1

Desert Shadows Middle School

340 Boulevard del Rey David

Nogales AZ 85621

Phone 520-377-2646

Fax 520-377-2674

NUSD 1 Website wwwnusdk12azus

DSMS Website wwwdsmsnusdk12azus

Parent Power School Access httpsnogalesusdpowerschoolcompublic

Student Name _______________________________________

Printed 060214

Subject to Modification

2

Table of Contents

Mission and Belief Statements 3

Letter from Administration 4

Goals PBIS 5

Curriculum and Instruction 8

How to Succeed 9

Record of Important Test Results 10

Personal Class Schedule 11

Fight Song 12

Awards and Certificates 13

Extra-Curricular Opportunities (Athletics Clubs amp Fees) 14

Student Services 17

Discipline -- Rules and Regulations 18

School Uniforms 21

Policies and Procedures 22

Miscellaneous 23

Writing Guidelines 24

Bell Schedules 36

Catch Phrases 42

3

Mission and Belief Statements

NUSD 1 Compliance Statement

The Nogales Unified School District does not discriminate on the basis of race color national origin sex age or

disability in access or admission to success or treatment in any of its educational programs activities or

employment opportunities

In compliance with Titles VI and VII of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972

Section 504 of the Rehabilitation Act of 1973 the Age Discrimination Act of 1967 as amended in 1978 and 1986 and

the Americans with Disabilities Act of 1990 a lack of English Language Skills shall not be a barrier to admission or

acceptance into any program including vocational education

NUSD 1 Mission

By working as a team within a positive environment all students will be successful responsible and culturally

appreciative critical thinkers now and throughout the 21st century

NUSD 1 Motto

High Expectations

Accountability

No Excuses

DSMS Mission

Desert Shadows Middle School will provide a quality educational program to our diverse community of students

where all are expected to learn

DSMS Motto

Live to learn learn to live

4

To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding

from the federal government to improve reading and math skills provide extended learning opportunities (eg

tutoring) and engage parents community in working with the schools To this end parents are encouraged to be

involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field

trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework

and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all

parent meetings They are also highlighted in letters to parents

This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows

Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at

Registration

Throughout the school year you will receive several letters from the administration regarding curriculum testing

tutoring opportunities and campus activities To be informed please read these letters carefully and share the

contents with your son daughter Calendars designating campus events will be mailed home each month

Please contact administration if you have any questions regarding the plannerrsquos contents or any future

correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent

meetings and other school-sponsored activities

To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year

We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and

extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and

make this a better place

You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes

attending school every day on time having a positive attitude getting involved in extra-curricular activities and

caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We

are here to make your years in middle school successful educationally challenging and memorable We welcome the

opportunity to help you grow academically behaviorally and socially

Sincerely

Ms Joan Molera Ms Gayle Clark

Principal Assistant Principal

5

DSMS Goals

Goal 1 Reading Students will increase achievement in reading as measured by formative and summative

assessments by focusing on the following elements of literature and informational texts during class and tutoring

sessions

Key ideas and details

Craft and structure

Integration of ideas

Text complexity

Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments

by focusing on the following text types and purposes

Argumentative

Informative explanatory

Narratives (real imagined)

Research

Students will develop the following language skills

Conventions of standard English

- verbals (gerunds participles infinitives)

- verbs (active vs passive voice)

- verbs (indicative imperative interrogative conditional subjunctive)

- 6-traits (ideascontent organization sentence fluency word choice voice conventions)

Vocabulary acquisition and use

- understanding context

- properly using reference materials

- integrating appropriate figurative language

- knowing the difference between connotation and denotation

Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by

focusing on the following during class and tutoring sessions

Ratios and proportional relationships (6th 7th only)

The number system

Expressions and equations

Functions (8th only)

Geometry

Statistics and probability

Goal 4 Character Development

Character Development leads to democratic and global ideals DSMS students will refine their personal character by

developing their trustworthiness heightening their sense of responsibility being a positive role model and showing

an ethic of care Such actions may include but are not limited to the following

Answering for your own actions with honesty rather than excuses

Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)

Supporting a healthy school environment that is devoid of intimidation bullying and violence

Respecting all adults (eg parents teachers staff bus drivers)

Showing regard and honor for the well-being of people

Showing regard and honor for possessions

Completing community service (clean the school premises and surrounding neighborhoods)

Showing empathy rather than indifference when someone is lonely or sad

Being tolerant and welcoming of cultures religion language and beliefs that differ from your own

6

PBIS

Positive Behavioral Interventions and Supports (PBIS)

In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports

(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach

that focuses on preventing challenging behavior through the implementation of positive proactive strategies

throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and

changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)

Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field

Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam

exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards

ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for

every student attending DSMS are

Be Responsible

Be Respectful

Be a Positive Role Model

Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways

gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next

page illustrates the specific behaviors expected in all classrooms at DSMS

7

Positive Behavior Interventions and Supports (PBIS)

Classroom Matrix

Be Respectful

Use appropriate language

Talk in turn

Keep hands and feet to yourself

Be Responsible

Be on time

Be prepared

Follow directions

Complete assignments

Be a Positive Role Model

Be honest

Do your own work

Give your best effort

Treat others as you would like to be treated

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

3

Mission and Belief Statements

NUSD 1 Compliance Statement

The Nogales Unified School District does not discriminate on the basis of race color national origin sex age or

disability in access or admission to success or treatment in any of its educational programs activities or

employment opportunities

In compliance with Titles VI and VII of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972

Section 504 of the Rehabilitation Act of 1973 the Age Discrimination Act of 1967 as amended in 1978 and 1986 and

the Americans with Disabilities Act of 1990 a lack of English Language Skills shall not be a barrier to admission or

acceptance into any program including vocational education

NUSD 1 Mission

By working as a team within a positive environment all students will be successful responsible and culturally

appreciative critical thinkers now and throughout the 21st century

NUSD 1 Motto

High Expectations

Accountability

No Excuses

DSMS Mission

Desert Shadows Middle School will provide a quality educational program to our diverse community of students

where all are expected to learn

DSMS Motto

Live to learn learn to live

4

To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding

from the federal government to improve reading and math skills provide extended learning opportunities (eg

tutoring) and engage parents community in working with the schools To this end parents are encouraged to be

involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field

trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework

and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all

parent meetings They are also highlighted in letters to parents

This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows

Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at

Registration

Throughout the school year you will receive several letters from the administration regarding curriculum testing

tutoring opportunities and campus activities To be informed please read these letters carefully and share the

contents with your son daughter Calendars designating campus events will be mailed home each month

