This year, students will be completing their assignments through Canvas, our online learning platform. If you haven’t used Canvas before, it is a helpful tool where you can view your child’s grades at any time.

We will be using Canvas as our gradebook for PE, History, Science, Math, and ELA. Final grades will still appear on progress reports and report cards in Aeries, as usual.

To monitor your child’s PE, History, Science, Math, and ELA grades throughout the year, please follow this step-by-step Parent Observer Instruction Sheet (steps also show below)
Note: If you do not follow these steps, you will not be able to see your child’s PE, History, Science, Math, and ELA grades until progress reports are released.

Important Details:

• You will be able to complete the Parent Observer steps after your child has logged into Canvas for the first time.
• If you're already familiar with Canvas, you may not need to wait.

If you experience any technical issues or receive error codes while using Canvas, please email [email protected]. Be sure to include a screenshot of the error message.

Students and Parents, many of you have set up an observer account for your student(s) in the past; however, the new Canvas system requires you to update your information.  If you are new this year, this is probably the most beneficial tool to ensure your child(ren)’s success.  Please follow the directions below. 

 

Step 1:

Parent Account Link:

https://lammersville.instructure.com/login/canvas

 

Step 2:  Select Click Here for Account

Step 3: Complete the Parent Signup

• Enter your name in the “Your Name” field. 
• Enter your email in the “Your Email” field. 
• Enter your password in the “Password” field.
• Re-enter your password in the “Re-enter Password” field. 
• Enter a pairing code to link your account to your student in the “Student Pairing Code” field. Please view the “Pairing Code Generator Instructions” below to receive a pairing code.

As a student (logging in from your school device is easiest), you can generate a pairing code to link an observer to your Canvas account. You must create a separate pairing code for each observer who wants to link to your account. 

 

• Note: If the Pair with Observer button doesn't display in your User Settings, please contact your institution for assistance with pairing with an observer.

• Copy the six-digit alphanumeric pairing code. You will need to share the code with the observer who will link to your account. Pairing codes are case-sensitive. The pairing code will expire after seven days or its first use. You must create a separate pairing code for each observer who wants to link to your account.

• Agree to the terms of use by clicking the “You agree to the terms of use…” checkbox. 
• Click the “Start Participating” button. 

Step 9: Input the code that is generated on your Parent Sign-up page from Step 3. Your code will be different than the one displayed below.

 

Step 10: Begin Observing:

• You can begin observing your student in Canvas immediately. 

Walking Tickets are a behavior-based correction activity that has proven successful at Bethany last year. Walking Tickets provide students with a structured opportunity for reflection during their next recess (morning or lunch). After a reminder, if a behavior continues, students will receive a Walking Ticket. This allows them time to think about their choices and make positive adjustments moving forward.

The teacher grading window is 10 school days when the internet is working, and the teacher is present in the classroom all day.

I asked students how they would feel if I asked them to turn in their homework 6 days early. Nobody liked that idea. I shared that the Teacher Grading Window has been carefully set to give me enough time to grade assignments. Asking me why something hasn't been graded yet (before the Teacher Grading Window is up) is like asking them to finish next week's tasks before they have a chance to do them.

Similarly, for work completion expectations, if I am absent from class or the internet is down at school that day, the window gets pushed out 1 day for each day I am absent or the internet is down.

 

REDO Opportunities are just that: opportunities for students to improve their knowledge and work skills by trying again on some task or group of tasks. These are OPTIONAL and are either completed as early finisher activities or at home. As this is already a second chance opportunity no late work will be accepted for ANY reason, no exceptions!

Birthdays are a welcome celebration in the classroom. However, they are also a big distraction and take up a significant portion of class time. To find the balance, our class will host once-a-month celebrations. During this time, we will have a themed celebration of that month's birthdays; I will announce that month's Hughes' Homeroom Positivity Award Winners so we can also celebrate them, and we will also celebrate the Student of the Month winners.

I encourage the parents of students who have birthdays this month to contribute to party supplies and treats. However, anyone is welcome to sign up to bring items to share. All food items brought in to share with other students during classroom parties and celebrations must be commercially prepared and individually packaged; they must be peanut-free. Ingredient lists must be available so that students with food-based allergies or rules may avoid consuming certain foods. Items should not state happy birthday to a specific child by name as we celebrate all class birthdays for the month and our Hughes' Homeroom Positivity Award Winners. Celebration contributions and supplies should be delivered to our room at the start of the school day (non-perishables may be sent up to three days prior). Your donation is optional; we will celebrate with whatever is contributed.

