2008-2009
Student
Handbook
Jill F. Barber, Principal
Tracey Horn, Assistant Principal
P.O.
(334) 585-2185
(334) 585-1492 Fax
Faculty & Staff
Administration
Jill
F. Barber, Principal
Tracey
Horn, Assistant Principal
6th
Grade 7th
Grade
Ramona Hall, Social Studies Gary Carter, Jr., Math
Sarah King, Literacy Sarah King, English
Donna Watkins, Science Amy Single, Science
Becky Williams, Math Ashley Trammell, Civics
8th Grade Resource/Inclusion
Jennie Brown, Math Katrina Blount
S. Diane Johnson, English Linda Cordell
Starla Perez, Science Rheadell Porter
Meredith T. Spann, Business Technology Essentials
Ashley Trammell, History
Lifelong Individualized Fitness Education (L.I.F.E) Speech/Language Teacher
Brandon Buck Carla Turner
Band Media Specialist
Mark Brantley Christine Johnston
Kimberly Shipman
Guidance Counselor School
Nurse
Scharona O. Grimsley Jan
Peterson
Aides
Dorothy Clements, Classroom
Cathy Green, L.I.F.E.
Office Staff Custodians
Dawn Albritton, School/CNP
Bookkeeper Jessica
Burch
Ellen Wright,
Secretary/Receptionist Della
Danzey
Cafeteria Staff
Martha Truitt, CNP Manager
Nila Grimsley
Teacher Email
Addresses
Email addressees for all faculty
are first name initial with whole last name@henryschools.org. For
example Mrs. Barber’s email address would be jbarber@henryschools.org. The schools website address is
www.abbevillemiddle.org.
From the desks of
Jill F. Barber,
Principal
Tracey Horn, Assistant
Principal
(334)585-2185
August 6, 2008
Dear Students:
We want to welcome all
students to
Our exciting and energized
curriculum has been enhanced through the continuation of our math, science, and
technology initiative (AMSTI) and the addition of a newly implemented reading
literacy program (
We are here for you and we
will continue to work hard to make AMS a place where you can continue to learn
and grow.
The information in this
booklet along with the information in the Henry County Handbook will help you
to make 2008-2009 a productive, positive school year. Let’s make good choices. We know you can.
Let’s make it a great
year!!!
Sincerely,
Jill F. Barber,
Principal
Tracey Horn, Assistant
Principal
From
the desk of Miss Grimsley:
334-585-2185 ext. 120 *334-585-1492
Fax#
August 6, 2008
Dear Students and Parents:
It is time to begin the
2008-2009 school year, and I look forward to sharing my responsibilities as
school counselor at
On the middle school
level, I will spend a great deal of time talking about long and short term
goals, study habits, organizational skills, the importance of planning, career
awareness, cooperative behavior in a group, conflict resolution, and
understanding how all of the above relates to school and to the future. The eighth grade students will be required to
participate in a career interest inventory via Career Cruising.
This school term focus
will be on more individual counseling, as well, as large classroom guidance
lessons every four weeks per grade level.
But, my goals will be to help the students learn to solve their problems
independently, becoming more cooperative and tolerant of each other.
Parents, remember your
middle school years. It is a tough
transitional time for adolescents. If
you and your student need extra help, I have available resources. Let me know if I can assist you at any time.
Sincerely,
Miss Grimsley
Miss Scharona O. Grimsley
AMS Guidance Counselor
Beliefs, Mission
Statement, Equal
Belief
Statement
We Believe:
-Student learning is a major priority for our school.
-Regular attendance is an important factor in student success.
-Parents, students, and teachers are partners in the education process.
-Students learn best when they have appropriate opportunities for success and are actively engaged in the learning process.
-Each student is a valued individual with unique physical, social, emotional, and intellectual needs.
We Believe, as teachers, we should:
-Provide an atmosphere that is safe, clean, nurturing, and supportive which instills in our students a sense of belonging.
-Treat all students fairly and encourage all to learn.
-Encourage enthusiasm for learning which will help students become life-long learners.
-Work cooperatively (special service teachers and regular service teachers) to provide the best possible environment for educationally challenged students.
-Provide clear guidelines so students know what we expect of them.