Please contact administration if you have any questions regarding the plannerrsquos contents or any future

correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent

meetings and other school-sponsored activities

To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year

We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and

extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and

make this a better place

You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes

attending school every day on time having a positive attitude getting involved in extra-curricular activities and

caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We

are here to make your years in middle school successful educationally challenging and memorable We welcome the

opportunity to help you grow academically behaviorally and socially

Sincerely

Ms Joan Molera Ms Gayle Clark

Principal Assistant Principal

5

DSMS Goals

Goal 1 Reading Students will increase achievement in reading as measured by formative and summative

assessments by focusing on the following elements of literature and informational texts during class and tutoring

sessions

Key ideas and details

Craft and structure

Integration of ideas

Text complexity

Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments

by focusing on the following text types and purposes

Argumentative

Informative explanatory

Narratives (real imagined)

Research

Students will develop the following language skills

Conventions of standard English

- verbals (gerunds participles infinitives)

- verbs (active vs passive voice)

- verbs (indicative imperative interrogative conditional subjunctive)

- 6-traits (ideascontent organization sentence fluency word choice voice conventions)

Vocabulary acquisition and use

- understanding context

- properly using reference materials

- integrating appropriate figurative language

- knowing the difference between connotation and denotation

Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by

focusing on the following during class and tutoring sessions

Ratios and proportional relationships (6th 7th only)

The number system

Expressions and equations

Functions (8th only)

Geometry

Statistics and probability

Goal 4 Character Development

Character Development leads to democratic and global ideals DSMS students will refine their personal character by

developing their trustworthiness heightening their sense of responsibility being a positive role model and showing

an ethic of care Such actions may include but are not limited to the following

Answering for your own actions with honesty rather than excuses

Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)

Supporting a healthy school environment that is devoid of intimidation bullying and violence

Respecting all adults (eg parents teachers staff bus drivers)

Showing regard and honor for the well-being of people

Showing regard and honor for possessions

Completing community service (clean the school premises and surrounding neighborhoods)

Showing empathy rather than indifference when someone is lonely or sad

Being tolerant and welcoming of cultures religion language and beliefs that differ from your own

6

PBIS

Positive Behavioral Interventions and Supports (PBIS)

In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports

(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach

that focuses on preventing challenging behavior through the implementation of positive proactive strategies

throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and

changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)

Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field

Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam

exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards

ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for

every student attending DSMS are

Be Responsible

Be Respectful

Be a Positive Role Model

Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways

gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next

page illustrates the specific behaviors expected in all classrooms at DSMS

7

Positive Behavior Interventions and Supports (PBIS)

Classroom Matrix

Be Respectful

Use appropriate language

Talk in turn

Keep hands and feet to yourself

Be Responsible

Be on time

Be prepared

Follow directions

Complete assignments

Be a Positive Role Model

Be honest

Do your own work

Give your best effort

Treat others as you would like to be treated

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

4

To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding

from the federal government to improve reading and math skills provide extended learning opportunities (eg

tutoring) and engage parents community in working with the schools To this end parents are encouraged to be

involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field

trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework

and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all

parent meetings They are also highlighted in letters to parents

This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows

Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at

Registration

Throughout the school year you will receive several letters from the administration regarding curriculum testing

tutoring opportunities and campus activities To be informed please read these letters carefully and share the

contents with your son daughter Calendars designating campus events will be mailed home each month

Please contact administration if you have any questions regarding the plannerrsquos contents or any future

correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent

meetings and other school-sponsored activities

To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year

We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and

extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and

make this a better place

You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes

attending school every day on time having a positive attitude getting involved in extra-curricular activities and

caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We

are here to make your years in middle school successful educationally challenging and memorable We welcome the

opportunity to help you grow academically behaviorally and socially

Sincerely

Ms Joan Molera Ms Gayle Clark

Principal Assistant Principal

5

DSMS Goals

Goal 1 Reading Students will increase achievement in reading as measured by formative and summative

assessments by focusing on the following elements of literature and informational texts during class and tutoring

sessions

Key ideas and details

Craft and structure

Integration of ideas

Text complexity

Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments

by focusing on the following text types and purposes

Argumentative

Informative explanatory

Narratives (real imagined)

Research

Students will develop the following language skills

Conventions of standard English

- verbals (gerunds participles infinitives)

- verbs (active vs passive voice)

- verbs (indicative imperative interrogative conditional subjunctive)

- 6-traits (ideascontent organization sentence fluency word choice voice conventions)

Vocabulary acquisition and use

- understanding context

- properly using reference materials

- integrating appropriate figurative language

- knowing the difference between connotation and denotation

Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by

focusing on the following during class and tutoring sessions

Ratios and proportional relationships (6th 7th only)

The number system

Expressions and equations

Functions (8th only)

Geometry

Statistics and probability

Goal 4 Character Development

Character Development leads to democratic and global ideals DSMS students will refine their personal character by

developing their trustworthiness heightening their sense of responsibility being a positive role model and showing

an ethic of care Such actions may include but are not limited to the following

Answering for your own actions with honesty rather than excuses

Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)

Supporting a healthy school environment that is devoid of intimidation bullying and violence

Respecting all adults (eg parents teachers staff bus drivers)

Showing regard and honor for the well-being of people

Showing regard and honor for possessions

Completing community service (clean the school premises and surrounding neighborhoods)

Showing empathy rather than indifference when someone is lonely or sad

Being tolerant and welcoming of cultures religion language and beliefs that differ from your own

6

PBIS

Positive Behavioral Interventions and Supports (PBIS)

In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports

(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach

that focuses on preventing challenging behavior through the implementation of positive proactive strategies

throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and

changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)

Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field

Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam

exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards

ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for

every student attending DSMS are

Be Responsible

Be Respectful

Be a Positive Role Model

Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways

gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next

page illustrates the specific behaviors expected in all classrooms at DSMS

7

Positive Behavior Interventions and Supports (PBIS)

Classroom Matrix

Be Respectful

Use appropriate language

Talk in turn

Keep hands and feet to yourself

Be Responsible

Be on time

Be prepared

Follow directions

Complete assignments

Be a Positive Role Model

Be honest

Do your own work

Give your best effort

Treat others as you would like to be treated

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

5

DSMS Goals

Goal 1 Reading Students will increase achievement in reading as measured by formative and summative

assessments by focusing on the following elements of literature and informational texts during class and tutoring

sessions

Key ideas and details

Craft and structure

Integration of ideas

Text complexity

Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments

by focusing on the following text types and purposes

Argumentative

Informative explanatory

Narratives (real imagined)

Research

Students will develop the following language skills

Conventions of standard English

- verbals (gerunds participles infinitives)

- verbs (active vs passive voice)

- verbs (indicative imperative interrogative conditional subjunctive)

- 6-traits (ideascontent organization sentence fluency word choice voice conventions)

Vocabulary acquisition and use

- understanding context

- properly using reference materials

- integrating appropriate figurative language

- knowing the difference between connotation and denotation

Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by

focusing on the following during class and tutoring sessions

Ratios and proportional relationships (6th 7th only)

The number system

Expressions and equations

Functions (8th only)

