Big Lake Student Handbook
Welcome Message
Welcome to another amazing year at Big Lake Elementary. Big Lake’s goal is to provide every student with knowledge and skills for future learning and success.
Big Lake Elementary is an environment where children can feel safe, supported, and academically challenged. Parent involvement is strongly encouraged in the classrooms. Please visit Big Lake Elementary often, ask questions, and become involved with as many activities as possible. Your input and support is valued and appreciated. The Big Lake staff provides a high-quality, rigorous education for all students. We pride ourselves in developing students who: (1) think critically, (2) take pride in and ownership of their learning, (3) understand the importance of communication and equity in collaborating with peers, and (4) grow as responsible citizens at school, home and in their community. Monthly newsletters are posted to our website. Please review these newsletters to remain informed. Additionally, teachers send out informational emails on a regular basis.
Attendance is critical. Whether due to illness or family vacations, absenteeism directly impacts the development of a student’s academic habits, and academic progress over time. One of the most important things you can do to help your child succeed is to help him/her develop a habit of regular, punctual attendance.
Staff
Administration & Certificated Staff
Principal Matt Lutes
Administrative Secretary Shawna Carpenter
Secretary Jackie Roberts
Foundations K Cameron Houtsma
Kindergarten Katie Reijm
First Grade Timathi Fitzpatrick
First Grade Ariel Maras
Second Grade Danielle Fuller
Second Grade Kristi Muña
Third Grade Brandon Constantine
Third/Fourth Grade Natalie Sakuma
Fourth Grade Ivy Leverenz
Fifth Grade Rachael Brown
Fifth/Sixth Grade Jael Crouse
Sixth Grade Elizabeth Vaith
Special Ed / LAP Justine Muñoz
PE Specialist Reille Jones
Counselor Ariel Williams
Music Kerri Kincaid
Specialists
Speech Cassandra Wells
Psychologist Jennifer Coomes
Nurse Judy Burke, RN
Physical Therapist Tina Schaffer
Occupational Therapist Kasey McKnight
Classified Employees
Paraprofessionals & Campus Safety:
Campus Safety / Class Support Erica Covert
Campus Safety Kaysee Leyva
Campus Safety / LAP Deborah Hedberg
Campus Safety / SPED Teresa Pearcy
Campus Safety / Librarian Amy Souza
Campus Safety/ Class Support Patsy Walz
Custodian Reina Cruz
Food Services Lynn Phillips & Karen Dingeman
Building Tech Support Michael Benninghoven
Parent Group
Each parent is automatically a member of Big Lake’s Parent Group Association (BLPGA). We encourage all parents to attend and become involved. The BLGPA meets on the third Thursday of each month at 7 p.m. in the Cafeteria.
The School Counselor
The Big Lake School Counselor provides a variety of services to students, teachers and parents in the classroom, small groups and one on one. The counselor’s role is to support the students' social, emotional and behavioral needs of students. Our counselor is in the office every Monday, Wednesday and Friday.
Arrival and Dismissal
These rules are necessary to ensure the safety of our students. If you have any questions regarding this policy, please give us a call.
Doors open to classrooms 9:10/10:10 AM (W)
School begins 9:25/10:25 AM (W)
School dismissed 3:30 PM
Early Release days dismissed 12:30 PM
(W) = Late Start Wednesday
Any change from the normal routine requires a note or a phone call. In the absence of communication indicating a change, students will be sent home based on their normal transportation plan.
Picking Your Child Up At School
If you pick up your child from Big Lake for any reason, before dismissal time, you must check in at the office.
Written parental permission or a phone call to the main office is required for any other person to pick up a child.
One of the most important things you can do to help your child succeed is to help him/her develop a habit of regular, punctual attendance. Please try to schedule appointments outside of the school day whenever possible. Tardies and early pick-ups are a major disruption to our classroom routines. Please respect our 9:25-3:30 times. Early pick-ups will be tracked and counted against attendance, just like tardies.
Emergency Information Forms on file with the school are imperative. Please keep phone numbers and addresses current.
Lost and Found
All lunch boxes, hats, gloves, coats, boots and other articles of clothing should be plainly labeled with your child’s name.
Articles of clothing or other items found on the school grounds are brought to the office. Any article that is marked with a child’s name is returned to him/her. Unidentified items are kept in the “lost and found” located next to the main office. Students are encouraged to check for lost items in this area. Twice a year unclaimed items are donated to local charities.
Messages for Students
If you need to get a message to your child, please contact the main office. We will send a note out to your child’s teacher as soon as possible.
Visiting School
Parents are welcome to visit their child’s classroom at Big Lake. When visiting, please check in at the office for sign-in/out and a visitor badge. We require volunteers to stop by the office and fill out a background check application. All parents working at the school or attending field trips must have a current WA State Patrol check on file. Background checks must be completed at least one week prior to attendance on all field trips.