-Closely supervise our students while providing fair and consistent discipline.
We Believe students should:
-Be able to apply their learning in meaningful contexts.
-Accept responsibility for their possessions and their actions.
-Show respect for themselves and others.
-Respect school property and the property of others.
Our mission is to provide all students with an educational foundation necessary to become productive, problem-solving individuals.
Guidance Counselor
The guidance counselor will coordinate the school guidance program. The guidance counselor will work closely with all students and staff to build a positive climate, to act as a link between teachers and parents, and to counsel with individual students having problems that need attention. Parents and students are urged to contact our guidance counselor if there are any problems which might be resolved through counseling. Students must have a pass to go to the counselor’s office. Students should immediately report back to class if the counselor is busy or is not in the office
Miss Scharona O. Grimsley is the guidance counselor for
The school must have a signed statement from the student or his/her parent before a transcript will be sent to an employer, a college admission office, etc.
School Nurse
There is a school nurse hired by the Henry County Board of
Education to serve all of Abbeville schools.
The nurse is available at
Any student needing the services of the nurse should sign up in the main office and will be called when the nurse arrives. Leaving the classroom to check to see if the nurse has arrived is against school rules. Students must have a pass from their teacher to sign up for the school nurse.
Mrs. Jan Peterson is the school nurse for the Abbeville Schools.
Home Language Survey
Each student who enrolls in a
Equal
Opportunity
A student shall not be admitted to, or excluded from, any federally assisted education program on the basis of a surname of language-minority status. {No Child Left Behind Act of 2001. Title III-Language Instruction for Limited English Proficient and Immigrant Students, Part C, Section 3302 (f)}
Privacy Act
The parents or guardians of students under the age of 18 have the right to request to see their child’s records. Students 18 years old or older may request to see their school records.
The school must have a signed statement from the student or his/her parent before a transcript will be sent to an employer, a college admission office, etc.
Goals And
Objectives
- To
provide the students at
1. SAT 10/ARMT
2.
3.
4. Computer Applications Skills
5. Accelerated Reader
- To
provide the students at
1. Character Education Lessons
2. Opportunities to participate in honors and civic-minded organizations
3. Opportunities to learn to work in cooperative and diverse groups
4. Studies in conflict resolution
- To
provide the students at
1. Teach commitment to creating quality work and excellence
2. Use a variety of learning strategies, personal skills, and time management
3. Emphasize critical thinking, problem solving, and creative thinking
Stanford Achievement Test
The Stanford Achievement Test Series, Ninth Edition
(Stanford 10) is the newest edition of one of the most respected achievement
test. Students in grade 6th-8th
at
Mathematics: Test items emphasize problem-solving skills and combines concepts and applications to reflect two subtests - Mathematics: Problem Solving and Procedures. Sub areas: Measurement, Estimation, Number and Number Relationship, Number System & Number Theory, Patterns & Functions, Algebra, Statistics, Probability and Geometry.
Language: Test items are based on the philosophy that language arts objective should be part of a linguistic whole. It measures proficiency in mechanics an expression, organization and sentence structure. Linguistic achievement is assessed in the context of interesting, grade-appropriate sentences and paragraphs in which a variety of errors have been embedded. Sub areas: Capitalization, Punctuation, Usage, Sentence Structure, Content and Organization.
Science: Test items allow students to use reasoning skills to reach answers rather than having to recall memorized, detailed facts and information. Students may be asked to apply an understanding of the concept directly to a situation, but more often, they are expected to use what they know to apply information and data, interpret data, draw conclusions, and predict events. Areas: Earth and Space Science, Physical Science, Life Science, Science Process Skills.
Social Science: Test items features questions drawn form
real life, such as shopping (economic choice) and neighborhood maps
(locations/directions), to measure a student’s understanding of history,
geography, economics, civics, and government and culture.
6
The purpose of the ARMT is to
assess students’ mastery of state content standards in reading and mathematics,
to report individual and group performance, to report relative strengths and
weaknesses of individuals and groups, and to provide data to study changes in
performance over time. All AMS students
will be tested on academic content standards in reading and mathematics in
various subcategories such as Stanford 10 Reading Vocabulary, Stanford 10
Reading Comprehension, ARMT Part 2 Reading subtest, Stanford 10 Mathematics
Procedures, Mathematics Problem Solving, and the ARMT Part 2 Mathematics
subtest.