Geometry

Statistics and probability

Goal 4 Character Development

Character Development leads to democratic and global ideals DSMS students will refine their personal character by

developing their trustworthiness heightening their sense of responsibility being a positive role model and showing

an ethic of care Such actions may include but are not limited to the following

Answering for your own actions with honesty rather than excuses

Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)

Supporting a healthy school environment that is devoid of intimidation bullying and violence

Respecting all adults (eg parents teachers staff bus drivers)

Showing regard and honor for the well-being of people

Showing regard and honor for possessions

Completing community service (clean the school premises and surrounding neighborhoods)

Showing empathy rather than indifference when someone is lonely or sad

Being tolerant and welcoming of cultures religion language and beliefs that differ from your own

6

PBIS

Positive Behavioral Interventions and Supports (PBIS)

In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports

(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach

that focuses on preventing challenging behavior through the implementation of positive proactive strategies

throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and

changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)

Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field

Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam

exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards

ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for

every student attending DSMS are

Be Responsible

Be Respectful

Be a Positive Role Model

Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways

gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next

page illustrates the specific behaviors expected in all classrooms at DSMS

7

Positive Behavior Interventions and Supports (PBIS)

Classroom Matrix

Be Respectful

Use appropriate language

Talk in turn

Keep hands and feet to yourself

Be Responsible

Be on time

Be prepared

Follow directions

Complete assignments

Be a Positive Role Model

Be honest

Do your own work

Give your best effort

Treat others as you would like to be treated

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

6

PBIS

Positive Behavioral Interventions and Supports (PBIS)

In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports

(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach

that focuses on preventing challenging behavior through the implementation of positive proactive strategies

throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and

changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)

Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field

Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam

exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards

ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for

every student attending DSMS are

Be Responsible

Be Respectful

Be a Positive Role Model

Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways

gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next

page illustrates the specific behaviors expected in all classrooms at DSMS

7

Positive Behavior Interventions and Supports (PBIS)

Classroom Matrix

Be Respectful

Use appropriate language

Talk in turn

Keep hands and feet to yourself

Be Responsible

Be on time

Be prepared

Follow directions

Complete assignments

Be a Positive Role Model

Be honest

Do your own work

Give your best effort

Treat others as you would like to be treated

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

7

Positive Behavior Interventions and Supports (PBIS)

Classroom Matrix

Be Respectful

Use appropriate language

Talk in turn

Keep hands and feet to yourself

Be Responsible

Be on time

Be prepared

Follow directions

Complete assignments

Be a Positive Role Model

Be honest

Do your own work

Give your best effort

Treat others as you would like to be treated

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

8

Curriculum and Instruction

Promotion Requirements

Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency

requirements for the promotion of pupils from the eighth grade incorporating the academic

standards in at least the areas of reading writing mathematics science and social studiesrdquo As

well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a

pupil in grade in a common school such decisions may be overturned only by the school

boardrdquo

Simply put by law students are required to classes and exams Those who fail classes andor do not

meetexceed summative exams will be considered for not participating in the Transition Ceremony

andor retention Additionally those 8th graders having multiple suspensions their 8th grade year

will not be allowed to participate in the Transition activities (ie ceremony dinner dance)

Tutoring

Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for

students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well

The benefits of attending tutoring are numerous When regularly attending you will

Increase learning and achievement in your classes

Score higher on formative tests like Galileo

Score higher on summative tests

Master English quicker

Make your parents proud

Make your teachers proud

Make yourself proud

Course Offerings

Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the

academic needs of all students Course descriptions outlines the curricula and instructional practices

provided in various courses offered at DSMS

Homework

As an educational workplace DSMS considers homework to be a premium learning experience

When used as reinforcement practice or a confirmation tool homework serves to enhance the total

education program Students are to record their homework in their planners in every class

Homework is to be turned in on time Failure to do so will result in a reduced grade as per

teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans

Students missing school for illness competitions and field trips are expected to complete and

submit class work and homework

Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to

complete and submit class work and homework

Quarter Final Exam Weight

Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a

minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher

subject area

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

9

How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself

Step 2 Be organized

Step 3 Manage your time well

Step 4 Be successful in the classroom

Step 5 Take good notes

Step 6 Know how to read a textbook

Step 7 Study smart

Step 8 Use test-taking strategies

Step 9 Reduce test anxiety

Step 10 Get help when you need it

How to Get the Most out of Middle School Step 1 Learn about your school

Step 2 Be in school every day

Step 3 Know how to get good grades

Step 4 Set goals

Step 5 Get involved

Step 6 Make good choices and decisions

Step 7 Deal with stress anger and bullies

Step 8 Get along with your parents

Step 9 Understand the social scene

Step 10 Plan and prepare your future

How to Get the Most out of High School Step 1 Understand your academic record

Step 2 Know your school

Step 3 Be in school every day

Step 4 Know how to get good grades

Step 5 Set goals

Step 6 Get involved

Step 7 Make good choices and decisions

Step 8 Know how to handle stress

Step 9 Use available services

Step 10 Plan and prepare for your future

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

10

My Record of Important Test Results

AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2013

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Spring 2014

Reading ___________________________________

Writing ___________________________________

Math ___________________________________

Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post

Reading _________ _________ Reading _________ _________

Math _________ _________ Math _________ _________

Language _________ _________ Language _________ _______ (grammar) (grammar)

Quarter 2 Pre Post Quarter 4 Blueprint Score

Reading _________ _________ Reading _________

Math _________ _________ Math _________

Language _________ _________ Language _________ (grammar) (grammar)

Writing Assessment (0-6 each trait)

Quarter 1 (Narrative - real) Quarter 3 (Argument)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)

Content ____________________ Content ____________________

Organization ____________________ Organization ____________________

Conventions ____________________ Conventions ____________________

Sentence Fluency __________________ Sentence Fluency __________________

Word Choice ____________________ Word Choice ____________________

Voice ____________________ Voice ____________________

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

11

My Class Schedule

Class hour Teacher Room number Homework pal

1st Hour ____________________ ____________________ ____________________

2nd Hour ____________________ ____________________ ____________________

3rd Hour ____________________ ____________________ ____________________

4th Hour ____________________ ____________________ ____________________

5th Hour ____________________ ____________________ ____________________

6th Hour ____________________ ____________________ ____________________

7th Hour ____________________ ____________________ ____________________

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

12

Desert Shadows Middle School Fight Song

Composed by Mr Russell Woods

Lyrics by Melody Agosttini DSMS Class of 2005

With courage and pride

We have nothing to hide

Our heads held high

We will rise to the sky

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

Determination nonstop

It will take us to the top

With one fierce strike

Our opponents take a hike

Desert Shadows

This is our school

Desert Shadows

Our team will rule

Desert Shadows

With all our might

Desert Shadows

Fight Fight Fight

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

13

Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little

incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a

positive role model

Athletic Certificates and Awards

Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at

the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for

participants coaches and parents only

Sparkle Award

Being respectful being responsible and being a positive role model are the three school wide behavioral expectations

that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may

earn one Sparkle Award per school year

Gem Award

Students earn this prestigious award based on academic excellence parents of recipients are also presented with a

token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year

Quarterly Honor Roll Certificate

Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in

the classrooms by administration Names will also be submitted to the Nogales International for publication