 

Celebration (Sign-Up Genius Link Sent through Parent Square)

 

Sweets ideas: cupcakes, rice crispy treats, cookies, etc.

Savory ideas: popcorn, pretzels, goldfish, etc.

 

Food for Classroom Parties/Celebrations 
All food items brought in for sharing with other students during classroom parties and/or celebrations must be commercially prepared and packaged. Ingredient lists must be available so students with food-based allergies can avoid foods that may cause harm. Pursuant to California Health and Safety Code; Article 3, 114021(b): Food stored or prepared in a private home shall not be used or offered for sale in a school facility. 

 

Aeries Gradebook Scores: Scores they earned / Total Points possible = %

 

4: 98%+

3: 80-97.99%

2: 66-79.99%

1: 0-65.99%

 

In traditional grading, students are primarily measured by the percentage of work successfully completed. The assumption is that higher completion rates reflect greater mastery and earn higher grades. Often, 90% achieve an A, 80% a B: your students will switch to a traditional grading next year in 6th grade; in preparation for this major shift, I am encouraging students to pay attention to their Aeries Gradebook Percentage Score and talk about what that means in middle school terms. This is designed to ease the transition into middle school grading, which is (without this prep) very challenging and jarring for students. However, in 5th grade, their Report Card still uses Standards-Based Grading. Standards-based grading is not based on your percentage from the Gradebook. Standards-based grading is based on the demonstration of mastery. Students attempt standards-aligned assignments. Teachers reflect on all the assignments that the students have completed this year, assess the student's output, and choose the appropriate mastery level that was demonstrated. Effort doesn't factor into Standards-Based Grading.

In our district, we use 1-4 Rubric for Standards-Based Grading.

4    Above Grade Level Standard    

3    At Grade Level Standard    

2    Approaching Grade Level Standard 

1    Below Grade Level Standard

 

I had a lengthy discussion with the principal on Monday about what these mean, and I am happy to share that my pre-conversation beliefs align with hers regarding the Standards-Based Grading scores. 

A score of 1 means that your student is well Below 5th Grade Level Standard in what they can achieve without scaffolding and direct teacher support/intervention. 

A score of 2 means that your student demonstrated mastery of the 4th Grade Level of this Standard and is close to meeting expectations for the 5th Grade Level Standard in what they can achieve without scaffolding and direct teacher support/intervention. 

A score of 3 means that your student consistently demonstrated mastery of the 5th Grade Level version of this Standard in what they can achieve without scaffolding and direct teacher support/intervention. 

A score of 4 means that your student consistently demonstrated mastery of the 6th Grade Level version of this Standard in what they can achieve without scaffolding and direct teacher support/intervention.

 

Example 1:

Your Gradebook says you have in the History category: 100%

What does it mean?  It means that you have consistently completed every assignment in full, on time, and took the recovery point opportunities to ensure a 100%. AMAZING EFFORT!!! You will likely be well prepared to transition to 6th grade and traditional grading-it doesn't sound like a big deal, but it is HUGE! So many kids struggle in 6th grade because they aren't aware of how the percentage grades work. They often don't understand until the second or third trimester, meaning their grades often suffer, and their permanent GPA is impacted. 

What Standards-Based Grading Score am I going get if I have 100% in the Gradebook? No score is guaranteed because it is all about what ability level you have demonstrated through your actions and assignments in my class.

If you had to guess, based on years and years of experience with lots of kids what Standards-Based Grading Score would you guess I am most likely to get if I have 100% in the Gradebook? 3 as usually to get 100% you have consistently demonstrated mastery of the 5th Grade Level version of this Standard (as my grade ONLY ever tracks 5th-grade Standards)

 

Example 2:

Your Gradebook says you have in the History category: 55%

What does it mean?  It means that you have not consistently completed every assignment in full, on time, and probably not taken the recovery point opportunities to ensure a strong grade; you may have very low test/project scores, poor academic life habits, or both challenges (scores and habits). I would expect that you may struggle in 6th grade to transition to traditional grading.  Hopefully, we can help you make changes and help to improve your percentage score in future trimesters to help improve your academic life habits and ease your 6th-grade transition to traditional grading.

What Standards-Based Grading Score am I going get if I have 55% in the Gradebook? No score is guaranteed because it is all about what ability level you have demonstrated through your actions and assignments in my class.

