are expected to be attentive and cooperative during these important drills.

The privilege of riding a bus or van may be removed by the school Principal for improper conduct.  When the bus-van privilege is removed, parents have the obligation of finding alternative ways to transport their child to and from school.  When students are denied bus transportation, they are required to attend school; failure to attend school will result in further disciplinary action.

School Bus Guidelines

As the new school year progresses, parents of pupils who ride the school buses are encouraged to review the rules of conduct with their children.  Children should be reminded that breaking one or more of these rules could result in suspension of bus riding privileges.

All students receive their bus transportation assignments in the U. S. mail shortly before the beginning of school.  Students are given one school bus assignment for the entire school year.  Unauthorized bus arrangements made by parents/guardians create problems in the overall transportation system and are not permitted.  Questions about bus transportation should be directed to your Principal.

Prior To Loading

• Be on time at the designated bus stop, arriving five (5) minutes before the bus is due.
• Wait for your bus at a safe place, well off the highway, on the side of the street on which you live.  Cross the street to enter the bus, if necessary, only when the bus is stopped and the red flashing signals are on.
• Respect the property rights of people who reside at or near the bus stop.
• Do not get into private vehicles with strangers.
• Enter the bus in an orderly manner and take your seat.  Bus drivers may assign seats.

While On The Bus

• Observe regular classroom conduct except for ordinary conversation and follow the bus driver's instructions. The bus driver has the same authority on the bus as a teacher has in the classroom.
• Remain in your seat at all times, except when boarding and unloading. Do not change seats at bus stops.
• Keep your hands, head, and feet inside the bus at all times.
• Loud talking, laughter, and other similar conduct diverts the driver's attention and may result in a serious accident.
• Do not damage or tamper with any parts of the bus. In addition to disciplinary actions from violating this rule, you or your parents will be responsible for the payment of the cost of repair.
• Keep the aisle clear, except when entering or exiting.
• Do not throw anything in the bus or out of the bus window.
• Horseplay, fighting, eating, and drinking are strictly forbidden.
• Be courteous to fellow pupils and the bus driver.
• The following items are not permitted in any school vehicle:  live animals, weapons, drugs, alcohol or tobacco, flammable liquids (gasoline, propane, fuel), fireworks, firecrackers, smoke bombs, tape recorders, radios, balls (except for team buses), water pistols, spray bottles, pea shooters, and slingshots.

After Leaving The Bus

• When necessary, cross the road at least ten (10) feet in front of the bus, but only after looking to be sure that no traffic is approaching from either direction.
• Help look after the safety and comfort of small children.
• Be alert to the danger signal from the bus driver.
• Go directly to your school building in the morning and directly home in the afternoon.

In many situations throughout our school district the parents’/guardians’ supervision of students at bus stops provides added assurance that the children are safe and secure while loading and unloading on the school buses.  It is particularly important and expected that adult supervision be present at bus stops when kindergarten students are loading and unloading. These kindergarten students will not be discharged at their bus stop without adult supervision clearly observed by the bus driver.

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CAFETERIA SERVICES

The school cafeteria provides a nutritious lunch for students at the lowest possible price. It operates under strict state and Federal regulations governing preparation and serving of food. Menus are sent home with pupils on a regular basis and are also available on the District’s website.

Elementary schools will participate in the Computerized Accounting System for the School Lunch Program. This electronic system is designed to maintain a daily account file for every student, while also maintaining accurate records required by government agencies.

As part of the National School Meal Program, Mifflin County School District elementary students can eat breakfast in the cafeteria each school day. School breakfast includes: 4 oz. fruit, vegetable or 100% juice, 8 oz. milk, 2 servings of bread or cereal or 1 serving of bread and 11 serving of protein. Breakfast begins about 30 minutes prior to the start of school and students should report to the cafeteria upon school arrival.

The cost for school breakfast is $1.00 for paying students, $0.30 for reduced price and no cost for families qualifying for the Free Lunch Program. Families may apply for meal benefits at any time during the school year by completing a School Lunch Application. The school breakfast program is beneficial for children that are not hungry upon waking or for students that do not have an opportunity to eat before arriving at school.

The daily account file provides the opportunity for parents to prepay for student lunches. Lunches/breakfasts may be prepaid on a weekly or monthly basis, or for longer increments of time. Prepayment is strongly encouraged as it reduces the chance of lost, stolen or forgotten lunch money. When students prepay for lunch, the cafeteria service is more efficient, allowing children more time to eat and socialize with friends.