Yearly Honor Roll Certificate

Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor

Roll Certificate and special token at the May Honors Night Ceremony

Yearly Perfect Attendance

Students must attend all school days in any one school year to earn this award presented at the Honors Night

Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award

Middle School Years Perfect Attendance

Students must attend all school days all three years of middle school to earn this award their 8th grade year presented

at the Transition Ceremony

Presidential Award

To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school

years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction

results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors

Night Ceremony

Diamondback Award

Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students

earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony

Principalrsquos List

Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be

issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows

40 A+ Award

Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade

year presented at the Transition Ceremony

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

14

Extra-Curricular Opportunities

Athletics

1st Quarter 3rd Quarter

Football Basketball (Girls)

Volleyball Quarters 1-3 Soccer (Boys)

Tennis (Boys and Girls) Cheerleading

Cross-Country (Boys and Girls) Poms

2nd Quarter 4th Quarter

Basketball (Boys) Baseball

Soccer (Girls) Softball

Track (Boys and Girls)

Care of Sports Uniforms Equipment

Students will be charged replacement cost for lost or damaged sports uniforms equipment

Approval of Sports Participation

Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be

submitted toapproved by the athletic secretary prior to sports participation clearance

Athletic Packet

Parents Permission for Athletic Participation - signed by parent or guardian

Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase

school insurance for approximately $5500 - $7700

Emergency Consent - signed by parent or guardian

Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form

Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics

Physical Examination

Health History - must be completed and signed by parent

Annual Health Questionnaire - must be completed and signed by parent

Physical Examination a physical exam must be completed and signed by a physician licensed to practice in

the US

Guidelines and Rules for Sports and Club Participation

All DSMS policies are in effect during any school-sponsored extra-curricular activity

All fundraising items solicitors must be screened and approved by the Principal first and Student Council

second The form can be obtained at the office

Students may not participate in an athletic or club event if they have an unexcused absence from school the

day of the competition

Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the

determined duration

Administration may remove a student from a sport club if discipline infractions are so merited

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

15

Eligibility

Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first

and athlete second The DSMS eligibility policy is

Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out

Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week

Dates of ineligibility will be indicated on the DSMS calendar

The athletic secretary will notify coaches of ineligible players timeline

Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will

result in an extended ineligibility period Coaches will monitor tutorial attendance

Ineligible athletes will not dress out (to school or after school) on game day

Ineligible athletes will not travel to or participate in any game meet match or competition during the time

they are ineligible but they are expected to practice after attending tutoring

If an ineligible student-athlete plays the game will be forfeited

If an athlete is ineligible three times in a season heshe will be dismissed from the team

NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)

Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school

years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive

semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or

thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics

during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to

students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music

Thus these are the only combinations that NUSD 1 middle school students can participate in athletics

6th 6th 7th no 8th

6th 7th 7th no 8th

6th 7th 8th no second year 8th

Victory with Honor ndash Playersrsquo Code of Conduct

Play by the rules and pursue Victory with Honor

Remember the goals of the game are to have fun improve skills and feel good

Donrsquot play just to please your parents teacher or coach

Win and lose graciously

Treat all athletes as you would like to be treated

Cheer good plays by either team

Play the game with your best effort

Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself

Cooperate with your teacher coaches teammates opponents and the officials

Donrsquot argue with officials or complain about calls

Control your temper Never retaliate when you feel wronged

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

16

DSMS Clubs Activities

DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and

MESA (Mathematics Engineering and Science Achievement)

Purpose

Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents

DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and

time Positively working with community members and parents is an expectation when participating in DSMS clubs

Approval for Club Activities Participation

An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of

the school year It will include basic information regarding emergency contacts allergies and the like Those students

who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an

unexcused absence for one or more hours on the day of events games will not be able to participate

Eligibility

All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during

school hours is requested

P ersonal

R esponsibility

I n

D aily

E ffort

Fees Required Fees

General Participation Fee $100

Lockers (school locks must be used) $500 (Payment due at registration)

Replacement Fees

Replacement Planner $500 (must have planner at DSMS daily)

Replacement ID card $500 (must have ID card at DSMS daily)

Optional Fees

Yearbook $3000 (optional to purchase)

Special Considerations

For families who have a particular financial hardship please contact DSMS administration

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

17

Student Services

Student Health

Health services provided by the school nurse who is a registered nurse (RN) include emergency care

immunizations acute illness management chronic medical condition monitoring counseling and referrals

At registration parents are required to complete the Emergency Information Card Since students will be

released only to those persons identified on the emergency card when a parent cannot be contacted

information on the card must be kept current If no emergency card is on file and the parent cannot be

contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in

case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined

from a medical standpoint

When an accident or sudden illness occurs the student should report directly to the health office Except in

emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the

health office Under no circumstances may any student leave the school campus because of illness or injury

without first reporting to the health office

The school nurse (or other school personnel as designated by the principal) will supervise the administration

of medicines during school hours If medication is prescribed by the studentrsquos physician a written request

will be required from the parents or guardian for administrative purposes Prescription medications must be

contained in the original container The container must be labeled with physicians name patients name

name of medication dosage and frequency Students may not carry medicinesdrugs with them during the

school day These must be left with the school nurse Medication from Mexico will not be administered at

school

Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical

consent form

Food Service Eating Protocol

Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all

students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding

outside to participate in recess

Students are expected to form proper lines clean their table and dispose of their trash Students are allowed

to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the

cafeteria for said purpose Sack lunches must also be eaten in the cafeteria

Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th

grade will eat second lunch

Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play

Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during

school hours Parental understanding is appreciated

Library

Students are welcome to use the library resources for research and reading for pleasure The library is

automated for book check-out Book catalogs are computerized to make research easier In addition print

material and online resources are available for student use

The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are

expected to be responsible for items they use Students who do not behave appropriately will lose their

library privileges Passes are required during the school day No food or drink is allowed in the library

Counseling

School counselors provide individual and group sessions on several issues to help students cope with challenging

obstacles that may impede school success For those students in need of clinical counseling or mental health services

parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

18

Discipline -- Rules Regulations Prohibited Items

Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other

electronic devices on campus These items will be confiscated and turned over to school administrators for referral

processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do

not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone

to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device

administration will take the following discipline measures

1st Offense Referral for documented warning Parent will be called wstudent present and technology will be

returned to student at the end of the day

2nd Offense Referral for second documented warning Parent will be called wstudent present and returned

to student after four weeks

3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to

student at the end of the school year

Other Prohibited Items

Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these

items are in possession or used outside that location they will be confiscated and returned to a parent after

four weeks This is a safety hazard for those with health conditions For that reason this will not be

negotiated

Gum is not allowed at school and on the busses

Permanent markers are not allowed at school and on the busses

Searches

ldquoSchool officials have the right to search and seize property including school property temporarily assigned to

students when there is reason to believe that some material or matter detrimental to health safety and welfare of the

students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are

provided as a convenience to the student but remain the property of the school and are subject to its control and

supervisionrdquo (NUSD Policy JIH J-3400)

