Bruce Elementary School
Martha L. West, Principal
581 South Bellevue Boulevard
Memphis, TN 38104
(901) 416-4495
School Handbook
2012-2013
.
1
Dear Parents/Guardians and Students,
Welcome to Bruce Elementary School! Home of the Bruce Bulldogs!
Our faculty and staff are committed to providing a safe, respectful, motivating and
challenging environment for your child.
Please acquaint yourself with this handbook and retain it as a future resource
reference. It was prepared in an effort to inform you about our school.
Parents/guardians are valued partners throughout the school district. I encourage you
to become active in the education of your child. Your support and cooperation are
integral parts in the continued success of this school. No matter what role you play,
you are part of the team and we trust that you will become an active participant in the
“game”.
I am very pleased to have you and your child with us at Bruce Elementary School
where “Academic Achievement is #1!”
I am looking forward to collaborating with you in order to make this an exciting and
successful school year.
Educationally yours,
Martha L. West, Principal
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Our Mission Statement
Bruce Elementary School prepares children to become confident lifelong learners,
creative problem solvers, and responsible citizens in their communities and in the world.
Our Vision Statement
It is the vision of Bruce Elementary School to successfully prepare all students to become
productive citizens in the 21st century. In pursuit of the vision, Bruce Elementary School
is committed to the following:
Creating a safe, nurturing, challenging learning environment that fosters academic
excellence and risk-taking.
Establishing a home-school-community partnership that works cooperatively and
collaboratively plus shares the same goal: student success.
Using research-based instructional strategies to meet the needs of individual learners and
address various learning modalities.
Educating students to read with comprehension, write clearly, and compute accurately.
Educating students to find and use information, think critically, reason, solve problems,
and make informed choices.
Educating students to read on or above grade-level.
Providing opportunities for students to become technologically literate.
Maintaining high expectations and standards for all students and nurturing the abilities
of all learners.
Participating in regular professional development opportunities that reflect on successful
teaching practices.
Teaching students the importance of respecting themselves and others.
Assessing, monitoring, and adjusting current teaching practices and assessment tools.
Empowering students to be responsible for their own learning and actions.
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Our Beliefs
We believe that students’ learning skills develop and mature from consistent decisionmaking, critical thinking, and interpersonal experiences.
We believe that all school stakeholders should set and maintain high expectations for
students.
We believe that teachers deserve high-quality, professional development activities to
learn current research-based instructional strategies.
We believe that students must receive on-going formal and informal assessments to help
drive instruction.
We believe that parents, staff/faculty, students, and community members must work,
plan, and make decisions together to ensure student success.
We believe that a safe, inviting school environment is conducive to learning.
We believe that we can identify and address individual students’ needs.
We believe that each student is a unique person, with dignity and worth, and has the
ability to learn.
We believe in academic excellence: #1!
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School Hours
School hours are from 7:15 a.m. to 2:15 p.m. daily.
Students may enter the cafeteria at 7:00 a.m. Please be advised there is no supervision for
students who arrive to school before 7:00 a.m. Students will be dismissed to their
homerooms to begin breakfast at 7:20 a.m.
7:00
7:15
7:20
7:30
7:35
Teachers on duty and students enter cafeteria
Teachers at classroom door and students dismissed from cafeteria
Breakfast
Morning announcements
Instruction begins
Students reporting after 7:30 will be marked tardy. Tardies and early dismissals will
impact a child’s perfect attendance.
Dismissal Procedures
NO EARLY DISMISSAL (unless approved by principal)
2:10
2:15
2:30
Dismissal of bus riders
Dismissal of non-bus riders
Teachers will escort students to designated areas.
Families must pick students up at the designated areas.
Families will not be allowed to pick up their students at the classroom.
Remaining students report to main entrance/office.
Designated Areas:
Pre-K
KK-1st
2nd
3rd-5th
Cafeteria
Multipurpose Room
Under Canopy
Flag Pole
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Attendance
Tennessee State law requires that all children between the ages of six (6) and seventeen
(17) attend school. Regular and punctual attendance is imperative. Higher academic
achievement occurs when students attend classes regularly.
Excused Absences
1.
2.
3.
4.
5.
Illness of a student.
Death or serious illness in the immediate family of the student.
Student is officially representing the school in school-sponsored activity.
Validated court appearance of the student.
Recognized religious holiday or event.
Absences other than those stated above are unexcused. Students are expected to make
up all missed assignments.
A written note from the parent/guardian is required when the student returns to school.
Without this note, the absence automatically becomes unexcused.
Unexcused Absences
Unexcused absences will be treated as truancy. A student who accumulates 5 days of
unexcused absences will be given notice to attend a Student Attendance Review Team
meeting with the school administration at which time a plan will be set in place to help
with future attendance problems. After 10 unexcused absences, notice will be given to
attend a meeting with the Truancy Department at the North Precinct and possible court
appearance. All unexcused absences are reported to Juvenile Court. Class work or tests
will not be made up in the event of unexcused absences. A student who is absent from
school or class without permission will be considered truant and will be subject to
disciplinary actions. A doctor’s note must be provided after the first 5 absences, and
anytime that a student is out for 3 or more days consecutive.
Tardiness
Promptness to class is very important and must be taken seriously. Students are expected
to be in class and prepared to begin their day at 7:20 a.m. Students arriving after 7:30
a.m. will be marked tardy.
Dismissal from School
The school day ends at 2:15 p.m. During the school day, students may leave the campus
only with a dismissal slip issued from the office, and must be accompanied by a
parent/guardian. Early dismissals are discouraged and must be approved by the principal.