If you had to guess, based on years and years of experience with lots of kids, what Standards-Based Grading Score would you guess I am most likely to get if I have 100% in the Gradebook? If the percentage in the grade book is due to low test/project scores, then maybe a 1 or 2. If the percentage in the grade book is due to poor academic life habits (missing assignments and late work), then the score may not reflect ability level at all. The student might have consistently demonstrated mastery of all the History standards being evaluated through tests and projects and could earn a 3. However, even if they got a 3 on their Report Card, their poor academic life habits indicate that they will have trouble once they transition to traditional grading, as mastery will no longer be all that earns a Report Card mark. I would seek to help the student repair their poor academic life habits and ensure that parents are aware of what those Aeries Gradebook percentages seen this year indicate for next year's challenges. 

Homework not only helps a child learn about school subjects but is also one of the first ways kids develop responsibility. Learning how to read and follow directions independently, how to manage and budget time for long-term assignments, and how to complete work neatly and to the best of their ability are skills children need for life. Homework can be trying for children, but with a bit of help from Mom and Dad, it can be a positive learning experience. Here are some ways you can help.

 

1. Designate a regular place to do homework. This location needs to be well-lit and quiet, without the distractions of the television, other children playing, or people talking on the telephone. This place should be the same every day, whether it's the kitchen table or a desk in their room. Ensure all the materials your child needs to complete their homework are within arm's reach, including pencils, paper, crayons, or anything else.

 

2. Give them some say. Just like adults, some children may work better with music or white noise. Others may prefer silence. Some may like to be left alone and ask questions at the end, while others may like to go back and forth with a parent as they need. Children may prefer to do one subject at a time or bounce between them to stay interested.

Giving your students some input will help them develop their personal best homework habits, and it can eliminate some of the homework-related friction between parents and children. In turn, they will have the skills to grow their homework and study habits for the rest of their educational years.

 

3. Choose a time every day to work on daily assignments. Many children do best if they tackle their homework shortly after returning home from school in the afternoon; some children respond poorly to a dictated study time, such as 3:00 every afternoon, and may be better off if you give guidelines, such as "No video games or screen time until you complete your homework." I encourage parents to set clear guidelines and enforce them. Once you establish a schedule that works for you and your child — including any limits on TV/screen/tech time — stick to it. Consistency is key to developing good homework habits. These are valuable years for teaching your students how to balance schoolwork, play, fitness, and other activities. You'll be helping them with an important life lesson — and hopefully establishing a little more harmony at home.

 

4. Observe your student's homework habits. Are they stuck on a specific task, or are they easily distracted? Do they understand the directions (did they read them and the rubric)? Are they making the assignment more complicated than it is? Is their studying interrupted by television, phone calls, or chatting with other family members? If so, you may need to rethink your homework rules or discuss these difficulties with the teacher. When you speak with your student's teacher, raise concerns about at-home learning, like if your child struggles to do their homework; since these may be signs of a learning disability or something, you should talk to their pediatrician. 

 

5. Don't do your student's homework for her. It's perfectly okay to help your child get focused and organize their approach to the assignment, but insist that they do the work themselves. If they need help understanding the directions, have them email Mrs. Hughes right then so she knows the challenge and can address it directly with them the next day in class. Students often forget to ask questions the next day. 

 

6. Get excited and give positive feedback. As your student's role model, if you view homework as a chore or something that interferes with your schedule, your child will mimic that behavior. Let your child know how grown-up it is for them to have homework and how proud they should be of their hard work. Let them show you their work and praise them for finishing homework. Be encouraging — it will make a difference. Review your student's homework occasionally and praise him for everything they do right. If you do find errors, don't criticize. Instead, review the work together and try to pinpoint the area of difficulty. Praise your child when they get the answer right away but also when they struggle and persevere. Remaining confident in their abilities throughout the process is critical to their self-belief.

 

7. Email me. If your child has ongoing homework problems, please email Mrs. Hughes with what is happening. 

If you/your student see the Incomplete as a comment on Aeries assignments, this post can help explain the challenge and suggest a solution. Your student may appear to be doing homework but could miss parts or even whole assignments. Sometimes, students rush through tasks and don't take the time to complete all the required parts (a great example is ELA formatting for our weekly news). 

