Madison Elementary

September 2020 Newsletter

Madison Staff for 2020-21 School Year

Principal: Bobby Olson

Administrative Assistant: Kristin Archbold

Office Assistant: Carrie Holland

Kindergarten: Maddison LaLonde

Grade 1: Ariel Longtin and Jon Danuser

Grade 2: Erika Steenerson

Grade 3: Andrea Deschamp

Grade 4: Zachariah Leer

Grade 5: Guy Vannote

Special Education: Andrea Strom, Sara McAndrew and Peggy Simonson

Reading Recovery: Marissa Soppeland

Math: Dona Janssen

Art: Margaret Johnson

Gifted Services: Emily Cummings

OT: Alyssa Briggs

Music: Kathleen Thomas

Physical Education: Rochelle Olson

Speech: Tracy Osman

Counselor: Jill Linnell

Social Worker: Carly Gaddie

Media Specialist: Stephanie Newland

Library Assistant: Michelle Fuglesten

ELL: Peggy Tri

Title I Reading: CeCelia Doll

Paraprofessionals:

Julie Schumacher

Christopher Kostuck

Natasha Baker

Rhonda Olson

Tyshaun Brown

Tyjuan Brown

Kari Dallmann

Alaya Diamond

Engineer: Lonnie Glaser

Cook: Betty Simonson

Custodian: Gene Messerschmidt

Cook Assistant: Erna VanRaden

ELEMENTARY MEAL PRICES FOR 2020-21

Breakfast

All Students are free

Adults: $2.15


Lunch

All Students are free

Adults: $3.50

AFTER SCHOOL PROGRAMMING

Madison Elementary will not have any after-school programming while in Level 3 – Hybrid Learning. If you are in need of before and/or after-school care, please contact the YMCA about their MASH program at 218-259-2326 or www.ymcacassclay.org

MORNING DROP-OFF PROCEDURES

During Level 3 – Hybrid Learning, Madison Elementary will be using different doors to allow students to enter the building. Please us these doors to help maintain social distancing.

Kindergarten – Door 3 at the north parking lot

1st and 2nd – Door 10 at the south end of the school - walk through the fence at the south end of the building

3rd – Door 5 on the east side of the building

4th and 5th – Door 9 on the southeast side of the building

AFTER-SCHOOL DISMISSAL AT 2:02PM

Madison Elementary will end its school day at 2:02 pm. Students are expected to ride the bus home, walk home, get picked up by a parent/guardian or attend the MASH program.


Parents/Guardians are expected to be on time for pick up at 2:02pm.

SCHOOL SECURITY

ALL doors into our school are locked. During Level 3 – Hybrid Learning, we will have paraeducators at each of the four doors we are using to enter the school from 8:25 am to 8:40 am to allow students into school. If your student arrives late to school, you must use door 5 and buzz to enter the building.


Parents/Guardians are only allowed to enter the building if you have a scheduled appointment with a Madison Elementary staff member. If a parent/guardian wishes to meet with a staff member or with the Principal, Mr. Olson, please contact the school.

DISMISSAL DURING SCHOOL HOURS

If a parent/guardian is picking up a student for an appointment or if a student is ill, we would ask you to call the Madison office when you arrive and wait in your vehicle. A staff member will bring your student to you.

PICKING UP YOUR CHILD FROM SCHOOL

We ask that parents please wait outside to pick up their student from school. Students will exit the same door that they enter in the morning to help us maintain social distancing.


REMINDER: Please do not block the neighborhood mailboxes when parking on the street or the bus lane when picking up children from the north parking lot door. Thanks!

MESSAGES FOR STUDENTS

Please limit messages for your child to those of an emergency nature. We try to avoid interrupting classes to deliver messages, and we appreciate your help in making arrangements with your child prior to the start of the school day.

ABSENCE OR TARDY

Please call the school if your child is going to be absent or late for school. Our attendance phone number is 446-5119.

BIRTHDAY TREATS

Due to COIVD-19, we ask that students do not bring treats of any kind, even store-bought, to share with other students.

ELECTRONIC DEVICE POLICY

Students may bring electronic devices such as cell phones, i-pods, etc. to school. However, these devices may be used only before and after school. These devices must be turned off and put away during the school day (or other supervised school event or activity), including recess and lunchtime. The teacher will give permission for an exception to this rule in the case of an emergency family situation, but they need to be informed of the circumstances first. The school day is defined by the official starting and ending times for each school.