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School Closing
All decisions to close schools are made by the Board of Education. Most T.V. and radio
stations broadcast this information. Please make it a practice to listen for school closings
in the morning when there is a possibility for school closing because of bad weather.
If the school is closed during the school day, you are welcome to come to the school and
pick up your child. The phone lines will be tied up if this occurs, so it is better to come
as soon as possible rather than to call.
Visiting Bruce Elementary School
Parents are encouraged to visit while school is in session. This provides an opportunity
for you to see exactly what your child is learning, as well as showing your child that you
are interested in his/her educational progress. Call the school to make an appointment.
Security
The only entry to the school is accessible through the front entrance. All visitors must
sign in at the office and receive a visitor’s badge before visiting a classroom.
Exiting the Building
Each class leaves the building through the assigned exits. In case of individual
dismissals, please exit via the main entrance.
Hall Traffic
Students passing from the classroom to various activities should remember these rules:
1. Walk in an orderly manner.
2. Walk to the right.
3. Walk without disturbing others.
4. When standing still student should be directly behind the student in front of them
while standing in a square.
Items on display in the halls and tables or walls should never be touched. The halls are
quiet zones. Only inside voices are used when talking is needed. Shouting and running
are never permitted.
Fire and Emergency Drills
Mimeographed directions and procedures for fire drills and emergency drills are posted in
all classrooms. During the drills all students and other school personnel are expected to
conduct themselves in an orderly manner.
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Telephones
Telephones are located in the classroom. The office phone is a business phone.
Therefore students are only allowed use of the phone in cases of emergency. Students are
not permitted to have cell phones. The office number is 901.416.4495.
Assemblies
Assemblies are planned to give our students a wide variety of cultural experience.
Students are expected to be courteous and attentive during assemblies. Appreciation is
shown by applause at the appropriate time. Loud noises, booing and whistling are
considered inappropriate and can result in disciplinary action.
Awards Day
After each report card period, one day is set-aside for an Awards Day Program. Students
who have exhibited superior academics, good citizenship and perfect attendance receive a
certificate and attend special assemblies. These assemblies may include presentations by
music groups, theater groups, and other community performances.
Field Trips
Students attending any kind of field trip sponsored by the school must submit a parent
permission slip before participating in the activity. Parents are encouraged to volunteer.
You must first complete a Volunteer Form that can be retrieved on the MCS Website:
www.mcsk12.net.
Student Records
A permanent record is maintained on all Memphis City School students. This record is
sent from school to school with the student. It includes grades, attendance, conduct
information, health records, and all standardized test scores. Parents are encouraged to
review these records. An appointment for this purpose can be arranged through the
office.
If there are sensitive issues in regards to students (i.e. health, custody arrangements, and
etc.) please inform the office and your child’s teacher. Please know when dealing with
custody matters the school cannot be involved. The school will only enforce the rulings
of the court system, and will in no way side with individuals involved. Please provide
documentation if there are concerns for your child’s safety, so that we may support you in
any way possible.
Internet Usage
In order for our students to access the Internet, the parent/guardian and student must
agree to the district’s “Technology Use Agreement.” Students are to use the Internet
access and/or e-mail for school purposes only, unless special arrangements have been
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made through the teacher. Accessing chat rooms and inappropriate Internet sites are not
permitted.
Parents and community members are invited to visit our school district web site at
http://www.mcsk12.net and click on the Bruce Elementary link. There you will find
information about our school’s programs.
Student Expectations
All students are expected to attend school daily and be in their assigned classes at the
appointed time with the necessary books and materials so that a planned program of
instruction may be carried out.
Students are expected to respect textbooks, desk, athletic equipment and all other
properties. The school building is your home away from home and should be treated
with respect.
For students to be issued textbooks, parents must sign the Textbook Form. All books at
Bruce Elementary are numbered and students are responsible for the numbered books
issued to them. Lost or damaged books must be paid for before students can receive
withdrawal papers.
Medication
All medications must be brought to the office by a parent or guardian who must also
complete a medication form which will be kept on file in the office. All medications need
to be stored and administered in the office. No medications will be dispensed without the
proper form. If the student is to carry an inhaler or epipen, we strongly suggest that a
second inhaler or epipen be kept in the office. Prescription medications must be in a
pharmacist-labeled container that specifies the student's name, the prescribing physician's
name, the date of the prescription and the directions for use. (Pharmacists will give you
an extra labeled container for school use if you ask for it.)
Non-prescription medications should be in the original bottle or container labeled with
the student's name. (This includes cough drops, cough syrup, aspirin, etc.).
Opportunities for Parents
P.T.A. (Parent-Teacher Association)
One of the major goals at Bruce Elementary is to increase parental involvement. Each
year we strive for 100% membership. The uniqueness of our school’s P.T.A. is that we
partner with neighboring Bellevue Middle School. This partnership prepares our families
for the transition to middle school.
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Volunteers
We seek to involve parents in education by allowing them to serve as volunteer workers
throughout our school. There are numerous ways parents can help. If you are interested,
please contact the office at 416-4495 to make arrangements. All volunteers must fill out the
online application at www.mcsk12.net.
Site-based Leadership Council
In Memphis City Schools, school-based decision -making is designed to accomplish the
following goals:

