Jefferson Elementary Handbook

Jefferson Elementary School encourages and teaches appropriate behavior through a proactive approach called “Positive Behavioral Interventions and Supports” (PBIS). PBIS is a school-wide approach to make our school safe and to promote positive student behavior. It’s also a way for us to decide how to respond to a child who misbehaves.

Following are a few important PBIS principles:

• Every child can learn proper behavior.

• Stepping in early can prevent more serious behavior problems.
• Each child is different and schools need to provide many kinds of behavior support.
• How schools teach behavior should be based on research and science.
• Following a child’s behavioral progress is important.
• Schools must gather and use data to make decisions about behavior problems.

Keep in mind that PBIS is not a treatment or therapy. It is more like a framework for teachers, administrators and parents. It’s used with all students in our school, whether or not they receive special education services. According to several studies, PBIS leads to better student behavior. In schools with PBIS, students receive fewer detentions and suspension. There is less bullying. Students also have better grades.

The Focus of PBIS: Prevention, Not Punishment

In a school with a traditional approach to discipline, teachers/staff may try to correct behavior through punishment.

By contrast, in a school using PBIS, the focus is on preventing problems. From the start, students learn about what behavior is appropriate, just like they learn math or science. Students are taught social skills, including how to act in different settings, such as the classroom, on the bus or with friends. This is done through instruction in or in our “common” areas on what appropriate behaviors should look like throughout our school community.

Your child’s teacher will be teaching their classroom behavior expectations during the first week of school and re-teaching/reviewing them during the year. Please contact your child’s teacher to find out the expected classroom behaviors.

In addition, your child’s classroom teacher will be teaching the “common area” behavior expectations during the first few weeks of school and re-teaching/reviewing them during the year.

PBIS has an emphasis on interaction and modeling by all staff members and focuses on both a child’s behavior and the child as a human being. PBIS is a pro-active approach rather than a re-active approach to discipline.

Our staff wants your child to feel safe and secure at our school. Please consult the Pullman School District School Board Policy 3241 and 3241 (F1, F2, & P) for additional information. You will find a copy of the policy on the Pullman School District website or you may request a copy from the office.

We sincerely appreciate your support and assistance as we work to build a community of responsible citizens who can learn, work, and play with others throughout their lives.

For more information regarding the Washington state student discipline laws please visit the following link: Washington State Student Discipline

BREAKFAST/MORNING SCHEDULE

MORNING RECESS

LUNCH SCHEDULE

AFTERNOON RECESS

AFTERNOON DEPARTURE

TEACHER/STUDENT/PARENT LEARNING COMPACT: 2026-2027 SCHOOL YEAR

JEFFERSON ELEMENTARY TITLE I PARENT INVOLVEMENT POLICY

Jefferson Elementary School is committed to ensuring each child makes academic progress. For those students who are having difficulties learning in reading and math we have additional interventions and support through the Title I Program. Their progress is monitored frequently and instruction is based on scientifically validated strategies, with a goal of getting the students to their grade level performance levels as quickly as possible.

HIGHLY QUALIFIED TEACHERS & PARAEDUCATORS

As a Title I school, we must meet federal rules related to teacher qualifications as defined in Every Student Succeeds Act (ESSA). These rules allow you to learn more about your child’s teachers’ training and credentials. We are happy to provide this information to you. At any time, you may ask:

• Whether the teacher met state qualifications and certification requirements for the grade level and subject he/she is teaching,
• Whether the teacher received an emergency or conditional certificate through which state qualifications were waived, and
• What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.
• You may also ask whether your child receives assistance from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.

You may also ask whether your child receives assistance from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.

Our staff is committed to helping your child develop the academic knowledge and critical thinking he/she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals are highly skilled.

If you have any questions about your child’s assignment to a teacher or paraprofessional, please contact the school office by calling (509) 332-2617.

INFORMATION REVIEW

Title I, Part A Parent Involvement Policy requirements and the School/Student/Parent Compact are explained to parents and reviewed during our Title I Parent Meeting and Grade Level Curriculum Night. Feedback from our Title I Parent Meeting will be considered for incorporation into the Jefferson Elementary School Title I Compact.

The commitments below represent our 2024-2025 School/Student/Parent Compact:

Title One Annual Parent Notifications and Core + (Title I & LAP) Academic Support Services can be found on our website: CORE ACADEMIC SUPPORT SERVICES

Teacher Commitment

I will…

• Build positive relationships with students so they know I am there to support them through their academic and personal pursuits.
• Communicate with parents and guardians in regard to child’s academic and/or social-emotional growth in multiple ways (ParentSquare, Phone, Paper).
• Give precise directions to students that focus on their movement, voice level, and participation.
• Positively narrate students to help them know exactly what learning activity it is that we expect them to accomplish.
• Use the accountability hierarchy to support student success in behavior and academics.

• Commit to ensuring your child meets grade-level essential standards.
• Encourage your child to read daily (*20 minutes is the recommended amount of time for daily reading)

Student Commitment

I believe I’m a successful student when:

• I believe my brain gets stronger as I learn new things.
• I believe mistakes help me learn and grow.
• I believe I can try again when something feels hard.
• I can use respectful words when talking with others.
• I can have a safe body around others.
• I read every day to improve my skills.