Volunteering at School
Sedro-Woolley School District has new volunteer procedures in place. If you are interested in volunteering, chaperoning a field trip, or being a Watch D.O.G.s this will be the new process:
The volunteer will read the volunteer handbook, which includes the required review of the district’s HIB policies.
The volunteer will complete the online volunteer application.
The District Office will complete the WATCH background check for the applicant.
The District Office will notify the applicant and the school building secretary that the application and background check are complete.
Background checks will be conducted every two years on all volunteers. As part of the application process, volunteers will need to fill out the online application and upload a copy of your driver’s license. Be sure to complete all areas of the form, or it will be returned to you. Please allow for two weeks for processing.
Student Progress
The purpose of semester report cards is so students, parents, and teachers can monitor progress in accordance with the state requirements. We hope to clearly communicate the expectations for our students and the student’s progress toward meeting these expectations.Student progress is formally reported two times per year as listed below:
First Semester – Report cards will be sent at the end of the first trimester, 2/7.
Second Semester – Report cards will be sent at the end of the second trimester, 6/17.
Student/Parent/Teacher Conferences
Conferences will be officially held two times a year. Additional conferences may be requested by the teacher or by the parents at any time. The first semester conferences will be held on November 5th, 6th, and 7th. These days are early release days for students. The second semester conferences will be held on March 6th and 7th. Both days will be early release for students.
Any questions about report cards should be addressed with your child’s teacher.
Schoolwide Expectations
Big Lake Elementary has established schoolwide expectations so students have a clear understanding of what is expected in key locations at Big Lake. These expectations will be reviewed with staff and will be taught to students.Posters and banners highlighting an area’s expectations will be posted throughout Big Lake. These expectations will be reviewed monthly with students throughout the year.
Trait | Setting | ||||||
Classroom | Hallway | Cafeteria | Bathroom | Recess | Bus | Arrival & Dismissal | |
Be Respectful | Follow Directions Use kind words and actions Cooperate with others Be truthful Keep hands, feet, and objects to self | Keep hands to yourself Be courteous of other classrooms Respect materials (e.g. posters) | Use manners Listen to and follow adults requests Keep food on your plate | Take care of your own business Give others privacy and remain in stall Keep water in the sink Knock before entering | Respect other people's personal space on the playground Follow the rules of the game on the playground Respond when the adult/teacher calls on the playground Be kind to peers while playing games on the playground | Use kind words toward the bus driver and others Listen to and follow the bus driver's rules Remain seated after entering the bus Stay clear of the roadway | Respond immediately when teacher/adult calls Raise your hand for help |
Be Responsible | Bring required materials Exercise self-control Participate in all activities Take care of school property Use time wisely | Walk Follow instructions given for drills and emergencies Report unsafe hallway behavior(s) | Eat your own food Clean up after yourself | Flush toilet Wash hands with soap Throw away any trash properly Report any problems to teacher Use the restroom quickly and return to class quietly | Return equipment when you are done Line up when the whistle blows Stay in established area Report problems/unsafe behavior to the adult | Remain in seat Use self-control Be ready when the bus arrives Carry on all personal belongings needed Keep alert and watch for your stop on the way home Keep all food and drinks stored away | Stay in assigned areas Arrive on time Bring to school and take home all necessary materials Arrive on time to before and after school activities |
Give Best Effort | Participate in class activities with best effort Complete work with best effort Try first, then ask for help politely Use classroom materials appropriately Remain on task & focus on your own work | Walk directly to next location Use time appropriately and efficiently Pay attention to where you're going
| Keep the lunch tables clean Clear away trash | Keep bathroom tidy | Follow the rules of the game on the playground Respond when the adult/teacher calls on the playground | Keep hands and feet to yourself Stay clear of a moving bus Be alert and prepared in emergency situations | Resolve conflicts peacefully Fulfill before and after school commitments |
Reactive Plan Flowchart
All staff will use an instructional approach to behavior. This includes teaching, reminding, and reinforcing expected behaviors and using the 6-step instructional approach to respond to teachable moments and minor and major behaviors.
6-step Instructional Approach
Show empathy
Maintain the flow of instruction
Acknowledge other students meeting expectations
Redirect and Reteach expected behavior
Allow time and space
Recognize/reinforce appropriate behavior when demonstrated
Observe problem behavior.
Is the behavior a Minor or Major?
Refer to Minor and Major Behavior Definitions.
1st Minor
Use 6-step instructional approach:
Discreetly problem solve with student; determine appropriate, natural consequences
Record incident in behavior tracking form
2nd Minor behavior in a week
Follow steps 1-3 from 1st Minor (above).