To focus on school improvement

To develop ownership in the school

To help parents feel their contributions are worthwhile by involving them in
significant decisions about school improvement

To involve the broader community, particularly business/corporate members, in
supporting the school

To improve the quality of decisions made with regard to school improvement
issues

To demonstrate that participatory decision-making can work effectively
Adopt-A-School
Bruce Elementary has been “adopted” by M.I.C. Burger King, St. John's United
Methodist Church, Memphis Civitan Club and Tabernacle of Praise Baptist Church.
Members of St. John's and Civitan Club regularly tutor students in reading and
mathematics, and Burger King provides incentives for our honor’s programs. Tabernacle
of Praise donates school incentives and their time. We really appreciate all they do!!
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Memphis City Schools’ Uniform Policy
According to policy #5150.1 students are required to be in uniform every day. We are
trying to impress upon students the importance of following the policies set forth by the
school board.
Procedures for violations of the policy are as follows:
First Violation – phone call home and/or notice sent home; changed into
borrowed uniform, belt.
Second Violation– parent will be asked to come and bring the proper uniform or
take the student home.
Third and Subsequent Violations – The student will receive a suspension.
Dress Code
Shirt – white or royal blue (polo style or button down collar)
Skirt /Jumper- tan, blue or black (knee length or below)
Pants- straight-legged, boot cut, crop, cargo and Carpi (colors: tan, blue or black)
Shorts – walking shorts are straight-legged knee length
Manufacturer’s logos or brand names cannot be visible on clothing
Shoes – heels no higher than one and one-half inches. Athletic shoes, sandals
with straps on the heel, and boots are permitted.
Report Card and Grading Policy
Report cards are issued four times a year at the end of each nine weeks grading period. An
academic deficiency notification (progress report) is sent home between nine week periods,
when applicable.
Academic Subject Areas are marked according to Memphis City Schools’ Policy:
A - Excellent
(100 - 93)
B - Good
(92 - 85)
C - Average
(84 - 74)
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D - Below Average
(74 - 70)
F - Failure
(69 and below)
(EXCEL Report)
Physical Education, Orff Music, Visual Art, and Library are marked as:
E - Excellent
S - Satisfactory
N - Needs Improvement
U - Unsatisfactory
Conduct
Student conduct is a personal responsibility. Each student is expected to follow school rules
regarding student behavior. Conduct is marked as:
E - Excellent
S - Satisfactory
N - Needs Improvement
U - Unsatisfactory
Grade K-3 Report Cards
Kindergarten, First, Second and Third Grade Students will receive a new report card that
will evaluate progress towards Grade Level Expectations within Music, P.E. Computer
and Spanish as well as in Language Arts, Reading, Mathematics, Social Studies and
Science. No letter grades will appear on the report card.
Academic Legend
ES= Exceeds StandardsStudent is performing one grade level above or more per assessment
.
MS= Meets StandardsStudent grasps and applies key concepts, processes and skills. Meets stated goals.
NMS= Not Meeting StandardsMaking less than expected progress. Not grasping key concepts, processes and essential
skills.
HONOR ROLL
Honor Roll is determined from student report cards and is set by the local school
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leadership council.
Elementary Honors
Principal’s List: Grades 4 & 5 Only
A’s in all academic and special subjects (Art, Music, P.E., Library); E’s in conduct.
Citizenship Honors:
All A’s and B’s, E or S in conduct
Honor Roll: Grades 4 & 5 Only
Grades K--5
Social and Academic Behavior (Conduct)
Work and Study Skills; Meets Expectations or Exceeds Expectations in Conduct
All E’s Grades 2-4- No minus in Process Skills
Perfect Attendance:
No absences and no arrivals after 7:30 a.m. and no early dismissals before 2:15 p.m.
during a nine-week period.
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School-wide Culture Plan
for
Bruce Elementary School
GOALS
We, the staff at Bruce Elementary School, recognize that we are responsible for creating
a school environment that provides ALL students the behavioral and academic skills
necessary to reach their fullest potential and become responsible life-long learners. We
will do this by creating a culture that embodies BRUCE:





Brilliant Individuals Preparing for Tomorrow
Respectful of Self and Others
Unified for Success
Caring, Cooperative, and Creative
Eager to Learn
OBJECTIVES
 All students are engaged 100% of the time.
 Maintain daily attendance rate at 95% to meet AYP.
 Reduce tardiness by 98%.
 Reduce suspensions by 80%.
EXPECTATIONS FOR STAFF OF BRUCE
ELEMENTARY SCHOOL
In order to reach the goals and objectives of the school-wide culture plan, the staff is
expected to:

Recognize that all students are capable of behaving appropriately and accept the
responsibility to take all steps to insure they learn to do so.