 

A student solution? I recommend using Google Classroom's Calendar. It shows all your assignments, which are color-coded by subject and listed on their due date*(see exceptions). This calendar is a major part of why digital item due dates are set to 11:59 pm because if it is set to 8:05 am, then students see the task pop up on the wrong day; after years of trials, I am firm in the belief that 11:59 pm is a better time as the calendar populates properly for students to use for reference. A due date time of 3:00pm-this is something we will do in class; students will be working with their elbow partner or table/subject group, and it is intended to be CLASSWORK; if it changes to homework, then I will adjust the "due date time" to 11:59 pm. A due date time of 8:05 am (or any morning due date time ) is usually reserved for physical items being submitted. 

 

A parent solution? I recommend opening Aeries every Friday (at least) to check for missing assignments and read the comments to see if any are labeled as incomplete. Opening Google Classroom through their Chromebook will allow you to see all the assignments for our subjects. Checking Google Classroom is a great way to see what they have done on their assigned tasks and see if anything may be falling behind. 

 

*Exceptions: 

Math Blue Book Problem Sets (video lesson notes) & Application Problems, and Red Book Lessons are not listed day by day on the calendar. At the start of the Module, I suggest that you print/write out the Math Module  Lesson Schedule and post it in your homework area for reference. 

 

 The Lesson Exit Tickets are listed. As the exit ticket is the last Math Homework item you should complete (after doing the in class Blue Book Problem Set, exit ticket and application problem if there is one), once you mark it as done (and the calendar updates to show it's done), you know that you are done with Math for the night.

With after-school sports and extracurriculars, it can be easy to push homework until late at night or even until the morning of the day it's due. Procrastination is one of the most common bad homework habits.

 

A parent solution? Set up rewards or privileges earned after homework is done. Negotiate something with your student that motivates them, like playing video games or watching his favorite TV show. Establishing this habit young will prevent arguments about when homework is done when they are older. (This is not a punishment but a treat!)

Our only regular homework is unfinished classwork currently.

 

Email me. If something is wrong with the homework, you have a question about the homework, or some challenge regarding doing that task that night, students should email me with the challenge/question described (screenshots help when they apply). This avoids Citizenship being impacted negatively because you reached out for help.

 

Day-to-day tasks in ELA, Science, and History should be completed in class (unless they are absent).

 

"Long-term projects" are announced on Google Classroom, and students meet one-on-one with me (usually daily) as I provide feedback and support throughout the project process. I ask students to talk with their families about the "long-term projects" at the start and show them the assignment in Google Classroom so that they know what the students will be working on. Sometimes, questions come up about projects, and I add additional information to the Google Classroom assignment to ensure clarity in the task and rubric. Whenever that happens, I review the change with the whole class and then again at our next one-on-one feedback chat.

 

A student solution?  Daily: Check the Google Classroom Calendar: write out a list of what is due that night. Go to the Math Lesson Schedule and add the Red Book lesson to your list. Add any WIN or REDO tasks you need to do that night.

 

At the start of the Math Module, I suggest you print/write out the Module Homework Schedule and post it in your homework area for reference. 

 

Whenever a major project is assigned, I encourage students to print/write out the Project Schedule and post it in their homework area for reference.

 

Sometimes, students have optional homework WIN tasks in Science and History.

 

A parent solution? I recommend opening Google Classroom Calendar and Math Module Homework Schedule Assignment through their Chromebooks, allowing you to see all the assignments for our subjects. Checking Google Classroom is a great way to see what they have done on their assigned tasks and see if anything may be falling behind.

For struggling students or older students (4th grade+) with a heavy workload, it can be easy to get overwhelmed. When it comes to a tough assignment, your child may be unable to focus on it for very long without becoming discouraged. Prioritizing is an essential skill that we are working to learn this year. This is a sample of prioritizing and an explanation why the student might prioritize things in this order: 

1. REDO task (because "Long-term projects" are rare and mastery of concept is judged for the last time here-REDOs are not accepted late; they get first priority)
2. WIN task (because WIN tasks are not accepted late, they get second priority)
3. Math: Blue Book Problem Set Video Lesson, Application Problem, GoFormative Exit Ticket: because Math is a daily homework task. Plan for it as first priority when there are no REDO or WIN tasks and the third priority behind those recovery opportunities. These are papers collected at the end of the Math Module, the day of the Module test. There is a 10% late penalty when the papers are due if they come in more than one day past the Math Module Test.
4. Do any unfinished "Long-term project" task for today (most steps get lots of time in class (rough drafts, plans, etc); some crafty final things go home-like, like building the 3D model for Tribe Project or the Rube Goldberg Machine Build/Video). There is a 10% late penalty when the project is due-don't be late!
5. Do any unfinished day-to-day assignments. There is NO late penalty as long as you get it to me before we finish the Module/Unit/Chapter Test. 