Any abuse of this policy may result in the confiscation of the device. Any device found active during any class assessment activity may be treated as cheating and will be dealt as such by the teacher. Please note that if students find it necessary to bring these devices to the building, they should not be carried in their possession during the day. It is the student’s responsibility to find a secure location to store them during the day. In addition, devices that allow for the recording or transmission of images or audio may not be used to any inappropriate use at any time. These instances may be referred to local law enforcement for possible legal action. The school is not responsible for lost or stolen items.

PADLOCKS ON LOCKERS

If students would like to bring a padlock for their locker, the teacher or office must have the key or combination to open upon request or the lock will be removed.

FARGO PUBLIC SCHOOL DRESS CODE

Tank tops and other shirts that reveal stomach or back skin and short shorts/skirts are NOT appropriate for daily classroom settings. Parents will be called to bring appropriate clothing if necessary. Please read the Elementary Handbook for more details.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

The Fargo Public School District extends official notification of their commitment to the Family Educational Rights and Privacy Act (FERPA) which affords parents and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. These rights are outlined below:


a. The right to inspect and review the student’s education records within 45 days of the day the District receives a request for access. Parents or eligible students should submit to the school principal, or appropriate school official, a written request that identifies the record(s) they wish to inspect. The principal will arrange for access and notify the parent or eligible of the time and place where the records may be inspected.


b. The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students may ask the school district to amend a record that they believe is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed and specify why it is inaccurate or misleading. If the District decides not to amend the record as requested by the parent or eligible student, the District will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.


c. The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the District has contracted to perform a special task (such as an attorney, auditor, medical consultant, insurance carrier, transportation services or therapist); or a parent or student serving on an official committee, such as disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.


d. The District may also disclose “directory” information including a student’s and parent’s name, address, telephone number, date of birth, grade level attained, participation in officially recognized activities and sports, photographs and video, honors and awards, newsletters, classroom bulletin board displays, height and weight in athletic programs. If the parent does not want directory information released, they must contact the school where the student attends within two weeks or the start of the new school year.


Please make sure that if you do not wish to have this information disclosed that you must contact the Madison Elementary office before the end of the third week of school. If we do not hear back from you then we also will assume that it is okay to recognize your child’s name in a school or classroom newsletter.


The right to file a complaint with the U.S. Department of Education concerning alleged failures by the District to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:


Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue SW

Washington, D.C. 20202-4605

MADISON ELEMENTARY SCHOOL-PARENT COMPACT

This school-parent compact is in effect during the 2020-21 school year.

Madison Elementary and the parents 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 parents will build and develop a partnership that will help children achieve the State’s high standards.


School/Teacher Responsibilities:


Madison Elementary 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:

a. Provide curriculum and supplemental instruction at an appropriate level.

b. Provide alternative methods of instruction.

c. Use research-based methods and curriculum.

d. Teach to the standards and benchmarks.

e. Provide a caring, small group setting with differentiated instruction.


2. Address the importance of communication between teachers and parents on an ongoing

basis through, at a minimum –

  • Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, these conferences will be held:

Thursday, October 15 (3:20pm-7:20pm)

Monday, October 19 (3:20pm-7:20pm)

Tuesday, October 20 (3:20pm-7:20pm)

And

Thursday, February 18 (3:20pm-7:20pm)

Monday, February 22 (3:20pm-7:20pm)

Tuesday, February 23 (3:20pm-7:20pm)

  • Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows:

At the end of each Trimester (3 times per year), a progress report will be sent home. Along with the progress report, throughout the year, both formal and informal reports outlining academic and social/emotional learning progress will be communicated. The school may provide additional reports as follows:

a. Informal notes of progress

b. Phone calls and/or email

c. Conferences as needed

d. Reading logs

  • Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows:

a. Phone calls: all teachers have voicemail. Please leave a message and the teacher will return your call in a timely way.

b. Individual meetings by appointment

c. Email communication

  • Ensure regular two-way, meaningful communication between family members and staff, in a language that family members can understand:

Parents are encouraged to contact administration and staff to answer any questions or concerns they may have. Teachers use the following to ensure two-way communication:

a. Apps, such as Remind or Seesaw

b. Email

c. For any language barriers, the Fargo Public School district hires interpreters and has a list of qualified interpreters on file to support communication between families and school.