Establish an effective classroom management plan that includes
rules/expectations, positive support/incentives, and corrective actions.

Teach students appropriate behaviors and procedures in both the classroom and
common areas of the school.
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
Clearly communicate to students how they are expected to behave in order to be
successful at school.

Monitor student behavior and provide consistent positive narration to students
who choose to comply with expectations.

Monitor student behavior and quickly provide clear direction, narration and
corrective action when needed in accordance with the school policy in a calm,
respectful manner when the students choose to misbehave.

Take steps necessary to build trusting relationships with and among all students,
including having restorative conversation with students after an infraction.

Take steps necessary to build trusting relationships with the students’ families.
SCHOOLWIDE EXPECTATIONS FOR
STUDENT SUCCESS AT BRUCE
ELEMENTARY SCHOOL
General





Follow directions of all staff.
Be safe.
Be respectful.
Be responsible.
Boys keep shirts tucked in at all times.
Classroom




Follow all teacher directions.
Keep hands, feet, and objects to yourself.
Use appropriate language.
Bring all necessary materials and homework.
S.L.A.N.T. During All Instructional Activities
The mnemonic S.L.A.N.T. reminds students to:





S = Sit up straight.
L = Lean forward.
A = Activate your thinking.
N = Note key information.
T = Track the speaker.
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EXPECTATIONS FOR COMMON AREAS
Playground
o
o
o
o
o
Use equipment properly.
Play in the assigned areas only.
Follow the rules of the game and play safely.
Keep hands, feet, and objects to yourself.
Keep the area clean.
Corrective Action
o
o
o
o
o
Warning
Five minutes time out
Ten minutes time out
Lunch detention
Severe behavior- office referral
Positive Support
Bulldog bucks/praise
Cafeteria
o
o
o
o
o
o
o
Follow directions of all staff.
Keep hands, feet, and objects to yourself.
Speak using inside voices.
Walk in the cafeteria.
Remain seated after receiving lunch.
Clean up your area.
No food leaves the cafeteria.
Corrective Action
o
o
o
o
Warning
Silent table
Lunch detention next day
Office referral
Positive Support
Bulldog bucks/praise
Hallway
o
o
o
o
o
o
Follow directions of all staff.
Walk on the right side in single file.
Keep hands, feet, and objects to yourself.
Be silent.
No food or drink.
Keep the hallway clean.
Corrective Action
o
o
o
o
o
Warning
Reposition student in line.
Lunch Detention
Teacher phone call to family
Office referral
Positive Support
Bulldog bucks/praise
IMPORTANT NOTE: Students must have a hall pass whenever they are not accompanied by
an adult or with their class.
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Restroom
o
o
o
o
o
Follow directions of all staff.
Respect property.
Keep restroom and sink area clean.
No playing in restroom.
No talking in restroom.
Corrective Action
o
o
o
o
o
Warning
Time out
Lunch Detention
Teacher phone call to family
Office referral
Positive Support
Bulldog bucks/praise
Assembly
o
o
o
o
Follow directions
S.L.A.N.T.
Respond to call and response cues
Talk only when cued
Positive Support
All Students Will Consistently Receive:

Verbal recognition of appropriate behavior – Positive Narration

Student of the Week

Other Awards: lunch with the principal, student of the month

Shout-outs

Positive phone calls (each teacher will make two positive phone calls each day)

Positive notes and emails to family members
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Corrective Action Students May Receive for
Inappropriate Behavior before Office Referral
Bruce Classroom Corrective Actions
1.
2.
3.
4.
5.
6.
1st infraction: Verbal warning
2nd infraction: Move seat in classroom (timeout in classroom)
3rd infraction: Loss of recess or time out in another classroom
4th infraction: Lunch time detention and phone call home by teacher
5th infraction: Phone call home and office referral
Severe infraction: Office referral
Teacher must document student behavior in a log.
Guidelines for Administrator for Referral to Office for
Disruptive Behavior
1. 1st Time = administrator/student conference and family phone call
2. 2nd Time = family conference and counselor involvement
3. 3rd Time (in a month) = ISS, principal and guidance counselor involvement,
relationship building intervention with student by teacher/administrator.
Interventions for Chronic Behavior Problems
Students who receive more than 3 office referrals in a month: Develop an Individualized
Behavior Plan using the Behavior Intervention Plan (BIP) and referral to counselor, if
appropriate.
At time of 3rd referral, Guidance Counselor will initiate the BIP process with the family
to address the Individualized Behavior Plan.
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Interventions Severe Behavior Problems
Students who engage in severe behavior problems and/or do not respond to interventions for
chronic behavior problems:
Same steps as above and possible referral to Special Education, counselor, school psychologist,
S-TEAM, outside agency for Mental Health, Law Enforcement, etc.
Possible Reasons for In-School Suspension