Parent Commitment

I will…

• See that my child is on-time and attends school regularly.
• Check my child’s backpack and review their schoolwork with them at least once a week to stay informed and support their learning.
• Check ParentSquare regularly for important communications from school.
• Celebrate my child’s academic and behavioral successes to encourage and support their growth.
• Support my child’s teacher in their use of the accountability hierarchy.
• Inform my child’s teacher of any major family changes that may affect my child.
• Read to and with my child regularly.

WASHINGTON OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Old Capitol Building

PO Box 47200

Olympia, WA 98504-7200

k12.wa.us

IMPLEMENTING STUDENT DISCIPLINE POLICIES AND PROCEDURES: RESEARCH-BASED PRINCIPALES FOR SCHOOL DISTRICTS

In response to significant changes to OSPI discipline rules under Chapter 392-400 WAC, WA State Legislature: Discipline school districts are in the process of revising discipline policies and procedures at the local level. The following principles highlight the major policy areas educators need to be aware of to meet state requirements, and the research supporting why implementation is critical for improving equity and fairness in the administration of school discipline.

Engage Families, Students, and Staff in Discipline Decisions

• Research highlights the benefits of inclusive decision-making processes and family engagement
• OSPI rules provide multiple opportunities for meaningful parent and family communication
• School districts must consult with staff, students, and families about discipline policies

Eliminate Zero-Tolerance Discipline Policies and Practices

• Research finds punitive practices produce negative and racially disproportionate outcomes
• OSPI rules prohibit school districts from administering mandatory exclusionary discipline
• School districts may no longer immediately suspend a student for “exceptional misconduct”

Adopt Positive and Instructional Approaches to Behavior

• Research demonstrates restorative discipline approaches can mitigate disparities
• OSPI rules require district policies to identify best practices to support student behavior
• Educators must attempt or consider best practices before exclusionary discipline

Disrupt Inequitable Discipline Decision-Making Processes

• Research promotes strategies for neutralizing implicit bias in discipline decision-making
• OSPI rules establish procedures intended to slow down discipline decision-making processes
• Educators must consider individual circumstances, context of behavior, and school safety

Focus on the Classroom Context and Data-Informed Decision-Making

• Research shows disproportionality in discipline starts at the classroom level
• OSPI rules provide procedures for classroom exclusion and using disaggregated discipline data
• School administrators and teachers must collaboratively review building discipline standards

Resources and Contact Information

The following resources are available on OSPI’s Student Discipline website:

• Student Discipline Rules Q&A: A Technical Guide
• Behavior Menu of Best Practices and Strategies
• Discipline training content on Classroom Procedures and Administrative Procedures

For technical assistance and training contact:

Joshua Lynch, Student Discipline and Behavior Program Supervisor

joshua.lynch@k12.wa.us | 360-725-4969

Parents are encouraged to contact their child’s teacher with any issues needing attention. Parents may also contact the school CORE+ teachers, Niki Wolf or Robin Hendrickson by calling (509) 332-2617.

Parents also have the option of requesting a meeting with the teacher, principal, or counselor. Jefferson has a Student Intervention Team (SIT) that meets regularly to discuss students of concern. Any staff or parent may request a SIT team meeting and the team will address those concerns.

Dear Jefferson families,

In an effort to best meet the needs of all students, our district has a policy related to food in classrooms. We have students in each of our schools with diagnosed life-threatening food allergies and others with food sensitivities. The changes made to our policy are intended to better care for our students and are the result of a recommendation from our district Wellness Committee. The Wellness Committee is comprised of school administrators, district employees, community members, and parents. Thank you in advance for your cooperation and understanding.

We no longer serve food on individual student birthdays. We will allow for activities that involve food up to once a month in each classroom, at the discretion of the teacher. Individual teachers will create their own classroom birthday recognition practices, which often include learning components on the student's special day. These events may have different themes and purposes at each grade level, and may take the form of a combined monthly birthday celebration. In all cases, families will have prior notice of the events, including information about what types of food will be available, so that parents may plan alternative food options for their child if needed.

Food practices in individual classrooms will be mindful of life-threatening allergies, food sensitivities, health, and the potential for disruption, and will be communicated by individual classroom teachers. There are many occasions when we wish to recognize accomplishments of students and we will continue to explore and implement strategies unrelated to food. We hope to create a safer, healthier environment, and minimize loss of instructional time throughout the school year. In order to move forward, we need your help.

A list of approved snacks will be available in the school office and on our school district website (Food and Snack Policy 6700P). Please do not bring food to school unless pre-arranged with the school and/or classroom teacher. Instead of bringing food, please consider bringing stickers, pencils, erasers, etc. for birthday celebrations.

For further guidance see Pullman School District Administrative Procedure 6700P.

Thank you for your help and consideration in this matter. Please don’t hesitate to contact me if you have questions.

Sincerely,

Kelsey Winningham

Principal

Common sense and consideration is the best guide in determining whether or not to bring personal possessions to school. We expect students not to bring extra money or other valuables to school. Personal toys or any other items that may be disruptive to the students, teachers, and/or the educational process at Jefferson Elementary School are not allowed. Neither the school nor any of its staff will be held responsible for damage to or loss of personal items brought to school.