 

A student solution? Create a daily task list in order so you know what you need to complete. Sometimes, working on the same task for a long time can be hard. An alternative is to set a timer for 15-20 minutes and focus on your first priority only. If you finish before the time is up, reset the timer (15-20 minutes again) and move down to the next priority. If you don't finish before the timer goes off, you can move down to the next task on your list for the next block of time (15-20 minutes again). 

If your student stays focused and sticks with their homework, the change of topics every 20 minutes could help students to focus more. 

 

A parent solution? Consider allowing students to habit bundle in some way. Maybe let them listen to music in the background while they work, or after one hour of dedicated work time, they can have a 10-minute break to play. The habit bundling can be tricky as it needs to be something they WANT to do, like an instant reward for doing their homework.

Want free homework help? Check out the Library System for help! 

Check out the guide for accessing a student's school Google account from home:

 

GoGuardian

NetSmartzKids

Safety, Privacy & Security

Common Sense Media - Curriculum

 

This section is designed for families to learn how they can help create a safe and positive experience online. By reading, watching videos, and doing activities, you’ll learn how to integrate Digital Citizenship and Safety activities into your classroom curriculum.

 

In addition, the LUSD Digital Citizenship and Safety web page provide additional resources, support, and information to provide a safe and positive experience online.  The proper use of technology helps students learn better, and as a whole, it enables them to function better. We believe this program is an important step toward ensuring that all students learn, explore, and have a positive experience online.

 

 

If you or your student needs to contact IT support for the Chromebook, please email our Learning Commons Librarian and CC me at [email protected] so I know the issue has been reported.

 

Please make sure to include the following information in the email:

      Student's Name and ID #

   Chromebook LUSD Barcode (500000000#####)

     Student's School and Teacher

     Chromebook Issue with as many details as possible with screenshots of your issue (whenever possible).

     

 

The district IT department has created a fantastic set of How-To Guides for parents and students to use; check out the How to [Online Learning] at Home. Including, but not limited to, Chromebook "How To," Google Chrome Sign In at Home, Using your Chromebook Off-Line, Zoom Tutorials, Aeries Parent Portal, GoGuardian Parent App, Internet Filter, and more!

 

LUSD Chromebook Handbook Acknowledgment and Agreements	LUSD One2One Chromebook Care	Aeries Communication - Parents & Guardians Walk Through
LUSD Acceptable Use Policy	Student Resources	Parent Square Resources
Chromebook Safety Video	Student Google Account Info	How to...[Online Learning]...at Home

 

 

Technology Resources

If I get a parent question emailed to me, I will answer that question. If I think other parents may have the same question, as it is a generalized question about procedures, methods, etc. I will post an update to my website so that knowledge is out here for everyone to use. Please don't hesitate to email me your questions, comments, or concerns. I don't detail every movement I make in the classroom; I don't have that kind of free time. However, I am trying to be transparent and clear with how I run my classroom. 

 

I can answer a wealth of questions and concerns via email long before we can get together to meet. Please don't sit and stew in frustration or confusion. Email me about what you want to know so I can answer it for you. If you have a question, maybe others do as well, so ask and I will email you back (and share out here without naming names). 

Please explore the links below for online enrichment resources for families to utilize. The district will continue to add to this list as they identify additional resources. Most resources do not require a log-in unless otherwise indicated.

 

List of Enrichment Resources

All students are required to be in class by 8:10 a.m. Any students arriving after 8:10 are considered tardy. Those who arrive after 8:15 must report to the school office for an admit slip. In severe cases, tardiness may be regarded as truancy and result in a referral to the School Attendance Review Board (SARB). If the tardiness is due to an appointment, a note from the doctor’s office is required. If the tardiness is due to not feeling well in the morning, the student must present a note from the parent to excuse the tardy, or the parent must sign the child in at the office.