Review Primary (Tier 1) Prevention Plan. What prevention strategies can be used to prevent this behavior from happening again? See page XX for Tier 1
3rd Minor behavior in a week
(Becomes Major)
Follow steps 1-2 from 1st Minor (above).
Office will record incidents in Skyward.
The teacher informs family (phone call; inform and problem-solve).
Review Secondary (Tier 2) Intervention grids to connect the student with supports (e.g., self-monitoring or daily behavior ratings [DBR]) as appropriate using entry criteria (e.g., 2-5 ODRs indicates Tier 2 support needed).
Does the behavior put the student or others in imminent harm?
No
Show empathy and respond in a neutral tone
Calmly and firmly re-state expectations
Maintain flow of instruction for other students
Complete Major behavior in behavior tracking form; admin is notified
Debrief with student in private
Administrator or designee will come to the classroom to take student to office when appropriate
Yes
Evacuate to neighboring classroom
Keep visual on student until help arrives
Contact the office (3525); Trained staff member will be notified to respond ASAP
After student has recovered, involved parties will conference to determine course of action; Teacher completes Major Discipline Referral in Skyward
Administrator provides consequence as directed by Board Policy, Student Handbook and notifies parents (phone call; schedule meeting with parent, admin, and teacher(s) to problem solve and review Tier 2 and Tier 3 Intervention grids to connect students with supports.
Behavioral Definitions
Minor Behaviors
Behavior | Definition |
Academic misconduct (Major) | Major academic misconduct violations refer to persistent or severe incidents that breach expectations related to conduct during daily academic work.
Examples include cheating on exams, plagiarism of papers, or repeated minor violations. Non-examples include behavior consistent with expectations for class, such as carrying out teacher-directed large group projects.
Other non-examples include behavior consistent with the Minor (Teacher-managed) behavior Academic integrity violations, which refer to isolated incidents that breach expectations related to conduct during daily academic work, such as cheating on homework, or altering academic documents. See definition of Academic integrity violations under Minor (Teacher-managed) behaviors. |
Bullying / Cyberbullying / Harassment | (SCHOOL/District specified) |
Disruptive behavior (severe) | Disruptive behavior (severe) refers to behavior so intense or serious that class cannot continue or jeopardizes the safety and/or security the student, their classmates, or their teacher.
Examples include persistent screaming of inappropriate words or otherwise phrases in the hallway during an instructional period, knocking over classroom furniture, or tearing up a peer’s work.
Non-examples include speaking up in class when you have a question, yelling to a peer at recess, or accidently creating loud noises in the classroom (e.g., dropping books).
Other non-examples include behavior consistent with the Minor (Teacher-managed) behavior Disruptive behavior (persistent), which involves persistent but less severe disruptions such as slamming materials on a desk. See definition of Disruptive behavior (persistent) under Minor (Teacher-managed) behaviors. |
Elopement | Eloping refers to behaviors involving a student leaving from a supervised area (e.g., classroom, playground, school building) without permission.
Examples include leaving out of frustration (e.g., “I’m out of here!”), running through the school, or leaving school grounds. Non-examples include students utilizing portions of school-created individualized Safety Plans, running away from a potentially dangerous or harmful situation, or leaving the classroom after a directive from the teacher to do so. |
Fighting | Fighting refers to reciprocated violence, combat, or otherwise physical aggression between two or more individuals.
Examples include punching between two or more individuals, hair pulling, or using weapons. Non-examples include name-calling, threatening to fight, or being assaulted and blocking or running away. |
Profanity (severe) | Profanity refers to any behavior emitting an intensely profane or obscene gesture, word, or symbol directed toward staff or students, or Sexual Misconduct, which includes but is not limited to making obscene gestures of an overt sexual nature toward staff or students. See definition of Sexual Misconduct.
Examples include using the ‘f’ word, non-dress code photos with profanity attached either in-person or through technology. Non-examples include graffiti without profane words or images.
Other non-examples include behaviors consistent with the Minor behavior Inappropriate gestures, language, noises. The minor behavior refers to usage of rude language (written or verbal), gestures, or noises in conversation with staff or peers, during daily classroom activities, or during passing periods such as using curse words conversationally, writing lude language on desks, or using the middle finger (flipping off) in a playful or casual manner. |
Sexual misconduct | Sexual misconduct refers to any sexually explicit verbal or physical behavior.
Examples of sexual misconduct include exposing oneself or others in-person or on social media, sending sexually explicit electronic communications (email, text messages), using sexually profane language verbally or in written expression (including text messages), or engaging in sexual acts on school property or at school events. Nonexamples include handholding, graffiti that is not sexually explicit. |
Technology policy violations | Technology policy violations refers to any behavior in which computers, phones, tablets, music devices, or other electronic devices are used in a manner that is severe, bullying, or explicit.