The ARMT is a criterion-referenced
test. It consists of selected items from
the Stanford Achievement Test
(Stanford 10) which matches the
Performance is reported in the
following achievement levels: Level I
(does not meet academic content standards; Level II (partially meets academic
content standards); Level III (meets academic content standards (proficient or
grade-level performance); and Level IV (exceeds academic content
standards). Assessment results are based
for accountability for Grades 3-8 in meeting one of the requirements of the No
Child Left Behind legislation.
The purpose of the ADAW is to
assess students’ writing performance in descriptive, narrative, expository, and
persuasive modes of discourse, thus encouraging writing in all four modes.
The ADAW is a timed test with
results reported in a Focused Holistic and Analytical Score Method. The Focused Holistic Scoring Method requires
the reader to focus attention on a set of compositional characteristics
(purpose, content, audience, and organization/clarity) and to assign scores
based on the level of proficiency that the writer demonstrated in these areas. The Analytical Scoring Method reports the
writing mechanics, sentence formation, and grammar and usage. Performance is reported in the following
achievement levels: Level I (little understanding
of the writing task; Level II (some understanding of the writing task but more
author involvement than author control; Level III (good understanding of the
writing task and is sufficiently developed with a sense of audience, purpose,
and author control); and Level IV (through writing with a strong sense of
audience and purpose, consistent, and elaborated with details that are clear
and coherent).
AMSTI is the Alabama Department of Education’s initiative to improve math and science teaching statewide. It is delivered regionally through partnerships with local universities that house and staff the local AMSTI site. Launched as a pilot program in 2002, it was designed by the Alabama Department of Education using a blue ribbon committee of business leaders, K-12 educators, and university representatives.
AMSTI emphasizes hands-on learning of math and science. For instance, instead of just reading about
weather, elementary and middle school students’ use hygrometers to measure
relative humidity, recording digital thermometers to monitor the daily high and
low temperatures, and barometers to keep track of barometric pressure. Elementary students daily observe clouds to
determine type and percentage coverage for their area. This information is entered into a computer
database that allows the students to compare their data to other schools across
In math, students use various manipulatives, including cubes, pattern blocks, geo-boards, and area tiles to visualize difficult mathematical concepts. In addition, technology is interwoven throughout instruction. Graphing calculators are used frequently in middle school and high school mathematics. Students are engaged by applying math to real life problems. For instance in one unit, students operate a cookie store, making all of the calculations needed to effectively produce a profit.
Title I
Abbeville Middle is a TITLE I Schoolwide School that
receives federal program funds that are used to improve the academic
achievement of all students. The
The Henry County School System Title I Plan is available for review in the Federal Programs Coordinator’s Office in the Central Office. It is also available in the principal’s office and the media center at each school.
The Henry County School System implements the NCLB Parents Right-to-Know provision by providing parents with copies of all required notifications/forms. These include both English and Spanish (and other languages as needed) versions of the required documents. TransACT is used as a resource for the documents.
The Henry County School System is committed to enrolling without barriers and providing fair and equitable services to students with limited English proficiency, children with disabilities, migratory children, neglected or delinquent use, homeless children and youth and immigrant children. For further information see the LEA TITLE I Plan, ELL Plan, and/or Homeless Children and Youth Plan available in the school principal’s office or the superintendent’s office.
Parental
Involvement
Policy/Plan
Abbeville Middle School (AMS) will use its parental involvement funds to purchase supplies, equipment, and materials that will enable us to provide parents with materials to help meet the needs of their children. We will provide workshops and activities to build and foster stronger parent and community involvement. Workshops offered will address issues such as family literacy and parenting skills through work sessions and technology classes. Our efforts to increase student achievement, improve student behavior, and develop better study skills are goals that we plan to reach through services and the purchase of equipment, materials and supplies.
During our Annual parent meeting, we will discuss needs and list recommendations for spending allocated funds. Parents will collaborate with the faculty and staff to decide the most effective way to use these Title I funds.