School Behavior

DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior

Management Handbook for Students and Parents All staff members have the authority to ensure students follow these

guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior

range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school

suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated

behaviors will result in heightened consequences

Activity Suspension

DSMS has activities dances field days and assemblies These activities are privileges provided to those students

who earn them Inappropriate behavior will result in activity suspension

Field Trips Off-Campus Club Opportunities

Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music

competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This

does not pertain to Saturday events such as parades

Use of Playground Facilities

Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area

It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

19

School Bus Rules

Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this

bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions

or concerns about bussing need to be directed to Citizens Bus Company at 281-0400

While riding the bus

Except for ordinary conversation students shall observe quiet conduct

Students shall stay in their seats while the bus is in motion

Students shall not throw waste paper or other items on the floor or out the window

No part of the body shall be extended through the bus window

Students must be quiet while a school bus is stopped for a railroad crossing

Students shall not leave the bus from the emergency door unless an emergency exists

Bus discipline and penalties

There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is

in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the

driver

Students shall not run or push while entering or exiting the bus each step that is provided is to be used

Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks

for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are

not responsible for transporting students to and from DSMS whose bus privileges have been suspended

Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)

Office Protocol

Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette

Cervantes) or from the principal (Ms Molera)

Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)

or discipline (Ms Clark)

Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms

Romero)

Before School Protocol

Students that report before 730 am must report to the cafeteria where they will be supervised

At 730 am students will be allowed to play outside

At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from

lockers

After School Protocol

Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of

the school They may also wait by the curb for pick up Parents must pick up their children no later than 415

pm

To provide a safe and orderly environment students (including elementary aged children) are prohibited

from using the playground facilities after school

There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

20

Student Violence Harassment Intimidation Bullying

The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe

caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits

maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive

participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in

any form will not be tolerated

Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation

andor harassment that

has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or

damage to property

is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive

environment in the form of physical or emotional harm

occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law

Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a

variety of forms including but not limited to

verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading

either directly through another person or group or through cyberbullying

exposure to social exclusion or ostracism

physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal

property

Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic

communication devices including telephonic devices social networking and other Internet communications on school computers

networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and

equipment

Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or

group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion

name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be

related but not limited to race religious orientation sexual orientation cultural background economic status size or personal

appearance Harassing behaviors can be direct or indirect and by use of social media

Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in

fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of

social media

Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses

at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic

communication equipment on school computers networks forums or mailing lists

Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a

substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses

at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school

system to maintain order All suspected violations of law will be reported to local law enforcement

Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any

staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information

Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying

shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and

administrative regulations

Students found to be bullying others will be disciplined up to and including suspension or expulsion from school

Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including

suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall

be followed

Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying

harassment is a violation of the law

JICK-EB July 2013

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

21

DSMS School Uniforms 2014-15

NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of

variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing

a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and

color of attire create a safer environment because they identify students as well as non-school persons who may visit campus

Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and

eliminating factors that can create economic and social divisions among individuals This allows students to become more

conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging

Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest

priority

Tops Sweatshirts

Solid purple or white

Short-sleeved or long-sleeved (no tank tops or spaghetti straps)

DSMS logos are encouraged Other logos are prohibited

Shirts are recommended to be tucked in while on school campus

During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside

only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during

that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon

re-entering the building after lunch however students must store their outerwear in their locker before going to class

Bottoms

Solid khaki (pants shorts skirts and skorts)

Dresses jumpers and leggings may be purple white or khaki

Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side

Shoes

Shoes sandals boots flip-flops (no slippers permitted)

No color requirement is mandated

General Guidelines

Oversized or undersized clothing is not allowed

Sweatpants or pajama bottoms are not allowed

Bandanas are not allowed

Sunglasses or caps are not allowed unless medically prescribed

PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed

If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and

may not extend more than two (2) inches beyond the first belt loop

Necklaces must be tucked inside the uniform shirt

School uniforms must be worn every day of the year unless indicated otherwise on the school calendar

School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored

uniforms to school on game days when eligible

Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or

receiving a referral

Special Considerations

For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations

and local grants earmarked for this purpose families in need may receive uniforms and supplies

NUSD School Uniform Regulation JICA-RB

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

22

DSMS Policies Procedures Attendance Policy

Based on educational law ldquoA child who is habitually truant or who has excessive absences may be

adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law

Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are

recorded (Required attendance is 162 180 full school days ndash ARS15-802)

Excessive absences (10 or more consecutive days) will result in being dropped from DSMS

Students may not leave campus during the school day unless parents first report to the attendance office

Parents must sign a release form from the office before their child is permitted to leave campus during school

hours Students will only be released to the persons indicated in the demographics page or emergency card

Parents must report an absence due to illness to the attendance secretary

Parents who pick up their children must do so by 415 pm at the front of the school Those picking up

student-athletes must use the back parking lot after practice games conclude

Tardy Policy

Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be

handled by administration excessive tardies may result in out-of-school suspension

Pre-Arranged Absences

If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to

excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for

pre-arranging an absence is

Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information

(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval

and (3) Take this form to each teacher for hisher approval comments and homework assignments

When form is completed return it to the attendance clerk who inputs into the system and provides a copy to

the student

Identification Cards

Every student will be issued an identification card bearing hisher name and student number Students must have the

school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen

a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette

Cervantes

Changing Classes

Students are not allowed to change teachers or classes throughout the school year unless parents request a change of

levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at

Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be

considered once a meeting with the principal (or designee) parents teacher and student has occurred

Passes

The only pass accepted to the restroom office library and health office is the planner If students lose their planner

they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor

Campus Safety

As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted

Campus Evacuations ndash once each semester

Bus Evacuations - once each semester

Lockdown Drill ndash once each semester

Fire Drill ndash once each month

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

23

Miscellaneous

Lost Stolen or Damaged Personal Property

The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged

property (such as musical instruments electronic devices personal phones etc) belonging to an individual student

teacher or staff member Individuals are responsible for any personal property that is brought to school However

Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the

property and privacy of others the following regulations are expected to be observed

Students are not permitted to tamper with another students locker lock musical instrument art project or

school equipment

Any damage or breakage whether accidental or not is to be reported to an Administrator immediately

Students may be liable for disciplinary action including but not limited to payment for the lost or damaged

object including a report with the Sheriffrsquos Office

Assemblies

DSMS students must behave courteously at assemblies Students must give full attention to the performers or

presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not

appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies

Guest SpeakersVisitors

All guest speakers and visitors must check in at the front office

Visitors

School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours

Recycling

Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House

Box Tops for Education

Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing

Proceeds benefit DSMS students and programs

Escrip Program

Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a

percentage of your spending gets donated to our school

Telephone Messages

Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state

the emergency Students may use the phone in the office before school during lunches and after school

Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but

not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment

must be returned for the ID to be returned

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

24

Narrative Writing (Q1-Real Q4-Imagined)

Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its

deep structure It can be used for different purposes such as to inform instruct or entertain Modes

include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies

anecdotes and poetry

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing Is it to entertain Sadden Celebrate

STEP 3

Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on

this so you know what format and voice to use Typically narrative writing uses 1st person point of view

STEP 4

Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and

Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The

goal in narrative writing is to show rather than tell It is recommended to make the reader experience the

story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence

of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and

reader (audience) will be moved to tears laughter or anguish

STEP 6

Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good

penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

25

Narrative Writing Checklist (Q1-Real Q4-Imagined)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents an interesting and valuable story lesson

_____ has a clear storyline or message

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that sets the stage for the story

_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing

paragraph length may vary)

_____ includes sentences that are in the best order

_____ includes a clear conclusion that properly closes the story

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice or private voicemdashdepends on the story being told

_____ describes people places or events vividly

_____ shows sincerity maturity and the ability to show (rather than tell)

WORD CHOICE

_____ contains specific words that are descriptive and poignant

_____ contains colorful words and lively verbs

_____ contains language that is appropriate to the storyrsquos context

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration

_____ uses transitional words among sentences as appropriate to the narration

_____ displays varied sentence beginnings to impact meaning

_____ displays varied sentence lengths to impact meaning

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ starts new paragraphs with each new speaker (if using dialogue)

Example

After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie

Lucasrdquo she bellowed ldquoCome here immediatelyrdquo

ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of

an excuse for this ill-timed incident that surely displeased her

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

26

Informational Explanatory Writing (Q2)

Informational Explanatory writing provides information that makes the reader understand something

Academic informational explanatory writing includes literary analysis scientific reports historical

reports summaries speeches and editorials

STEP 1

Choose a topic that you know something about or have an interest in that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach

STEP 3

Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so

you know what voice to use

STEP 4

Organize your informative explanatory writing placing the information in a logical order Refer to the

Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

Example 1 After mixing the sugar and eggs you must

Example 2 In his discussion of plant cells Williams (2002) supports this finding

STEP 6

Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the

necessary elements Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

27

Informational Explanatory Writing Checklist (Q2)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting and valuable information to help the reader understand something

_____ has a clear message purpose that informs or explains something

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the purpose of the writing

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ presents ideas in a logical way to increase understanding

_____ includes a clear conclusion that restates the purpose of the writing

VOICE

_____ is slanted appropriate to what is being narrated (experienced)

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that best inform or explain

_____ contains colorful words and lively verbs that increase understanding of topic

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational

explanatory writing

_____ uses transitional words among sentences as appropriate to the informational explanatory writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

28

Argument Writing (Q3)

There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about

some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation

of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim

Examples might include

Making claims about the worth or meaning of a literary scientific or historical work(s)

Defending interpretations or judgments with evidence from texts students are writing about

Using informational text drawn from social studieshistory to analyze evidence from primary and

secondary sources to advance a claim that is best supported by evidence

Using informational text drawn from science to make claims in the form of statements or

conclusions that answer questions or address problems

STEP 1

Choose a topic worthy of argument

STEP 2

Consider the situation

Clarify your thinking

Construct a claim (thesis statement)

STEP 3

Collect evidence

Consider key objections and develop a counter argument

Craft your argument Take a stance and stay with that viewpoint Keep it scholarly

Confirm your claim Use anecdotes quotations examples statistics and other relevant information

to give your arguments weight

STEP 4

Organize your essay in this way

Introduction

Claim statement (thesis)

Background information

Reasons and evidence

The opposing view and refutation

Conclusions

STEP 5

Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

29

Argument Writing Checklist (Q3)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why)

_____ presents interesting valuable and evidence-based information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

ORGANIZATION

_____ includes a strong introduction that identifies the claim statement (thesis)

_____ contains reasons and evidence as well as opposing viewpoints and refutation

_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing

quotations information from text and outside sources as applicable

_____ arranges sentences charts andor graphs in the best order to increase understanding

_____ arranges sentences in the best order to support argument

_____ includes a clear conclusion that restates the claim

VOICE

_____ uses evidentiary slant in writing to enhance argument

_____ uses public voice as opposed to private voice

_____ shows that the writer really understands the topic

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that enhances position

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing

_____ uses transitional words among sentences as appropriate to the argument writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution (if applicable)

_____ displays varied sentence beginnings to impact argument

_____ displays varied sentence lengths to impact argument

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from the text or outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

30

Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)

Functional writing provides information that makes that is day-to-day and timely Workplace functional

writing includes emails notes blogs applications resumes manuals and memos Everyday functional

writing includes recipes letters directions and instructions As the name implies functional writing is

what we do every day to function in our lives

STEP 1

Choose a topic that you know something about that relates to the assignment

STEP 2

Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach

Remind

STEP 3

Identify the mode Is it a recipe letter directions email note blog application resume or manual that

you are writing Be clear on this so you know what voice to use

STEP 4

Organize your functional writing placing the information in a logical order Refer to the Ideas and

Organization sections of the Checklist Rubric to be sure you have all the necessary elements

STEP 5

Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie

After mixing the sugar and eggs you must )

STEP 6

Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary

elements Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

31

Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ presents interesting and valuable information

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates own ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that identifies the topic and 3-5 ideas

_____ addresses one central idea in each body paragraph (if applicable)

_____ arranges sentences are in the best order to increase understanding

_____ presents ideas in a logical way to increases understanding

_____ includes a clear conclusion that restates the topic and 3-5 ideas

VOICE

_____ is slanted to inform or direct

_____ shows that the writer really understands the topic

_____ shows sincerity maturity and logic

WORD CHOICE

_____ contains specific words to increase understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing

_____ uses transitional words among sentences as appropriate to the functional writing

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

32

Research Writing (integrated throughout the school year rather than taughttested a particular quarter)

Research writing provides information in a clinical way It states the facts with some analysis of those facts

Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of

view as opposed to 1st person point of view Research writing shorter in length is referred to as a

documented essay

STEP 1

Choose a topic that you are interested in that relates to the assignment

STEP 2

Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is

important to research and your purpose for examining this topic Also write a thesis sentence that is

located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that

you will address in your research paper

STEP 3

Write the body of the paper (a minimum of three paragraphs)

DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the

quotations information you include do not simply regurgitate

If using charts or graphs insert them directly in the paper as opposed to providing appendices

When using information from outside sources be sure to cite within the paper using APA style

Here are examples to illustrate what that looks like

Here is an example of information that is paraphrased

The accountability movement demands instructional and curricular leadership by the principal