 

Resulting actions for Students with Truancy and Unexcused Absences:

- 3 unexcused tardies over 30 minutes or 3 all-day truants will result in a SARB 1

- 6 unexcused tardies over 30 minutes or 6 all-day truants will result in a SARB 2

- 9 unexcused tardies over 30 minutes or 9 all-day truants will result in a SARB 3

 

Effective January 1, 2011, EC Section 48263.6: Any pupil subject to compulsory full-time education or to compulsory education who is absent from school without a valid excuse for ten percent or more of the school days in one school year, from the date of enrollment to the current date, is deemed a chronic truant, provided that the appropriate school district officer or employee has complied with EC sections 48260.5, 48261, 48262, and 48291.

 

The Governing Board expects all students to be present and ready to work each day that school is in session.  Absences from school should be taken very seriously and used only when absolutely necessary. The District needs your support for school attendance.

Teacher Responsibilities

The teacher should: 

• Assign relevant, challenging, and meaningful work. 
• Give clear instruction, directions, and ensure that students understand expectations.
• Offer assistance in class when needed. (Struggling is part of learning, but it should not be insurmountable.)
• Provide verbal or written feedback within 3 school weeks to students (extended for teacher absences and internet failure). 
• Maintain records and communicate with parents/guardians at least once per trimester if work issues begin to negatively impact the grade before final grades to allow recovery.
• Respond to parent email communication within a reasonable amount of time (within 48 school day hours, provided the teacher is not absent and the internet is working).

Parent/Guardian Responsibilities

The parents/guardians should:

• Understand that students are required by law to attend and participate in in-person learning time and will have homework.
• Take an active interest in schoolwork.
• Encourage student progress.
• Set a regular, uninterrupted schoolwork time each day in a dedicated place.
• Update phone numbers and email addresses as needed. 
• Monitor assignments, announcements, and grades.
• Email teachers directly & immediately if a problem comes up. 
• Sign to acknowledge class policies, procedures, and paper communications promptly.
• Check in during homework time to ensure the student is completing the task accurately and completely.

Student Responsibilities

California requires English, Math, P.E., Science, and Social Studies. Research shows that students with high attendance rates are more likely to stay on track academically. Daily attendance is important to students' understanding of course material. Too many absences will negatively affect a student’s grade. Participation in the class and in groups is part of the program. Students will be asked to read aloud in class, answer questions, work in collaborative groups, and work independently. As with all schoolwork, interaction among the teacher, student, and parent/guardian is essential. The student is ultimately responsible for classwork and homework.

The student should:

• Follow all rules, regulations, and policies as defined by the Lammersville Unified School District TK-8 Student Handbook and this syllabus.
• Treat fellow students, teachers, and instructional aides with respect and dignity.
• Respect the personal privacy rights of others. 
• Do not infringe on others' right to receive a good education.
• Be aware of the importance of class and homework. 
• Complete all work to the best of your ability.
• Complete work in the allotted time frame. 
• Ask teachers, classmates (study buddies), and parents/guardians for help as needed.
• Check daily for assignments and announcements.
• Attend daily live Zoom lessons (if we switch to virtual learning).
• Check for assignments missed while absent and submit them one day per day you are absent after you return.

Conferences

There are five minimum days scheduled in November for conferences. These will be Student-Led Conferences to prepare for the transition away from private conferences (as seen in 6th grade) and to help students take responsibility for their own academic journey. These conferences often prove to be very helpful to all parties concerned-the child, the parents, and the teacher.

Please give the teacher an opportunity to address your questions/concerns via email, as this resolves most issues much quicker than alternatives and gives everyone a reference to refer back to later. If, after an in-depth email conversation, the issue is not resolved, then email to request an additional conference during the school year. The teacher will consult their schedule, as teachers have many additional responsibilities and commitments that go into creating a positive learning environment for their students and school. The teacher will email you with potential dates and times when they are available. Please respond quickly and select your preferred time from the list so we can book your appointment. Please do not drop by for unscheduled conferences. All conferences are private between one family and the staff, with no group parent conferences.

Movies & Clips Release

Often G or PG movies or carefully curated sections of PG-13 movies can be utilized effectively to enrich classroom instruction and accomplish identified objectives. If you give permission for your child to view such materials, you do not have to do anything. If you do not wish to grant permission for your child to view any PG or PG-13 movies or sections of PG or PG-13 movies identified by the teacher as effective in teaching the curriculum, please contact me via e-mail or send a note in with your student to request an opt out form.   

Smartwatch/Phone Policy

Students are not permitted to use personal electronic devices on campus during the school day without specific teacher approval for school related learning. Upon entering the campus in the morning, electronic devices should be turned off and put away. Students wishing to make necessary phone calls may do so through the school office. 