The parent advisory council will continue to meet each grading period to discuss pertinent aspects of the parent involvement plan. The council will discuss aspects of the plan and offer suggestions and ideas that will be included. Information gained from parent surveys will also be used. AMS will continue to inform and encourage input from parents.
1. Title I participation, its services, and parents’ rights
2. An explanation of the school’s curriculum and the state’s content standards
3. The CIP/Schoolwide plan
4. Parents’ Right-to-Know
5. The school parental involvement plan
6. School-parent-student compacts
7.
The
8. Parent Survey
9. Tips on helping with homework
10. Improving reading and math skills
In addition to the annual meeting,
AMS leadership and faculty understand the importance of
parental involvement and offer parent meetings to accommodate the various
parents’/guardians’ work schedules. Our
annual meeting shall be offered during the school day and in the evening. Our
Abbeville Middle School believes that parents/guardians are to be involved in all aspects of its Title I programs. We shall have three parent representatives on our CIP/Schoolwide advisory council who are involved in AMS activities. Parents will be given surveys at the end of the year. The information gathered from the returned surveys will provide input on activities, training, and materials that the school should offer to the parents/guardians for the upcoming school year. The results from the surveys help determine what is needed in the parental involvement plan as well as in the CIP/Schoolwide plan.
At the annual meeting,
1. Provide training at the annual meeting for parents/guardians about the State’s academic content standards and State student academic achievement standards, state and local assessments, the requirements of Title I, how to monitor their child’s progress, and working with teachers to improve their child’s achievement level. Parents/guardians will schedule meetings with teachers to discuss pertinent information individually.
2.
Provide materials and training to help parents improve
children’s achievement. AMS shall
promote activities and programs for families to become involved in the
educational process in order to provide academic assistance at home and at
school by using compacts, volunteer programs, parenting classes, open house,
statewide parenting day, and parent/teacher conferences. The
3.
Educate the faculty and staff in the importance of
parental contributions and develop open communication with parents/guardians as
valuable partners in the goal of their child’s academic achievement. AMS shall work to build relationships with
parents and the school.
4. To the extent appropriate, coordinate parent involvement programs and activities such as the parent resource center that encourages and supports parents/guardians in participating in their child’s education. Spanish speaking parents/guardians will be provided with pamphlets, and meeting notices, translated into Spanish. Bilingual parents, community members, or older children assist in translation when needed and appropriate.
5. Ensure that information regarding school programs, parent meetings, and activities is sent in a format, to the extent practicable, in a language the parents understand. Information on all meetings and parent notices is sent to parents/guardians of the ELL students in Spanish. Spanish speaking community members will be sought to volunteer their services to translate information.
6.
Provide other reasonable support for parental
involvement activities under this section.
7. Upon request, parents will be provided with the professional qualifications of their child’s teachers and/or paraprofessionals including their certification status and degree(s) in accordance with the Parents’-Right- To-Know. Parents will be given a copy of state assessment reports with or before the first report card. Letters will be sent to the parents of children enrolled in the classroom of a teacher who is not highly qualified.
Abbeville Middle School (AMS) understands that engaging parents in the education process is essential to improved academic success for students. It further recognizes that a child’s education is a responsibility shared by the school and family during the entire time a child attends school.
Therefore,
Although parents may be diverse in culture, language, and
needs, they share the school’s commitment to the educational success of their
children.
Ø Communication between home and school is regular, two-way, and meaningful. Informing parents of pertinent information regarding their child is essential.
Ø Responsible parenting is promoted and supported. AMS recognize that parents are their child’s first and most important teacher.
Ø Parents play an integral role in assisting student learning. AMS encourages parents to involve themselves in their child’s learning experiences at school as well as at home.
Ø Parents are welcome in the school, and their support and assistance are sought. The parents are encouraged to exercise their right to visit their child’s classroom, eat lunch with their child, view their child’s records, and meet with faculty and staff about anything that concerns their child.
Ø Parents are full partners in the decisions that affect children and families. Parents are encouraged to fully participate in decisions that affect their child’s education and well being. Provide opportunities for parents to share in decisions about policies through surveys and parent meetings.