Severe Defiance
Fighting
Destroying property
Bullying
Chronic violation of classroom or school rules; multiple referrals in a month
Possible Reasons for Out of School Suspension




Fighting
Weapons
Chronic behaviors
Using profanity toward staff
Note: At Bruce Elementary School, out-of-school suspension will be used only as a
last resort or as demanded by Tennessee Education Code.
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Three Levels of Students
GOAL: Increase the number of level 1 students; decrease the number of level 2 and
level 3 students; Track students at each level in Appendix: B.
Level One:
85-90% of our students who follow the rules and never or very rarely receive referrals; if
referred, level 1 infractions only
Level Two:
Students with chronic behavior problems who have more than 3 referrals in a month;
have moderate disruptive behaviors (i.e. repetitive talking out, moving from seat without
permission, excessive tardiness); these students often fluctuate or ride the roller coaster of
good behavior; may need high levels of support from time to time or over the course of
the year (i.e. stamp sheets); when referred level 1-3 infractions only
Level Three:
Student behaviors can be modified but these students have significant struggles
permanently modifying behavior or maintaining behaviors for a long period of time.
These students may need preventative supports/constant supports. These students may
qualify for special education services or counseling services; when referred level 1-5
infractions.
Choosing a “Time Out” for Level 3 Infraction
Time Out – Students go to another classroom
A highly effective, well-researched corrective action is to have a chronically disruptive
student sent to spend time sitting alone in the back of another teacher’s classroom. This
consequence has benefits:
1. Teacher can count on a colleague being there and helping with the student.
2. Students do not like going to a strange classroom – especially in a different grade
level.
3. Students rarely disrupt in another teacher’s classroom.
Guidelines:
1. Teacher/administration determine fellow teachers who will receive their
students:
a. Send to buddy teacher close to classroom.
b. This teacher could teach a different grade level, preferably one or more
years different from the referred student’s grade level.
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2. Receiving teachers should set up a “time out” area in their classroom where
students will sit:
a. Area should be isolated as much as possible from other students.
b. Area should be placed in as unobtrusive a location as possible.
c. Area is clearly visible to the teacher.
3. Teachers provide appropriate back up paperwork:
a. Student hall pass
b. Focus sheet
4. Teachers teach their students the procedure for “time out in another
classroom”:
a. Teacher instructs students to leave their classroom quickly and quietly
with a hall pass and focus sheet.
b. Teacher alerts buddy teacher.
c. Teacher watches the student go to the next classroom or has student
escorted.
d. Student goes immediately to the other teacher’s classroom and sits down.
e. Student fills out a focus sheet.
f. Student immediately returns to his/her own class when the time out has
been completed, enters the classroom quietly, and goes to seat.
5. Procedures to be followed when the student goes to the other classroom for
time out:
a. Student enters without talking and teacher sends to refocus desk.
b. The student will stay in “time out” for approximately 15 minutes.
6. Procedures to be followed when the student returns from time out in another
classroom:
a. Student enters classroom and quietly returns to his/her seat.
b. Teacher should not try to extract an apology or assurances of good
behavior. The teacher should simply tell the student what s/he is to do at
his/her seat. Note: Discuss the behaviors later during relationship
building time if you like. Teacher should find the first opportunity to help
the student get focused on the task at hand and provide positive feedback
when s/he is on task.
c. Teacher should file the focus sheet for data keeping.
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Mandatory Suspension
1. Pupils having in their possession at school any instrument that could be classified as a
weapon.
2. Pupils involved in a school break-in or causing malicious damage to school property.
3. Pupils accused of any insubordination toward a faculty member, administrative
personnel, or classified personnel, such as striking or using abusive language.
4. Pupils involved in illegal possession or use of drugs.
Communication to Families by Teachers
(Translations when necessary)
 Positive phone calls
 Positive notes
 Weekly progress reports reflecting academics and behavior
 Teacher welcome letter
 Classroom management plan
 Teacher homework policy (daily homework folder or agenda book)
 Classroom telephone (Teachers’ instructional time must be respected)
Communication to Families by Administration
(Translations when necessary)
 Monthly newsletters from administration (calendar included)
 Newsletters from the district
 Back to school night (within the first three weeks of school)
 Parent demand summits
 Positive phone calls
 Positive notes
Communication to Staff from Administration
o
o
o
o
o
Daily announcements
Monday Memo
Emailed updates
Staff meetings
Weekly P.L.C. meetings
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Grievance Procedures for Sexual Discrimination
Bruce Elementary is committed to the rights of our students. If you would like a copy of
the grievance procedure, one can be obtained from the school administration staff or via
www.mcsk12.net website.
The procedure below applies to the following polices:
5147/4510.1 Sexual Harassment of Students by Adults (Titles IX)
5147.1
Student-to-Student Sexual Harassment (Title IX)
5129
Pregnant/Parenting Students (Title IX)
5143
Non-discrimination Students (Title IX, Title VI and the ADA)
Procedures for Sexual Discrimination
Step 1
Collection of necessary information and data
Step 2
Investigation of allegations
Step 3
Reporting of findings and /or resolution
The Memphis City Schools does not discriminate on the basis of race, color, national
origin, handicap/disability or sex (including pregnant or parenting status) in its programs
and activities. No student shall be denied equal access to or participation in any school
sponsored class, activity, or honors program on the basis of the above.
Students and their parents/guardians who believe they have been discriminated against
have the right to seek corrective action. Reports of such incidents must be submitted in
writing to the principal. If the necessary corrective actions have not been taken, the
route of appeal is (in writing) to the Director of the Division of Pupil Services.
TENNESSEE DEPARTMENT OF EDUCATION
CONTACT INFORMATION
Answers to many questions and much helpful information may be obtained from the
State Department of Education by calling 1-888-212-3162 or visiting
http://www.state.tn.us/education/speced/index.htm.
Legal Services Division, Division of Special Education,
Tennessee Department of Education 710 James Robertson Parkway, 5th Floor,
Andrew Johnson Tower Nashville, Tennessee 37243-0380
Phone: 615-741-2851 Fax: 615-253-5567 or 615-532-9412
13West Tennessee Regional Resource Center 100 Berryhill Drive Jackson, Tennessee
38301 Phone: 731-421-5074 Fax: 731-421-5077
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East Tennessee Regional Resource Center 2763 Island Home Blvd. Knoxville, Tennessee
37290 Phone: 865-594-5691 Fax: 865-594-8909
Child Advocacy Group Contact Information
In addition to the state and local resources available to parents and children, there are
many agencies and organizations that offer support, information, training, and help in
advocating for persons with disabilities in Tennessee.
A few of these organizations are listed below:
The ARC of Tennessee is on the Internet at http://www.thearctn.org
44 Vantage Way, Suite 550 Nashville, Tennessee 37228
Phone: 615-248-5878 – Toll free: 1-800-835-7077
Fax: 615-248-5879 Email: pcooper@thearctn.org
Support and Training for Exceptional Parents (STEP) is on the Internet at
http://www.tnstep.org/ 712 Professional Plaza Greenville, Tennessee 37745
Tennessee Protection and Advocacy (TP&A) is on the Internet at
http://www.tpaine.org 416 21st Avenue South Nashville, Tennessee 37212
Phone: 800-287-9636 (toll free) or 615-298-1080
615-298-2471 (TTY) Fax: 615-298-2046
Tennessee Voices for Children is on the Internet at http://www.tnvoices.org/main.htm
West Tennessee: 901-756-4332 jenness.roth@tnstep.org
Middle Tennessee: 615-463-2310 information@tnstep.org
East Tennessee: 423-639-2464 karen.harrison@tnstep.org
These are but a few of the organizations available to help with information, training,
and advocacy. For a more extensive list visit the Tennessee Disability Services –
Disability Pathfinder
Database: http://mingus.kc.vanderbilt.edu/tdir/dbsearch.asp On the web page, select your
“county” and the “service” you desire from the drop-down lists and click “Submit.”
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Title 1 School Information
Parents' Right-to-Know
All parents have the right to request the following:





