Ed Clapp Elementary
EXPLORER BULLETIN - SEPTEMBER 2019
The mission of Ed Clapp Elementary School
- Do not leave vehicle unattended.
- If you are coming in the building use the visitor parking spots or the Bethel lot.
- Be patient—traffic clears out quickly.
- Never double park or have children run between cars.
- Student safety will always be our number one priority. At Ed Clapp, we conduct drills in accordance with the North Dakota Century Code and the Fargo City ordinances. This includes at least three Shelter in Place/Tornado drills, three lockdown drills, and monthly fire drills (weather permitting).
- We also request your assistance with keeping our students safe before, during and after school. If you child walks, encourage him/her to ALWAYS use sidewalks and avoid cutting through parking lots of businesses.
- Due to the extensive traffic on 25th Street and 32nd avenue, make use of the bus routes.
- Always call the office if your child is going to be absent from school. When we have not been informed that a child is going to be absent, the office staff spends time making phone calls to verify the absence.
- Tardies: Our first bell rings at 8:10. This is the time when students are allowed to go to their lockers and inside their classrooms. Students must be in their classrooms by 8:20. The time from 8:10 to 8:20 is important for organizing and preparing for the day. It is important for all of our students to be on time…meaning in the classroom and ready to learn at 8:20.
- Absences: If your child office staff at 446-2900. If we do not hear from you or office will be calling to check the whereabouts of your child....your child's safety is always our number one concern. Being on time and having good attendance is crucial for learning. When a child is habitually absent/tardy, there is a negative impact on learning. If you are ever having trouble with getting your child to school, please call our or your child is feeling sick to often, please call the office. Our school counselor, Nancy Tisor, would be happy to work with you and offer support and suggestions.
- If you need to pick up your child during the day, please come to the office to sign he/she out. The office will call your child out of his/her classroom. Due to district policy, we are unable to call your child out of the classroom before you have arrived at the school.
Indian Education Registration
Indian Education Registration
Indian Education services are available to students who are either a descendent or an enrolled member of a tribe and have a completed Title 7 grant 506 form on file in our office. If you haven’t already enrolled in the Indian Education program, please call us and we can mail the forms to you or you can stop by our office to fill them out. Please have the student, parent or grandparents tribal enrollment number ready. If you do not have access to the tribal enrollment number, we can assist you in obtaining it. We only need one of the three enrollment numbers. If you know that you filled out our Title 7 506 form and you didn’t put a tribal enrollment number on it, please call our office with it at 701-446-3052.
Funding for the Title 7 grant includes school supplies, a mentoring program for students in grades 6-12 (need to qualify), advocating and cultural programming (i.e. Youth Leadership Day, Storytelling event, Indian Summer Reading Program, graduation picnic).
The Title 7 506 form only needs to be filled out once and it is kept in our files until they graduate.
The form can be filled out electronically, but it will need to have a physical signature on it. The forms are available on our website at www.fargo.k12.nd.us/indian under forms. You can email, fax or mail it over to our office. You can also access our monthly newsletter on our website.
The form needs to be returned to the Indian Education Office located at the Agassiz Building, 1305 9th Avenue South, Fargo ND 58103.
These forms are necessary to fund the Indian Education Program so that we can continue to provide cultural and academic support to the Native American students in the Fargo and West Fargo Public Schools. Thank you for your assistance!
HEAD LICE…..Never a topic we want to discuss, but something that we need to be informed about.
The Fargo Public Schools policy regarding head lice (AP 4780): Exclude from school until treated and determined to be non-communicable (no nits). Children should be treated for lice as soon as possible. Close contacts should be checked frequently for two weeks. Head to head contact with other children should be discouraged. (Note: Cass Public Health philosophy differs from that of Fargo Schools.)
Due to the low risk of transmitting head lice at school and to maintain confidentiality, letters will NOT be sent to parents of classmates and classrooms will NOT be checked
What do I Need to Know? Head Lice (Pediculosis Capitis)
What are head lice?
Head lice are small insects (less than 1/8 inch long). They range in color from red to brown, black, yellow-tan or gray-white. Head lice live on blood they draw from the scalp and lay tiny, gray/white eggs (known as nits) on a hair shaft near the scalp. The warmth from the scalp is needed for the eggs to hatch. Head lice are not known to spread disease.
Who is at risk for head lice?
Head lice infestations occur in all socioeconomic groups, are not an indication of poor hygiene, and can affect anyone.
What are the symptoms of head lice?