(Glatthorn amp Jailall 2009)

Here is an example of prior attribution that is paraphrased

According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement

offer intellectual stimulation provide individualized support set attainable instructional goals and

model best practices

Here is an example of information that is directly quoted

Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in

specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)

Here is an example of prior attribution that is directly quoted

Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about

cyberbullying focusing on what they can do to help their children use the Internet in a safe and

responsible mannerrdquo (p 25)

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

33

STEP 4

Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that

summarizes the main points In the final few sentences try to take it to a new level You might suggest

how a person might apply the research to the home community or world You never want the reader to

say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound

way Warning this will require some thinking and ingenuity on your part If you learn how to so this you

will be well prepared for high school and college level writing where you will expand these notions

considerably

STEP 5

Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research

paper must be alphabetically listed Here are examples

Here is an example of a book

Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and

tested United States Corwin Press

Here is an example of an article in a magazine journal or periodical

Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of

leader efficacy Educational Administration Quarterly 44(4) 496-528

Here is an example of a website

US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from

httpwwwcensusgovprodcen2010briefsc210br-04pdf

STEP 6

Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements

Then write the final draft using good penmanship

34

Research Writing Checklist

How can you tell if something you write displays the traits of good writing It should meet the following

standards

IDEAS

_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why

(and why not) are expanded upon in research writing

_____ presents interesting and valuable information from multiple perspectives

_____ has a clear message and purpose

_____ holds the readerrsquos attention

_____ relates othersrsquo ideas and supporting details in a clear manner

ORGANIZATION

_____ includes a clear beginning that introduces the topic states why it is important and has a thesis

_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)

_____ arranges sentences in the best order to increase understanding

_____ presents research ideas are in a logical way to increase understanding

_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the

world at large

_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has

recommended MLA guidelines)

VOICE

_____ uses informative slant (possibly argumentative depending on the topicassignment)

_____ shows that the writer really understands the topic and believes the research is sound

_____ shows scholarship and maturity

WORD CHOICE

_____ contains specific words that inform and analyze research to enhance understanding

_____ contains colorful words and lively verbs that are poignant and precise

_____ contains language that is scholarly and age appropriate

SENTENCE FLUENCY

_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing

_____ uses transitional words among sentences as appropriate to the research writing

_____ navigates the inclusion of outside information through effective paraphrase direct quotation or

prior attribution

_____ displays varied sentence beginnings to impact understanding

_____ displays varied sentence lengths to impact understanding

CONVENTIONS

_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing

_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences

from outside individuals or experts (see pp 32-33 of this planner)

_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)

35

6-Trait Writing Ideas

Juicy details

Clarity and purpose

Fresh and original

Organization

Beginning middle end

Sequencing

Logical order

Voice

Pizzazz

Individuality

Suits audience and topic

Word Choice

Lively verbs

Specific and precise

Variety

Sentence Fluency

Well-built sentences

Varied beginnings

Rhythm and flow

Conventions (Editing)

Spelling Punctuation and capitalization

Grammar and paragraphing

36

DSMS Every Day Bell Schedule

created June 2014

1st Hour 800 ndash 854

2nd Hour 858 - 952

3rd Hour 956 - 1050

Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221

4th Hour 1054 - 1148 amp Lunch 1148 - 1221

5th Hour 1225 ndash 119

6th Hour 123 ndash 217

7th Hour 221-315

37

DSMS Early Release Bell Schedule

created June 2014

1st Hour 800 - 837

2nd

Hour 841 ndash 918

3rd

Hour 922 - 959

5th

Hour 1003-1040

Lunch 1040-1117 amp 4th

Hour 1121-1158

4th

Hour 1044-1121 amp Lunch 1121-1158

6th

Hour 1202-1239

7th

Hour 1243-120

38

Miscellaneous Bell Schedules

Morning Academic Assembly

Assembly 800-900

1st Hour 910-953

2nd Hour 957-1040

3rd Hour 1044-1127

Lunch 1127-1207 amp 4th Hour 1211-1254

4th Hour 1131-1214 amp Lunch 1214-1254

5th Hour 1258-141

6th Hour 145-228

7th Hour 232-315

Afternoon School-wide Activity

1st Hour 800-845

2nd Hour 849-934

3rd Hour 938-1023

Lunch 1023-1059 amp 4th Hour 1103-1148

4th Hour 1027-1112 amp Lunch 1112-1148

5th Hour 1152-1237

6th Hour 1241-126

7th Hour 130-215

Activity 215-315 created June 2014

39

DSMS Testing Bell Schedule Formative assessments

created June 2014

Testing 800-920

1st Hour 920 ndash 1002

2nd Hour 1006 ndash 1048

3rd Hour 1052 ndash 1134

Lunch 1134 -1211 amp 4th Hour 1215-1257

4th Hour 1138-1220 amp Lunch 1220-1257

5th Hour 101 ndash 143

6th Hour 147 ndash 229

7th Hour 233 ndash 315

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

35

6-Trait Writing Ideas

Juicy details

Clarity and purpose

Fresh and original

Organization

Beginning middle end

Sequencing

Logical order

Voice

Pizzazz

Individuality

Suits audience and topic

Word Choice

Lively verbs

Specific and precise

Variety

Sentence Fluency

Well-built sentences

Varied beginnings

Rhythm and flow

Conventions (Editing)