A teacher's professional qualifications, which includes: state
qualifications, lessees, grade/s certification, waivers
A teacher's baccalaureate and /or graduate degree, fields of
endorsement, previous teaching experience
A paraprofessional's qualifications
That their child's name, address, and telephone listing not be released
to military recruiters
All parents will receive information on the following:
~The level of their child's achievement in each of the State academic
assessments
~Public school choice, supplemental services, and more effective
involvement if their child's school is identified for school
improvement
~Requesting a transfer to another school within the district if their
child is the victim of a violent crime at school.
~Timely notice that their child has been assigned, or has been taught
for four or more consecutive weeks by a teacher who is not highly
qualified.
NINGUN NIÑO SE QUEDA ATRAS
Derecho De los Padres de Familia a saber:






Todos los padres tienen derecho a solicitar lo siguiente:
Las calificaciones profesionales de un maestro, que incluye:
Calificaciones del
Estado, Licenciatura, grados de la certificacion, Renuncia a derecho
El Bachillerato o Titulo de graduacion del maestro, campos de
especialidad,
experiencia previa
Las calificaciones del profesional
Garantia que los datos de su hijo como nombre, direccion, numero de
telefono, no se entregan a los reclutadores militares
Todos los padres recibiran informacion sobre lo siguiente:
El nivel de rendimiento de su hijo en cada una de las evaluaciones
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