Visible electronic devices disrupting learning time, will be confiscated by staff members, turned in to the school office and returned to the student at the end of the school day. Students who repeatedly display and/or use electronic devices on campus will have them confiscated and will receive disciplinary action. The student’s electronic device will be held in the school office until a parent/legal guardian comes to pick up the phone. 

The school and/or school district is not responsible for lost, broken, or stolen items, such as cellular phones, or any other electronic devices including Smart Watches brought to school. THE USE OF CELLULAR PHONES IN RESTROOMS AND/OR LOCKER ROOMS IS PROHIBITED AT ALL TIMES. ANY STUDENT WHO COMMITS EITHER OF THESE ACTS MAY BE GUILTY OF A MISDEMEANOR CRIME UNDER CALIFORNIA PENAL CODE 647(J) SECTIONS 1 THROUGH 5.

Media Release

Throughout the year teachers and fellow students photograph and video record our students as they participate in routine academic, artistic, or athletic activities to create memories of our year together and document our learning process. The photos and videos are used in school-related assignments, projects and materials put out through school newsletters, yearbooks, our website, social media, student blogs and other channels deemed appropriate and safe. This authorization permits the use of photographs, video, and audio, in any medium or form of distribution, including, but not limited to, the Bethany Elementary School website, newsletters, yearbook, assignments or projects for fifth grade classes. If you give permission for your child to be photographed and participate, you do not have to do anything. If you do not wish to grant permission for your child to be photographed, videoed by the teacher as effective in teaching the curriculum, please contact me via e-mail or send a note in with your student to request an opt out form. 

Academic Honesty 

As stated in the Student Handbook: 

All work submitted by students should be a true reflection of their effort and ability. If it is not, then the student has demonstrated unacceptable behavior. The following instances are considered cheating:

• Claiming credit for work that is not the product of one’s own honest effort.
• Providing unwarranted access to materials or information so that others may dishonestly claim credit.
• Submitting work done entirely or in part by another person.
• Giving test answers to another student or getting test answers from another student.
• Representation of another person’s words or ideas as your own by not properly citing the source and giving the author credit.
• Copying from the internet and/or from another student.
• Knowledge and tolerating of the aforementioned circumstances. 

Any behavior, which can be defined as cheating, represents a violation of mutual trust and respect essential to education. Students who cheat should expect to be confronted by their teacher and be subject to the following penalties. 

• A “zero” on submitted work. 
• Possible disciplinary referral.
• Notification of parents.

Classwork

Students are given a task-specific, appropriate amount of time to complete their classwork in class. Unfinished classwork time is not counted as homework time that may be assigned nightly. If they do not complete the work in class (with their group or individually), then they are expected to complete the task on their own time. Classwork is due by the end of the day on the day it is assigned. We are building our collaborative work skills; you will be assigned to a group. You must still individually submit your completed assignment for grading on Canvas. Students who fail to submit the work themselves will earn a zero; see Missing Work Policy.  Although you may work in a group during class time, you are individually responsible for completing the work. If the group does not complete a task in class, the individual student is responsible for completing and submitting it on their own (also speak to us about this challenge so we can address it quickly).

Late/Missing Work Policy

Students are expected to turn in work on time, on the Due Date. If a paper or digital assignment is not handed in or submitted when the class collects it, it is considered missing. Missing assignments will be marked as a zero, and zeros have a dramatic impact on grades. It is ALWAYS better to attempt all portions of every assignment than to give up and not do something. Points are always given for a legitimate attempt at completing a task. Students who do not turn in assignments may receive a consequence. Late homework WILL be accepted. However, we may only accept it until one calendar week after the original Due Date and at the end of the unit. Please note: this grace period shrinks because I must enter grades a week before they go out to families for administrative purposes. 

Long-Term Assignments

Throughout the year, long-term assignments will be added to regular classwork and homework. Some class time will be made available to work on these, as well as assigned homework minutes allotted toward these assignments. These long-term assignments include essays, slide shows, and projects. They may be individual or group-based assignments. The assignment due dates are announced when the task is assigned and are not altered by absences. We will not accept original submissions after the Re-Do Deadline date has passed. (See Late/Missing Work Policy.) 