Most people who have head lice do not have symptoms at all. When symptoms do occur, the most common signs include itching of the skin on the scalp or neck where lice feed. Nits are glued to hair, commonly behind ears and at or near the nape of the neck. Scratching, especially behind and around ears and at the nape of the neck, may lead to open sores and a bacterial infection that also my cause swollen lymph nodes.
How soon do symptoms appear?
Symptoms appear when a live louse is present.
How are head lice spread?
Head lice are spread most commonly by direct contact with hair. Additionally, infested people can also spread head lice by sharing combs, brushes, hats, blankets or sheets with others, but this is not very common. It can be spread only by live lice and not nits.
When and for how long is a person able to spread head lice?
Head lice will spread until they are treated with a chemical that kills lice and until the eggs have been killed or removed. Research has shown that removal of nits may not be necessary.
How is a person diagnosed?
Diagnosing head lice is done by identifying the presence of live lice or nits within 1/4 inch of the scalp. Identification of eggs and lice with the naked eye is possible; however, the use of a hand lens or microscope may help to confirm the identification.
What is the treatment?
Over-the-counter treatments and prescriptions that kill lice and most viable eggs are available. Follow the directions on the label. Re-treat nine days after initial treatment if not otherwise specified on the product label. Contact your health-care provider or local public health unit for more information.
Does past infection make a person immune?
No. A person who previously had head lice may get it again.
What can be done to prevent the spread of head lice?
Follow these steps to prevent the spread of head lice:
· Avoid sharing headgear, coats, hats, hair ornaments, helmets, headphones, combs, brushes, towels and bedding.
· Combs and brushes should be washed in hot water (130 °) for 10 minutes.
· Items that cannot be washed should be bagged and stored for two weeks.
· Provide separate storage areas for clothing so that the personal articles of one person do not touch the personal articles of another.
· When an infestation is found, check the hair and scalp of all household members and treat only those who have lice and those who share the same bed with the infested person.
For additional information about head lice, head lice removal, school exclusions, etc., contact the ND Department of Health, Division of Family Health at 800-472-2286.
American Academy of Pediatrics, [Pediculosis Capitis]. In: Pickering LK, ed. Red Book: 2009 Report of the Committee on Infectious Diseases. 28th ed. Elk Grove Village, IL: American Academy of Pediatrics; 2009: [495-497}
North Dakota Department of Health, (2012). Head Lice; A Lousy Problem. Division of Family Health. pp. 1-30
The following information is included as requirements for our Schoolwide Title Program:
Ed Clapp School-Family Compact
Ed Clapp Elementary Staff and the parents/guardians of the students participating in activities, services, and programs funded by Title I agree that this compact outlines how they will share the responsibility for improved student academic achievement and the means by which the school and families will build and develop a partnership that will help children achieve the State’s high standards.
This school-parent compact is in effect during the 2018-2019 school year.
Ed Clapp Elementary Staff will:
1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows:
· Teach to the North Dakota State Standards
· Use research-based instruction strategies and curriculum
· Create a positive student culture
· Model the Explorer Expectations and hold students accountable for meeting them
· Use data to meet students’ needs through whole group and small group instruction
2. Hold parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, these conferences will be held:
· In conjunction with the annual District calendar in which elementary conferences are held twice a year in November and February
3. Provide families with frequent reports on their children’s progress. Specifically, the school will provide reports as follows:
· Standards-based progress report three times per year: November, February, and May/June
4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with families as follows:
· Phone calls and/or emails
· Individual meetings
· Classroom updates/newsletters
5. Provide families opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows:
· Teachers will share volunteer opportunities within the classroom throughout the year
· Parents/guardians interested in volunteering on a regular basis can contact the office for volunteer opportunities
· Parents/guardians interested in observing can contact the school office and observations will be scheduled based on district policy.
We, as parents/guardians, will support learning in the following ways:
· Encourage at-home reading and support a love for learning
· Ensure that my child comes to school on time and ready to learn
· Monitor amount of screen time for my child
· Participate, as appropriate, in decisions relating to my children’s education
· Stay informed about my child’s education by attending all parent-teacher conferences and participating in school events when possible
· Hold my child accountable for following the Ed Clapp Explorer Expectations
Parents Right to Know
Request for Information: Parent’s Right to Know
As Required by the Every Student Succeeds Act (ESSA)
Our school receives federal funds for Title I programs that are part of the Every Student Succeeds Act (ESSA). Under ESSA, you have the right to request information regarding the professional qualifications of your child’s classroom teacher(s).