Ø
Community resources are made available to
strengthen school programs, family practices, and student learning.
If parents have concerns about the Parental Involvement policy, their concerns may be expressed to:
Federal Program Director
Middle School
Promotion Policy
Academic Requirements:
Students will be required to meet the following requirements for promotion: All students in 6th through 8th grades shall be required to pass all four core subject areas (Language Arts/English, Math, Science, Social Studies) plus one additional class for a total of 5 classes. Special Education students’ promotion shall be determinant upon completion of the goals set forth by the student’s IEP team.
Middle School Promotion
Ceremony:
Each Middle School shall conduct a Promotion Ceremony at the end of each year. Activities include an eighth grade party, rehearsal, and promotion ceremonies. They are a celebration and recognition of students who have worked hard to accomplish their academic goals in order to show readiness for high school. This “rite of passage” is considered to be a privilege where family, friends and teachers are invited to officially recognize these students. Students shall also be required to be in attendance no less than 172 days per year for promotion. Students who must take Summer School courses to be promoted to ninth grade are not eligible to participate in the ceremony. Students who are designated as English Language Learners and students with IEP goals are required to meet or surpass their goals in order to participate in the Promotion Ceremony. The IEP team will review the student’s progress and will also consult with the school administration to make a final determination for participation in the Promotion Ceremony.
Honor Graduates
The following are the criteria for determining who may be eligible as “Honor Graduates”:
1. The candidates must have an overall grade average of 90 or above.
2. In determining the overall grade average for “Honor Graduates” all final core subject grades through the 3rd nine weeks of their eighth grade year will be averaged (grade averages shall be carried 3 places to the right of the decimal point).
3. The candidates must meet any additional requirements that may be approved by the middle school.
4. Transfer students must have completed at least four full semesters at AMS prior to their eighth grade year to be considered for the Valedictorian or Salutatorian.
Attendance
There is a direct relationship between attendance and the performance of students in the school system.
Alabama Law provides that every child between the ages of seven and sixteen shall be required to attend school. It is the parents’ responsibility to ensure that the student will be in attendance at school. It is the student’s responsibility to be on time for classes.
Make-Up Work
A student will be permitted two days for make-up work for an excused absence. It shall be the responsibility of the student or parent/guardian to initiate arrangements for this work. Teachers will give students specific dates and times at which the make-up work is to be done. If students fail to report at these designated times, they forfeit their rights to make-up the work.
Tardies
A student is considered to be tardy when he/she is not in his/her desk when the tardy bell completes ringing. Unexcused tardies result in the loss of perfect attendance. Excused tardies shall not count against perfect attendance.
Dismissal for car riders
Students who will be car riders regularly must bring a note at the beginning of the school year stating that they will be a car rider daily. All notes must be taken to the office. Occasional car riders must bring a note from home stating specific days that they will be car riders. These notes from home must be brought to the Main Office when you arrive on campus. These notes are to be signed by the principal, and the student will then receive an official pass to leave class when car riders are dismissed. Students must show their 7th period teacher this note before they will be allowed to leave the classroom. Moreover, if an occasional car rider does not have a note they will be dismissed at the last bell with the bus riders.
Car riders will be dismissed at 2:50 pm. Parents will need to wait in the car rider’s line for their child/children. An announcement will be made for car rider dismissal. Students are to move safely and quickly to their car to ensure a speedy dismissal.
BUS
Students will not be allowed to ride any bus other than their assigned bus. For special circumstances, a written note must be approved prior to the transportation change. Please include contact numbers in the event the change can not be approved.
LUNCH
Full price Student Lunch - $1.75; Board Employee Lunch -
$2.25; Visitor Lunch - $3.25; Student Breakfast $1.00; Board Employee Breakfast
- $1.25; Visitor Breakfast - $1.75.
BREAK/SNACK
SHACK
Students will be able to purchase items from the snack
shack. Students are allowed to bring
snacks from home. All carbonated and
full sugar drinks are not allowed on campus.
Snacks from home should not be brought in open containers. All snacks should be eaten outside of the
building.
LOCKERS
All students must purchase and bring a combination lock to school. There is a $2.00 locker fee per student. Students will not be allowed to share lockers.