Examples include accessing sexually explicit material on the school premises or using a school-owned device, or communicating bullying messages through text message or social media. Nonexamples include using technology or social media at appropriate times to speak up peacefully about current issues. Other non-examples include behavior consistent with the Minor behavior Inappropriate Use of Technology which includes any use of technology for inappropriate reasons or at inappropriate times, such as texting during class, listening to music during instruction, or posting on social media. See definition of Inappropriate Use of Technology under Minor behaviors. |
Theft | Theft or stealing, refers to any behavior of taking and/ or carrying away the personal property of another without consent.
Examples include taking lunch money from a person’s open locker or taking dry erase markers from a teacher without permission. Nonexamples include carrying a friend’s backpack if asked, taking a basketball home from the gym with permission from the gym teacher, or using school-property appropriately and with permission. |
Threat to do injury to person or property | Threat to do injury to person or property refers to any statement or action, via technology or face-to-face, that relays an intention to cause physical or emotional pain to another person or damage property. This includes any hostile action or statement of intention of action done in retaliation to another.
Examples include telling another person you will fight them, bringing any weapon to school, providing an anonymous threat of damage to the school building. Nonexamples include conversations between teacher and student in which consequences are reviewed and discussed or planning a peaceful demonstration with other students. |
Vandalism / Destruction of property | Vandalism refers to any behavior resulting in the defacement or the destruction of property or facilities.
Examples include intentionally breaking school furniture, graffiti on buildings, or destroying bulletin boards or other school-created signage. Non-examples include writing on personal property, a faculty approved artistic expression on the school building or classroom wall, or unintentional breaking of furniture due to regular wear and tear. |
Violence against other students | Violence against other students refers to any action or attempt to cause physical or emotional pain on another student or damage another student’s property by one student to one or more students.
Examples include assault, throwing objects with sufficient intensity to harm or intimidate, or the use of weapons at school. Nonexamples include high fives, handshakes, or bumping into a peer in a manner without sufficient intensity or intent to cause harm or intimidation. |
Violence against staff | Violence against staff refers to any action or attempt to cause physical or emotional pain on a staff member or damage a staff member’s property.
Examples include assault, throwing objects with sufficient intensity to harm or intimidate, or the use of weapons at school. Nonexamples include high fives, handshakes, or bumping into a staff-member in a manner without sufficient intensity or intent to cause harm or intimidation. |
Weapon possession | Refer to board language describing procedures for responding to this type of violation. |
A student may be placed under Emergency Expulsion, as defined in the Sedro-Woolley School board Policy #3331, while an investigation of an incident takes place.
Some offenses may demand a call to the police or authorities.
If a child has an Individual Educational Plan (IEP), stated behavioral goals may take precedence.
Discipline notices will be followed up with communication home via telephone or email.
The principal reserves the right to make adjustments to the discipline steps as determined on an individual student basis.
Definition of Terms
Bullying – To intimidate with perceived power; to be cruel verbally and/or physically. Ongoing and pervasive. This includes cyber bullying.
Assault – Physical attack on another person.
Arson – Malicious burning or attempt. Possession of combustibles (matches, lighter) and/or explosives (firecrackers, smoke bombs, live ammunition) is considered attempted arson.
Fighting – Being physically aggressive with the intent to do bodily harm. “Play fighting” will be considered fighting.
Forgery – The illegal production of counterfeit material (including parent signatures on school documents).
Gang Related Items – Any clothing items (hats, scarves, belts, shirts, and shoelaces), hand signals, or other gestures, body markings related to gang activity.
Harassment – Unwelcome and/or inappropriate advances. This can be of a verbal, physical or sexual nature. This includes cyber bullying.
Inappropriate Language – Words and phrases, which generally offend members of our school community. These include cussing and comments deemed offensive by a class of students (gender, race, sexual orientation).
Intimidation – Influence or force by fear.
Retaliation – Continuation of harassment behaviors after directives to stop.
Substance Abuse – Possession, use of, or selling of any illegal drugs, alcohol or mind altering substances or any medication which is not prescribed by a physician.
Theft – Taking something that does not belong to you.
Vandalism – Willful damage or destruction of property.
Target – A person at which teasing, bullying, intimidating behaviors are directed.
Threat – An expression of an intention to inflict something harmful (written or verbal).
Tobacco – No student shall be in possession of tobacco products of any kind on district property, including district vehicles and athletic fields.
Verbal Assault – Inappropriate language, harassment, gestures, name-calling, put-downs or threats intended to directly offend others.
Weapons– Any instrument that can be construed to be potentially dangerous or harmful to themselves or others. Any student in possession of firearms, dangerous weapons (including knives, “nun-chu-ka sticks”, “throwing stars”, BB guns, pellet guns, paintball guns, etc.) or explosive devices will be subject to expulsion. This includes “look-alike” facsimile.