As always, we want to keep our parents informed on the quality education we deliver, and sharing staff qualifications is an excellent way to illustrate our commitment to our students. The staff at any school defines the education environment, and we are devoted to finding the best quality teachers and paraprofessionals to work with your children to ensure our school is a place where they can succeed.
Below is a table that lists the teaching staff at our school along with their current position, degree major, any other graduate degree, certification or endorsement, years of teaching experience, and whether or not they meet the state qualifications and licensing requirements.
(Grade Level/ Subject)
Bachelor’s Degree Major and/or Major Equivalency
Graduate Degree or Special Credentials or Endorsements
Meets State Qualification and Licensing Criteria
Teaching Under Emergency or Provisional Status
Years of Teaching Experience
Below is a list of the paraprofessionals who work at our school and their qualifications. If your child receives services in our Title I program, these paraprofessionals may be assisting your child as he/she works with our Title I teacher. We also use paraprofessionals to assist classroom teachers and special educators.
Meets ESSA Requirements
In addition, if at any time during the school year a teacher who is not highly qualified for four or more consecutive weeks teaches your child, you will receive timely notice from the school.
Again, thank you for your inquiry. Please continue to contact me at any time if you have questions.
Fargo Public School District Documentation of Annual Review--Ed Clapp Elementary 2019-2020
Our school wide annual review took place on Wednesday, May 22, 2019. This meeting was led by Student Performance Strategist: Erin Kaluza and Assistant Principal: Lori Conmy. All staff in the school were invited to be in attendance at the meeting.
Review and evaluation of Title assurances and required components and implementation
Review school wide goals
Review of data--including achievement, demographic, perception, and program
Review of instructional strategies and initiatives/learning activities implemented and changes
After reviewing each of the above items, it has been determined the following changes will take place during the 2019/2020 school year regarding the school wide plan and its initiatives
We will continue on our initiatives in the following areas:
1. Developing a positive student culture including the use of the Second Step curriculum, Circle Practices,, ENVoY, and the use of a Behavior Interventionist and Behavior Technician
2. Focused, high quality instruction— including an emphasis on the Marzano Evaluation Tool, 21st Century Skills, and the use of Learning Targets
3. Using collaborative inquiry to differentiate instruction in reading and math including small group reading and math blocks with additional specialists assigned to each grade level, scheduled PLCs to review data and plan instruction for reading, math, and behavior approximately every 6 weeks, and the development of Tier 2 and Tier 3 intervention plans.
We will make the following revisions/modifications to the plan:
1. Positive student culture—
Implementation of Second Step Curriculum
Morning PLCs for social/emotional skill development
All staff trained on Second Step language
MTSS-B expansion and district training
Electronic behavior forms and reports
Use of Districts’ expectations/rules chart
2. Focused, high quality instruction—Increased emphasis on 21st Century skills
All Marzano elements
Increased use of 21st Century Learning Targets
Continue Second Step SEL implementation
3. Using collaborative inquiry to differentiate instruction in reading and math
AVMR PLC’s: K-2 combined focus on all three areas, 3-5 combined focus on multiple and division
Reading PLC and PD: K-2 focus on technical aspects of reading instruction (CRCL), 3-5 focus on comprehension for writing
We will determine our effectiveness by:
Analyzing our SMART goals for reading, math and student culture
Reviewing Fall, Winter, and Spring Benchmark Data
Reviewing Fall, Winter, and Spring AVMR Data
Reviewing results of SEL Assessments and Exit Slips
Reviewing the results of student intervention plans
Reviewing behavioral data (major, minor, OSS, ISS)
Marzano teacher effectiveness
Federal regulations require that each district adopt procedures for receiving and resolving disputes pertaining to Title Programs. If a parent, school personnel or any interested person wishes to file a complaint, the following process must be followed:
· The written complaint must be sent via mail or e-mail to:
(Manager of the specific Title program)
Fargo Public Schools
415 4th Street North
Fargo, ND 58102
Fargo Public Schools Title Managers
Title I Part A (Disadvantaged Students) Jan Anderson firstname.lastname@example.org
Title II Part A (Teacher Training/Recruitment) Robert Grosz email@example.com
and/or Missy Eidsness firstname.lastname@example.org
Title III (English Language Acquisition) David Burkman email@example.com
· Any complaint must include:
o The date;
o The name of the district, unit, or individual the complaint is against;
o The name, address, and telephone number of the person making the complaint;
o A detailed description of the complaint, including specific facts; and
o The signature of the person making the complaint.
When a complaint is filed, the appropriate Fargo Public Schools Title Manager will investigate and issue a written response within sixty (60) calendar days from the date the complaint was received.