Parent Responsibilities:

We, as parents, will support our children’s learning in the following ways –

  • Getting my child to school on time each day.
  • Making sure that homework is complete and planner is signed.
  • Attending conferences – October and February.
  • Participating, as appropriate, in decisions relating to my child’s education.
  • Promoting positive use of my child’s free time – school/community activities, reading, board games, and family outings.
  • Reading and responding to communication from school in a timely manner.
  • Checking and cleaning out backpack each day with child.
  • Participating, if possible, in whole school activities and/or organizations as available.
  • Making school attendance a priority.


Student Responsibilities

As a student, I will:

  • Come to school ready to learn and do my best.
  • Do my homework, which may include:

*Reading 20 minutes daily

*Practicing math facts

*Completing classroom work

*Asking for help when I need it

  • Follow all behavior procedures.
  • Give my parents all school information from my backpack or planner.

DISPUTE RESOLUTION POLICY

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 Specific Title program)

Fargo Public Schools

415 North 4th Street

Fargo, ND 58102

Fargo Public Schools Title Managers:

Title I Part A (Disadvantaged Students)

Jan Anderson anderja@fargo.k12.nd.us


Title II Part A (Teacher Training/Recruitment)

Robert Grosz groszr@fargo.k12.nd.us

Missy Eidsness eidsnem@fargo.k12.nd.us


Title III (English Language Acquisition)

David Burkman burkmad@fargo.k12.nd.us


Title IX (Discrimination/Sexual Harassment)

Brad Franklin franklb@fargo.k12.nd.us

Patty Cummings cumminp1@fargo.k12.nd.us


Section 504 (Students with Disabilities)

David Burkman burkmad@fargo.k12.nd.us


Any complaint must include:

• The date;

• The name of the district, unit, or individual the complaint is against;

• The name, address, and telephone number of the person making the complaint;

• A detailed description of the complaint, including specific facts; and

• 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 is received.


Reconsideration

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

North Dakota Department of Public Instruction

600 E. Boulevard Avenue, Dept 201

Bismarck, ND 58505-0440


The Secretary of Education

U.S. Department of Education

555 New Jersey Avenue NW

Washington, D.C. 20208

EVERY STUDENT SUCCEEDS ACT - PARENTS RIGHT TO KNOW

The Every Student Succeeds Act (ESSA) requires teachers and paraprofessionals to be “highly qualified” as defined by each state. In addition, the law requires that parents be informed about such qualifications. According to the definition currently in effect in the state of North Dakota, all such employees of Fargo Public School District meet this definition.


Since Madison Elementary is a designated Title I school, parents have the right to request information on the professional qualifications of the teachers and paraprofessional at our school. If you are interested in learning this information, contact our building principal, Mr. Bobby Olson at 446-5100.

TITLE I DISTRICT - SCHOOL PARENT ENGAGEMENT POLICY

DISTRICT EXPECTATIONS

Each school district must establish the district’s expectations for parental involvement. [Section 1118(a) (2), ESEA.] Fargo Public Schools 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 and, 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).


DISTRICT/SCHOOL 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/school parental involvement plan:

• Invite one parent/Title I school in the district to take part in the development of the district/school parental involvement plan.

• Incorporate suggestions (from the building level surveys) in the parental involvement plan to design strategies for more effective parental involvement.

• Revise, if necessary, the district’s/school’s parental involvement policies.


2. The Fargo Public Schools will convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation under this part and to explain the requirements of this part, and the right of the parents to be involved


3. The Fargo Public Schools will offer a flexible number of meetings, such as meetings in the morning or evening, and pay for costs related to parental involvement:

• Parent/Teacher conferences scheduled in October and February

• Phone conferences

• Home visits as appropriate

• Individual meetings with parents or classroom visits

• Parent meeting held in the fall

• E-mails and phone numbers distributed on business cards, newsletters, and given at parent

conferences


4. The Fargo Public Schools will provide the following necessary coordination, technical assistance and other support to assist Title I schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance:

• Provide opportunities for school personnel to preview parental involvement videos, activities, strategies, etc. for use with parents. Various resources will be gathered by Title I support personnel.

• Provide contacts for technical assistance for either presenting information or parent training sessions.

• Provide assistance with the logistics in planning and implementing effective parental involvement activities.

• Provide opportunities for Title I teachers to share parent involvements activities and brainstorm new ideas.