Spelling Punctuation and capitalization

Grammar and paragraphing

36

DSMS Every Day Bell Schedule

created June 2014

1st Hour 800 ndash 854

2nd Hour 858 - 952

3rd Hour 956 - 1050

Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221

4th Hour 1054 - 1148 amp Lunch 1148 - 1221

5th Hour 1225 ndash 119

6th Hour 123 ndash 217

7th Hour 221-315

37

DSMS Early Release Bell Schedule

created June 2014

1st Hour 800 - 837

2nd

Hour 841 ndash 918

3rd

Hour 922 - 959

5th

Hour 1003-1040

Lunch 1040-1117 amp 4th

Hour 1121-1158

4th

Hour 1044-1121 amp Lunch 1121-1158

6th

Hour 1202-1239

7th

Hour 1243-120

38

Miscellaneous Bell Schedules

Morning Academic Assembly

Assembly 800-900

1st Hour 910-953

2nd Hour 957-1040

3rd Hour 1044-1127

Lunch 1127-1207 amp 4th Hour 1211-1254

4th Hour 1131-1214 amp Lunch 1214-1254

5th Hour 1258-141

6th Hour 145-228

7th Hour 232-315

Afternoon School-wide Activity

1st Hour 800-845

2nd Hour 849-934

3rd Hour 938-1023

Lunch 1023-1059 amp 4th Hour 1103-1148

4th Hour 1027-1112 amp Lunch 1112-1148

5th Hour 1152-1237

6th Hour 1241-126

7th Hour 130-215

Activity 215-315 created June 2014

39

DSMS Testing Bell Schedule Formative assessments

created June 2014

Testing 800-920

1st Hour 920 ndash 1002

2nd Hour 1006 ndash 1048

3rd Hour 1052 ndash 1134

Lunch 1134 -1211 amp 4th Hour 1215-1257

4th Hour 1138-1220 amp Lunch 1220-1257

5th Hour 101 ndash 143

6th Hour 147 ndash 229

7th Hour 233 ndash 315

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

36

DSMS Every Day Bell Schedule

created June 2014

1st Hour 800 ndash 854

2nd Hour 858 - 952

3rd Hour 956 - 1050

Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221

4th Hour 1054 - 1148 amp Lunch 1148 - 1221

5th Hour 1225 ndash 119

6th Hour 123 ndash 217

7th Hour 221-315

37

DSMS Early Release Bell Schedule

created June 2014

1st Hour 800 - 837

2nd

Hour 841 ndash 918

3rd

Hour 922 - 959

5th

Hour 1003-1040

Lunch 1040-1117 amp 4th

Hour 1121-1158

4th

Hour 1044-1121 amp Lunch 1121-1158

6th

Hour 1202-1239

7th

Hour 1243-120

38

Miscellaneous Bell Schedules

Morning Academic Assembly

Assembly 800-900

1st Hour 910-953

2nd Hour 957-1040

3rd Hour 1044-1127

Lunch 1127-1207 amp 4th Hour 1211-1254

4th Hour 1131-1214 amp Lunch 1214-1254

5th Hour 1258-141

6th Hour 145-228

7th Hour 232-315

Afternoon School-wide Activity

1st Hour 800-845

2nd Hour 849-934

3rd Hour 938-1023

Lunch 1023-1059 amp 4th Hour 1103-1148

4th Hour 1027-1112 amp Lunch 1112-1148

5th Hour 1152-1237

6th Hour 1241-126

7th Hour 130-215

Activity 215-315 created June 2014

39

DSMS Testing Bell Schedule Formative assessments

created June 2014

Testing 800-920

1st Hour 920 ndash 1002

2nd Hour 1006 ndash 1048

3rd Hour 1052 ndash 1134

Lunch 1134 -1211 amp 4th Hour 1215-1257

4th Hour 1138-1220 amp Lunch 1220-1257

5th Hour 101 ndash 143

6th Hour 147 ndash 229

7th Hour 233 ndash 315

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

37

DSMS Early Release Bell Schedule

created June 2014

1st Hour 800 - 837

2nd

Hour 841 ndash 918

3rd

Hour 922 - 959

5th

Hour 1003-1040

Lunch 1040-1117 amp 4th

Hour 1121-1158

4th

Hour 1044-1121 amp Lunch 1121-1158

6th

Hour 1202-1239

7th

Hour 1243-120

38

Miscellaneous Bell Schedules

Morning Academic Assembly

Assembly 800-900

1st Hour 910-953

2nd Hour 957-1040

3rd Hour 1044-1127

Lunch 1127-1207 amp 4th Hour 1211-1254

4th Hour 1131-1214 amp Lunch 1214-1254

5th Hour 1258-141

6th Hour 145-228

7th Hour 232-315

Afternoon School-wide Activity

1st Hour 800-845

2nd Hour 849-934

3rd Hour 938-1023

Lunch 1023-1059 amp 4th Hour 1103-1148

4th Hour 1027-1112 amp Lunch 1112-1148

5th Hour 1152-1237

6th Hour 1241-126

7th Hour 130-215

Activity 215-315 created June 2014

39

DSMS Testing Bell Schedule Formative assessments

created June 2014

Testing 800-920

1st Hour 920 ndash 1002

2nd Hour 1006 ndash 1048

3rd Hour 1052 ndash 1134

Lunch 1134 -1211 amp 4th Hour 1215-1257

4th Hour 1138-1220 amp Lunch 1220-1257

5th Hour 101 ndash 143

6th Hour 147 ndash 229

7th Hour 233 ndash 315

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

38

Miscellaneous Bell Schedules

Morning Academic Assembly

Assembly 800-900

1st Hour 910-953

2nd Hour 957-1040

3rd Hour 1044-1127

Lunch 1127-1207 amp 4th Hour 1211-1254

4th Hour 1131-1214 amp Lunch 1214-1254

5th Hour 1258-141

6th Hour 145-228

7th Hour 232-315

Afternoon School-wide Activity

1st Hour 800-845

2nd Hour 849-934

3rd Hour 938-1023

Lunch 1023-1059 amp 4th Hour 1103-1148

4th Hour 1027-1112 amp Lunch 1112-1148

5th Hour 1152-1237

6th Hour 1241-126

7th Hour 130-215

Activity 215-315 created June 2014

39

DSMS Testing Bell Schedule Formative assessments

created June 2014

Testing 800-920

1st Hour 920 ndash 1002

2nd Hour 1006 ndash 1048

3rd Hour 1052 ndash 1134

Lunch 1134 -1211 amp 4th Hour 1215-1257

4th Hour 1138-1220 amp Lunch 1220-1257

5th Hour 101 ndash 143

6th Hour 147 ndash 229

7th Hour 233 ndash 315

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

39

DSMS Testing Bell Schedule Formative assessments

created June 2014

Testing 800-920

1st Hour 920 ndash 1002

2nd Hour 1006 ndash 1048

3rd Hour 1052 ndash 1134

Lunch 1134 -1211 amp 4th Hour 1215-1257

4th Hour 1138-1220 amp Lunch 1220-1257

5th Hour 101 ndash 143

6th Hour 147 ndash 229

7th Hour 233 ndash 315

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

40

DSMS Final Semester Exam Bell Schedule

Testing Day 1 (Dec 16 2014 and May 19 2015)

1st Hour 800-915

2nd Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

3st Hour 1200-115

Testing Day 2 (Dec 17 2014 and May 20 2015)

5th Hour 800-915

6th Hour 920-1035

Lunch 1035-1110 amp 4th Hour 1115-1155

4th Hour 1040-1120 amp Lunch 1120-1155

7th Hour 1200-115

Note 8th graders will be released May 20 2015 1130 am

Their final exam testing dates will be adjusted accordingly

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

41

Additional Bell Schedules

Mini-Class Sessions (Dec 18 2014 and May 21 2015)

1st Hour 800-830

2nd Hour 834-900

3rd Hour 904-930

4th Hour 934-1000

5th Hour 1004-1030

6th Hour 1034-1100

7th Hour 1104-1130

Last Day of the Semester (Dec 19 2014 and May 22 2015)

1st Hour 800 Mini-activity (TBA)

915 Gem and Sparkle Awards Ceremony in Gym

1015 Games Activities Yearbook Signing

1130 Dismissal

created June 2014

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up

42

Mrs Molerarsquos Closing Catch Phrases

Read while you wait

At DSMS we love math

High expectations Accountability No excuses

Be respectful Be responsible Be a positive role model

Think college

Live to learn learn to live

Donrsquot forget to buckle up