Once a response is received from Fargo Public Schools staff, the person making the complaint has the right to have their complaint reconsidered. The complainant may submit a reconsideration request in writing to the North Dakota Department of Public Instruction and the U.S. Department of Education.
State Superintendent The Secretary of Education
North Dakota Department of Public Instruction U.S. Department of Education
600 E. Boulevard Avenue, Department 201 555 New Jersey Avenue NW
Bismarck, ND 58505-0440 Washington, D.C. 20208
Title I District and Ed Clapp Parent Involvement Policy Fargo Public Schools 2019-2020
PART I. DISTRICT EXPECTATIONS
Each school district must establish the district’s expectations for parental involvement. [Section 1118(a) (2), ESEA.]
The Fargo Public School District agrees to implement the following statutory requirements:
· The school district will put into operation programs, activities, and procedures for the involvement of parents in all of its schools with Title I programs. Those programs, activities, and procedures will be planned and operated with meaningful consultation with parents of participating children.
· The school district will work with its schools to ensure that the required school-level parental involvement policies meet the Title I requirements, and include, as a component, a school-parent compact.
· The school district will incorporate this district-wide parental involvement policy into its district plan.
· In carrying out the Title I parental involvement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with children with limited English proficiency, parents with children with disabilities, and parents of migratory children, including providing information and school reports in an understandable and uniform format, including alternative formats upon request and, to the extent practicable, in a language parents understand.
· If the district plan for Title I is not satisfactory to the parents of participating children, the school district will submit any parent comments with the plan when the school district submits the plan to the Department of Public Instruction.
· The school district will involve the parents of children served in Title I schools in decisions about how the one percent of Title I funds reserved for parental involvement is spent and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools. (Only applicable for districts with Title I allocations greater than $500,000.)
· The school district will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carry out programs, activities, and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—
(A) That parents play an integral role in assisting their child’s learning;
(B) That parents are encouraged to be actively involved in their child’s education at school;
(C) That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
(D) The carrying out of other activities, such as those described in section 1118 of the ESEA.
· The school district will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in North Dakota (i.e., NDPASS in Minot, ND).
PART II. DISTRICT/LINCOLN PARENTAL INVOLVEMENT POLICY REQUIRED COMPONENTS
1. The Fargo Public Schools will take the following actions to involve parents in the joint development of its district/Ed Clapp parental involvement plan:
· Invite one parent/Title I school in the district to take part in the development of the district/Ed Clapp parental involvement plan.
· Incorporate suggestions (from the building level surveys) in the parental involvement plan to design strategies for more effective parental involvement.
Written Notification of Interactive Dashboard (School District Report Card)
North Dakota has launched a new website designed to help communities across the state access important information about K-12 districts and schools. NDInsights features easy-to-read reports on multiple measures of school success, including:
· Test scores
· Graduation rates
· English Learner progress
· Student attendance.
NDInsights, or more commonly referred to as the “Dashboard,” is part of North Dakota’s new accountability system. It is the next step in a series of major shifts in public education that have raised the bar for student learning, transformed testing, and placed the focus on equity for all students. To learn more about the state’s accountability and continuous improvement, visit North Dakota’s ESSA website.
To find out more information about our school, visit NDInsights, select “Find My School,” and search alphabetically for our school.
Why a new system and new tool?
North Dakota is committed to informing communities about how well our schools are doing. North Dakota’s future success depends on tapping into the potential of all students, so they graduate choice ready with the knowledge, skills and disposition to be successful. For schools to reach this goal, teachers, parents, and the community need clear and useful measures of progress. As an accountability tool, the Dashboard will help the state identify schools receiving additional support and assistance.
What is different?
In the past, the accountability system for districts and schools relied heavily on test scores. But one test taken on one particular day does not provide a complete picture of all the ways schools are helping students succeed. The Dashboard continues to provide information on different aspects of student performance, but also includes information on school growth and other factors reflecting a more comprehensive view. The Dashboard replaces the former School District Report Card and Adequate Yearly Progress (AYP) reports.
Please note, the data made available to the public masks or hides data for groups with 10 or fewer students to protect confidential information about individual students.
What’s next for our district?
We have strong plans for working to improve the educational programs at our school. We would like you and your child(ren) to continue to be active participants in our educational system. Please help support our high expectations for student achievement by participating in the school educational initiatives, offering input and support in our endeavors to raise student achievement, or volunteering at the school. Meeting our school’s goals will take a united effort, and I look forward to working with our families to ensure success for each student.