Lunch money may be legitimately forgotten or misplaced at times. At such times the school will make special arrangements for the student to eat lunch. However, this is limited to a maximum of three occasions in any given school year. Instances exceeding three occasions will result in disciplinary action by the school. Parents will be notified in advance of the action when the student has not had lunch money on three occasions.

In the case of primary grade students (K-3) and handicapped students who may be unable to take full responsibility for lunch money, they will never be denied a meal or milk, but the school will work closely with those parents to attain corrective action in cases of continual lost or forgotten money. Again, prepayment is strongly encouraged to prevent these situations from occurring. This policy applies to free, reduced, and full-pay lunches.

Students may qualify for the Free or Reduced Price Meal Program based upon Federal Income Guidelines and family size. Applications for free or reduced price meals must be completed each school year, and forms are available from the school office at anytime during the year.

Students are reminded of the following rules and regulations pertaining to cafeteria operation:

1. All pupils including those who carry their lunch are required to eat lunch in the cafeteria at their scheduled time.

2. All schools in the Mifflin County School District observe “closed” lunch periods. Pupils may not leave the cafeteria or the school building at lunch time without written permission from the parent.

3. School policy prohibits the sale of candy and other foods in the school during lunch periods.

4. When going to the cafeteria, pupils are expected to walk quietly and orderly as other classes may be in session.

5. Pupils must abide by seating arrangements which are imposed by school officials.

6. Good etiquette and manners are expected behaviors in the cafeteria. Respect is to be shown to employees of the cafeteria, custodians, and professional staff. “Thank you” and “please” are words we expect to hear quite often.

7. Pupils are responsible for the appearance of the area in which they sit and are expected to leave their space in a neat and litter free condition.

8. Pupils are responsible for returning trays, dishes, and silverware to the serving area after lunch. Damaged or lost dishware or utensils will be charged to responsible offenders.

9. Pupils who do not behave in an appropriate manner in the cafeteria will be disciplined. Loss of cafeteria privileges may be one of the disciplines imposed.

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HOMEWORK

Philosophy

We believe that homework and related out-of-school activities are an integral part of the education process.  We further believe that all such activities should be appropriate to the needs, capabilities and interests of students.  While a teacher is responsible for identifying goals and assignments, the student and his/her parent(s) must also assume some responsibilities.  Cooperation and communication are essential to a well-defined program.

Objectives of Homework and Related Out-of-School Activities

Objectives of homework and related out-of-school activities are:

1. To reinforce learning through the practice, application, integration and/or extension of knowledge and skills.
2. To develop study skills, work habits, and a sense of personal responsibility so that the student may become an independent learner.
3. To stimulate originality and creativity.
4. To enrich school experience and to encourage a carry-over into service, leisure, and career-centered interests.

Responsibilities of the Student

1. Understand the assignment - its purpose, when it is due, how it should be done.
2. Complete and return assignments on time.
3. Arrange to make up missed assignments as required.
4. Develop a personal system for remembering and/or recording assignments.
5. Initiate the request for help when needed.

Role of the Parent

A cooperative home and school effort will result in learning progress. The following suggestions will help your child complete homework assignments effectively.

1. Provide a quiet well-lighted study area with a desk or table and comfortable chair. (A soft chair may be ideal for reading assignments but not helpful for use at desk or table.)
2. Keep study tools available: pencils, sharpener, pen, crayons, paper, ruler, dictionary.
3. Establish a regular time for homework. Although home activities and appointments may require change of homework time, consistency helps to make study at home a regular habit of learning. For the young child especially, doing homework immediately after school may be inadvisable since he/she may need a change of pace which rest or play can provide.
4. Limit television viewing and avoid television or radio listening during study time. (Soft music may contribute to concentration on occasion, but popular favorites tend to distract attention from homework.)
5. Review your child's homework and help him/her budget time for completion of homework assignments. Encourage step-by-step work on long term or major projects to avoid last-minute, careless work.
6. If requested, help your child with homework assignments; however, allow your child to do his/her own work. Showing an interest can serve as a motivation for better school work.
7. Sharing your own interests and special talents with your child will show that you value learning.
8. Encourage your child to practice good learning skills in home situations: shopping, home chores, care of pets, and taking care of personal belongings.
9. Consider family trips and vacations that provide learning experiences.
10. If a problem with homework develops, contact the teacher as soon as possible.

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Next - Elementary School Program (continued)
Behavioral Expectations and Discipline Measures