academicas del estado
Su derecho de escoger una escuela publica, servicios suplementarios
educativos, y participacion mas efectiva si la escuela de su hijo/a se
indentifica como escuela que necesita mejoramiento
Su opcion de solicitar un traslado a otra escuela del distrito si su hijo/a
es victima de un crimen en la escuela
Su derecho a aviso con tiempo anticipado que su hijo/a ha sido
asignado o ha estado bajo la ensenanza durante cuatro semanas
consecutivas o mas, de un maestro que no esta altamente cualificado
Parents, Did You Know?
Our school is a federally funded school wide Title I school. Title I requires that
schools create a positive learning environment that results in high levels of
achievement for all students. Funds are available for academic programs and
strategies, additional teachers, and other personnel, staff development. Come visit
our Parent Resource Room for technology training and access to the internet. We
look forward to working with you and your child to make this a rewarding year.
Memphis City Schools does not discriminate against any person based on race, color,
gender, national origin, disability or age.
Should you need any additional information, please contact Title 1 Instructional
Facilitator, Mrs. Rebecca Schaffer, at 416-9028.
26
Bruce Elementary School
Family Engagement Plan
(Revised Annually by the Site Based Council)
Bruce Elementary School has a special responsibility to our parents and
the community by providing opportunities to get involved and share the
responsibility of promoting success in our children. Bruce Elementary
School will ensure that its families have opportunities to participate
in planning, designing, and implementing the Title 1 Family Engagement
program by doing the following:
Major Activities
Title 1-A Parent
Involvement
Strategies
Evaluation/Outcomes
(Coordinated and integrated with
parent involvement strategies under
other programs such as Head Start,
Parents as Teachers, etc.)
1. Bruce School’s Family
Engagement Plan commits to
involving families in policy
development
2. Bruce School’s Family
Engagement Plan incorporates
family involvement in decisionmaking and governance
3. Annual Title 1 meeting(s):
describe and explain Title 1
guidelines, curriculum,
school’s AYP status and
participation in Title 1, forms
of local academic assessments
used to measure student
progress and the proficiency
levels students are expected to
meet, state standards,
interventions, parent
involvement programs,
Attendance/Promotion/Retention
Policies, parental rights
4. Timely two-way
communication between
families, teachers, school
staff, administrators, and
community
1. Annually-Develop jointly,
review, agree upon,
distribute, and
monitor
implementation of
the Title 1 HomeSchool Compact,
Family Engagement
Plan, and School
Improvement Plan; *A
process is in place
for parents to
submit complaints on
the school-wide
program if deemed
unsatisfactory.
1. Family and
community members
become stakeholders in
the education process
and are continuously
aware of the
responsibilities and
expectations of the
school
2. Provide regular
opportunities for
families to have
input regarding the
planning, review,
and improvement of
the school parental
involvement policy
and joint
development of the
school-wide program
plan (TSIPP):
site-based council
meetings, parent
meetings, suggestion
box, newsletters,
website, monthly
coffee talks, parent
surveys
3. Provide Families
with the knowledge of
programs and effective
strategies/activities
to increase student
proficiency levels
2. Implement/review
School Climate surveys;
Address/resolve issues
between families and
school within 48 hours
4. Families can address
student’s areas of need
and become involved in
the academic experience
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5. Bruce School shall provide
full opportunities for the
participation of parents with
disabilities, parents of
migratory children, and parents
with limited English
proficiency to the extent
practicable
6. Professional Development
Opportunities for all school
stakeholders
7. Bruce School’s Family
Engagement Plan pledges to
increase family involvement
8. Staff members will study
the value and contributions of
parents, working/communicating
with parents as equal partners,
implementing and coordinating
parent programs, and foster
ties between home and school.
3. Invite families
and offer annual
meeting at flexible
times (a.m./p.m.),
with translators for
parents with limited
English proficiency;
Repeat meeting
second semester for
new families;
Daycare provided at
every parent
meeting;
Transportation
available, to the
extent practicable,
per parent request.
5. Delivery of services
that supports and
increases family
involvement
4. Provide
assistance to
parents in
understanding topics
such as the State’s
academic content
standards,
assessments, how to
monitor students’
progress, and how to
work with teachers
to improve
achievement:
flexibly-scheduled
conferences and/or
per parent requests,
progress reports,
assessment results,
TCAP data
(proficiency
levels), report
cards, notes/phone
calls home, EDplans
(if applicable),
intervention
strategies, bimonthly papers sent
home, e-mail, voice
mail, lesson line,
high-quality
curriculum
7. Maximize the
possibility of parental
attendance; ensure
meaningful parental
involvement
6. Enable parents to
better understand
standards, academic
content, and improve
parenting skills
knowledge; increased
opportunities for
parents to become
learners
8. Build strong
relationships with
students’ parents to be
support academic
achievement.
5. Continuously
provide information
related to school
and parent programs,
school reports, in
an understandable,
uniform format,
using translators as
needed, such as
monthly newsletters,
calendars, school
28
website, and
postings in the NCLB
Parent Resource Room
6. Invite
parents/guardians to
partake in Bruce
School’s planned
professional
development via
school calendar,
website, and notes
home. Materials and
training are
provided to help
parents work with
their children to
improve their
achievement (Parent
Resource Room,
English for Moms,
Parent Power, PACE).
Send home Memphis
City School’s
professional
development
calendar, post in
the Parent Resource
Room, and link on
the school’s
website.
7. Family meetings
shall be held
regularly throughout
the year at flexible
times to accommodate
the needs of all
families. Parents
are provided with
opportunities to
observe the
instructional
program, volunteer
their services, and
take a participatory
role in school
planning. Per parent
request, regular
meetings are held to
formulate
suggestions and to
participate in
decisions relating
to the education of
their children.
8. Staff will
receive on-going
professional
development using a
book study/jigsaw:
29
Parents and Teachers
Working Together by
Davis & Yang
*Parents are to submit the complaint to either the school’s Parent Input Box or to the Site
Based Council. If the problem still goes unresolved, the next step will be to file a
complaint in writing to the Tennessee Department of Education, Federal Programs
Office. The complaint must include the name and address of the person submitting the
complaint and a description of the complaint. The complaint must also include a
statement that the school/agency has violated a requirement of federal stature or
regulation that applies to the program.
Mailing Address:
Tennessee Department of Education, Federal Programs Office, 5th Floor, Andrew
Johnson Tower, 710 James Robertson Parkway, Nashville, TN 37243
30
Bruce Elementary School
Title 1Home-School Compact
(Revised Annually by the Site Based Council)
Goal: Parents, school staff, and students will share the responsibility for improved
student academic achievement via the jointly designed Home-School Compact
Parent/Guardian Guarantee
I have high expectations for my child. Ways that I will support his/her learning:
 see that my child attends school daily, on time, dressed in an approved school
uniform, with all necessary tools for learning
 guarantee that my child has a set bedtime and eats breakfast to increase
functioning levels
 support my child’s teacher with open lines of continuous communication