If a student is dissatisfied with their original score on the assignment, they may have an opportunity to redo the assignment to improve their original submission, provided they do so before the original deadline date. Students may ask the teacher if they can redo group work on their own or with other group members; each member must submit the redo individually for reevaluation grading. Revision can be a highly beneficial tool that teaches students to reflect on their progress and abilities and take steps to strengthen them. Revision also encourages students to review their scores and feedback and make improvements. Instead of creating new opportunities, revision can help reinforce the skills and outcomes of previous opportunities. We will not accept long-term assignments from redo submissions once the Re-Do Deadline date has passed. (See Late/Missing Work Policy.)

Suspension Work Policy

According to Ed Code 48913: “The teacher of any class from which a pupil is suspended may require the suspended pupil to complete any assignments and tests missed during the suspension.”

Student Absence

Long-term assignments (more than one night/day major projects) are still due on the announced due date, regardless of absence, unless you make special arrangements with the teacher in advance. Deadline dates will not be altered regardless of absence; no exceptions. Please see Late/Missing Work Policy.

The teacher does not determine whether an absence is excused or unexcused; the attendance secretary determines this according to district policy.

Please note that regardless of the reason for the absence, excused or unexcused, if an assignment is collected for the class as a whole while you are absent or during the make-up work grace period for an absence, it will be marked as missing. (See Missing Work Policy) However, they will not lose any points or face consequences as long as the work is submitted before the end of the make-up work grace period.

Students who miss work because of an absence will receive the opportunity to make up missed work. All graded/assigned work can be found on Canvas from home while you are out or upon return. Since students use this system daily, they are expected to retrieve missed assignments without teacher assistance. We encourage students to ask a responsible peer upon return. Upon returning to school following an absence, it is a student’s responsibility to contact the teacher during a work period if they need help figuring out what they missed. Students should make contact on the day they return to school during a work period.

Students will have the opportunity to make up work missed because of an excused absence and will receive full credit if they turn it in according to the make-up work grace period schedule (each day of excused absence merits one make-up day). Make-up work submitted late will be subject to consequences listed in Late/Missing Work Policy. Until we receive the work, we will mark it as missing, even if you are still in the make-up work grace period. 

Students who miss schoolwork because of unexcused absences may or may not be given the opportunity to make up missed work for full or reduced credit. Students with a planned absence for unexcused reasons must obtain all work for the period they will be absent before the absence (Independent Study contract), and they must turn it in immediately upon their return to school.

Extenuating Circumstances

A student with extenuating circumstances may turn in homework/classwork the next day if they bring in a parent/guardian note or an emailed exemption. Habitual parent notes will not be accepted-no more than once per trimester.

Extra Credit

There may or may not be limited opportunities for extra credit work during a given trimester, therefore it is necessary for each student to strive to perform at the highest level at all times. Under no circumstances will work be created just before grades to rescue someone from a well-deserved “1”. This is unfair to students who have been conscientious in their work all trimester, as well as to the students who have assumed it is unnecessary to participate in the educational process. 

Canvas

All students have a Canvas account and will be using them for all courses. Grades are viewable in Canvas. Parents are encouraged to make an observer account (more details on this coming to families in Thursday emails)!

Communication

• We strive to be transparent and clear with how we run our classrooms.
• The fifth grade team sends home an email (usually on Thursdays after school-although if we are out on Thursday, sometimes it will go out Friday morning) every week to let you know what we have been working on and any important reminders.
• Our website is a great place to find communications and an easy way for everyone to get information about our class. It has an archive of our Weekly Emails and access to resources for Social Emotional Support, Digital Citizenship and Academic Improvement
• The website also has commonly asked questions with answers. These all started out as a parent asking a question, a generalized question about procedures, methods, etc., and we realized that it could benefit others to see that same response, so I posted them (without any student names referenced) so that knowledge is out on the website for everyone to use.
• If the website doesn’t answer your question, or you have a concern or comment, the fastest way to contact our team is directly via our Gmails. Please DON'T send messages through this website, through Aeries, or through Canvas, as those spaces are not reviewed regularly
• Please don't sit and stew in frustration or confusion. Email us about what you want to know so we can answer it for you.  We can answer a wealth of questions and concerns via email much faster than anything else. If you have a question, others may too, so ask and we will email you back.
• If our response doesn’t answer your question, please let us know right away what is still unclear. Otherwise, we hope my answer cleared up the confusion or challenge; if it hasn’t, that was NEVER our intent!
• As stated in the Bethany Handbook, teachers are the first stop for all communication with the school so please contact me if you have any questions, comments or concerns. We are here to help.