5.The Fargo Public Schools will build the schools’ and parents’ capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities specifically described below:

  • A. Fargo Public Schools will, with the assistance of its Title I schools, provide assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph

• the state’s academic content standards

• the state’s student academic achievement standards

• the state and local academic assessments including alternate assessments

• the requirements of Title I

• how to monitor their child’s progress

• how to work with educators

Assistance to parents may be provided in these ways:

• Parent/Teacher Conferences held twice a year

• Title I Fall Meeting

• PTA Meetings

• Individual meetings at parents/teachers request

  • B. Fargo Public Schools will, with the assistance of its Title I schools, provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by:

• Holding Title I parent information meetings

• Holding Title I training sessions

• Developing a Parent Resource Center

• Informing parents of available training sessions in the community

• Sending home “Tip Sheets” for parents with strategies to use and suggestions for success in school

  • C. Fargo Public Schools will, with the assistance of its Title I schools and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by:

• Informing all staff of Title I parent programs

• Inviting all staff to Title I parent meetings/training sessions

• Share resources gained from conferences, etc.

  • D. The school district will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

• Collaborating with personnel from other programs to integrate parental involvement activities.

  • E. Fargo Public Schools will take the following actions to ensure that Title I information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand:

• Enlist translators to translate notes, meetings, and other activities when available.

• Have a group of parents preview/review notes sent home and identify any areas that may need clarification.


6. The Fargo Public Schools will coordinate and integrate parental involvement strategies under Title I with parental involvement strategies under the following programs: Head Start and ELL, by:

• Establishing a communication vehicle with all the appropriate local agencies.


7. The Fargo Public Schools will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its Title I schools. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school district will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies.

• Title I teachers, at the building level, will send home a survey to the parents in the spring regarding parental involvement policy and activities.

• Parents will complete the survey giving recommendations for areas in need.

• Title I teachers, at the building level, will compile the recommendations for changes and/or improvements in the Title I program and design strategies for more effective parent involvement.

• Title I teachers, at the building level, will revise, if necessary and with the involvement of parents, its parental involvement policies.

• Revisions will be made at the district level if necessary and with the involvement of parents.


8. The Fargo Public Schools will take the following actions to involve parents in the process of school review and improvement:

• Inform and invite parents to school review and school improvement meetings.

• Hold meetings at a time when parents can attend.

• Use information and suggestions given by parents to improve Title I.


SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT

As a component of the school-level parental involvement policy, each school shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement.

• The School-Parent Compact is part of this policy

• Form a committee comprised of staff and parents to jointly develop the compact

• The actual compact will be given to each Title I parent for review and feedback

• Revisions will be made accordingly


DISCRETIONARY DISTRICT PARENTAL INVOLVEMENT POLICY COMPONENTS

The District Parental Involvement Policy may include additional paragraphs listing and describing other discretionary activities that the school district, in consultation with its parents, chooses to undertake to build parents’ capacity for involvement in the school and school system to support their children’s academic achievement, such as the following discretionary activities:

• Involve parents in the development of training for teachers, principals, and other educators to

improve the effectiveness of that training.

• Provide necessary literacy training for parents from Title I, Part A funds, if the school district

has exhausted all other reasonably available sources of funding for that training

• Pay reasonable and necessary expenses associated with parental involvement activities,

including transportation and child care costs, to enable parents to participate in school- related meetings and training sessions.

• Train parents to enhance the involvement of other parents.

• In order to maximize parental involvement and participation in their children’s education,

arrange school meetings at a variety of times.

• Adopt and implement model approaches to improving parental involvement.

• Establish a district parent advisory council to provide advice on all matters related to parental

involvement in Title I, Part A programs.

• Develop appropriate roles for community-based organizations and businesses, including faith-

based organizations, in parental involvement activities.

• Provide other reasonable support for parental involvement activities under section 1118 as

parents may request.


ACCESSIBILITY

In carrying out the parental involvement requirements of this part, districts and schools, to the extent practicable, shall 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 a format and, to the extent practicable, in a language such parents can understand.

• Translators are available upon request

• Elementary resources on staff include: a Physical Therapist, Occupational Therapist, Speech-language Therapist, Learning Disabilities Teacher, Educable Mentally Handicapped Teacher, and a Special Education Teacher who assists students with emotional/behavioral needs. These teachers act as resources for parents and students.