assist my child with school assignments in a designated study area, monitor
homework, and check for information sent home that needs to be returned
develop a partnership with Bruce Elementary School to help my child achieve
the state’s high standards
teach my child to respect authority and the property of others
support the Blue Ribbon Initiative Plan and the school’s efforts with
discipline/promoting a safe, orderly environment
regularly attend parent conferences, school meetings, and programs with
opportunities to view/discuss curriculum, academic assessments, interventions,
and proficiency levels
volunteer, participate and observe in the classroom when feasible
regularly read with and to my child, and provide opportunities to see me read
________________________Parent’s Signature
Student Guarantee
I have high expectations for myself. I will:
o come to school daily, on time, will all necessary learning tools, dressed in an
approved school uniform
o obey school/classroom rules and honor the Blue Ribbon Initiative
o show respect for authority, myself, my peers, and all adults
o give all assignments my best effort, take home written notices, and return signed
papers/report cards promptly
o use my regular “study” area to complete all work, limit my television viewing, go
to bed early, and eat breakfast to ensure my academic success
o ask questions, participate/listen in class, take responsibility for my actions and
grades, and allow others to learn
o read to learn and read for fun
_______________________Student’s Signature
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Teacher Guarantee
I have high expectations for all of my students, parents and peers. I will:
 keep parents continuously informed about students’ progress, attendance, and
behavior through report cards, frequent progress reports, phone calls,
assessment data, IEP’S, Excel plans, SART meetings, conferences, student work,
newsletters, Home-School Compacts, and bi-monthly papers sent home
 consistently provide engaging homework assignments that reinforce classroom
instruction
 determine students’ educational needs and levels of proficiency then
adjust/differentiate instruction to accommodate areas of need
 promote a warm, safe, inviting classroom for parents and students
 engage students by using researched-based teaching strategies along with a
high quality curriculum/instruction that exceeds the state’s standards
 provide opportunities to analyze the high quality curriculum, assessment
measures, and interventions used at Bruce Elementary School
 continuously encourage and acknowledge students’ efforts
 read to my students and provide opportunities for them to read
_______________________Teacher’s Signature
School Guarantee
We have high expectations for all students, faculty, staff, and parents. We will:
 ensure that students receive engaging, researched-based instruction using high
quality curriculum that will increase levels of academic proficiency and exceed
the state’s standards
 create a safe, supportive, and effective learning environment that promotes
trust, and respect.
 provide continuous two-way communication between families, teachers, school
staff, and the community
 respond to parent suggestions and concerns within 48 hours of submittal
(verbal, written, parent suggestion box, email)
 be available for parents without an appointment before and after school, by
appointment during the school day, and monthly at “Coffee Talks”
 give parents reasonable access to school staff, opportunities to volunteer, and
occasions to observe the instructional program
 invite family, faculty, and community members to acknowledge students’
successes through honors programs, parent meetings, family math and science
nights, parent conferences, attendance incentives, Blue Ribbon Initiatives, MCS
Insider, and newsletters/calendars sent home
 provide timely information to parents about Tennessee State Standards, high
quality curriculum, assessment measures, data analysis, interventions, and
proficiency expectations for students
 invite families to participate in the creation and review of the School
Improvement Plan, Family Engagement Policy, and No Child Left Behind HomeSchool Compact through parent/site-based meetings
 encourage teachers, students, parents, and staff to strive toward high
expectations academically, socially, and physically
______________________Principal’s Signature
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