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    Student/Parent Policies & Procedures

    Students receive an Eckstein Student/Parent handbook at the beginning of school


    WE ARE ECKSTEIN

    MISSION
    Eckstein Middle School, a diverse community of lifelong learners, will ensure the academic, social and emotional growth and success of each student.
    • Each student will be known, nurtured, and challenged;
    • Each student will be given opportunities to actively engage in achieving their full potential; The school environment will foster creative problem solving;
    • The school will provide an atmosphere to guide each student in becoming a healthy, confident, resilient and responsible world citizen, prepared for high school and beyond.
    ASSURANCES TO STUDENTS
    • Your academic and social well-being will be at the core of all staff decisions.
    • Your teachers will empower you to become leaders in the learning process, value your perseverance and creativity, and provide you with quality feedback.
    • Your teachers will integrate technology within the curriculum, preparing you for the 21st century.
    • You will benefit from teachers who collaborate to create lessons that will positively impact your achievement.
    • You will benefit from a staff that works to ensure an inclusive, safe, and supportive learning environment that honors individuality and encourages self-advocacy.
    • You will benefit from a staff that values family, diversity and community partnerships. Eckstein will strive to increase parent and guardian involvement.
    • You will benefit from a staff that will communicate with the elementary and high schools to create smooth transitions.

    ECKSTEIN CODE

    BE RESPONSIBLE
    • For My Choices
    • For My Actions
    • For My Learning
    BE RESPECTFUL
    • To Adults
    • To My Peers
    • To My Environment

    WHO WE ARE & WHAT WE BELIEVE

    Eckstein Middle School is a comprehensive middle school community in the Seattle School District that believes in inclusion and giving our 1000 plus students in grades 6-8 access to differentiated and advanced learning opportunities with high levels of outstanding instruction. All science and social studies classrooms are fully inclusive with instruction differentiated to student needs. Students qualifying for Spectrum are assigned to Spectrum designated language arts courses. Math placements are made for all students based on student academic mastery of previous year’s course work, with the option to ‘opt up’ to two grade levels at 6th grade based on assessment and teacher recommendation. Eckstein’s special education program offers an array of opportunities for full inclusion to one-on-one supports.

    Eckstein offers the following services to students:

    • English Language Learners (ELL)
    • Special Education Resource (SM1)
    • Special Education Focus (SM2)
    • Special Education Emotional-Behavioral (SEL)
    • Special Education Distinct (SM4)
    • Special Education Access/Inclusion
    • Spectrum Program
    • On-site OT/PT/SLP
    • On-site full-time nurse
    • School Counselors
    • Read 180, Math Intervention and Study Skills Courses

     Eckstein Demographics - Go to Our School Report >>

    DIFFERENTIATED CURRICULUM

    At Eckstein, we understand that an equitable education for each student requires a guaranteed, viable and aligned curriculum that is differentiated. In the 2018-2019 school year, staff have committed to:

    • Aligning teaching practices thus allowing for better assessment, re-teaching, and differentiation;
    • Administering common formative assessments with student focused feedback;
    • Aligning curriculum (curriculum maps, common rubrics and common projects)
    • Engaging students in goal setting and progress monitoring through the Student Led Conference process.
    • Use research-based strategies that help targeted students.
    • Increase parent/family engagement.
    • Closing the Achievement Gap (Students not meeting standard)
    • Increase student engagement by demonstrating clear connections between the course curriculum and real-life application through the use of engagement activities launching each lesson including clear learning targets, current event connections, and activities such as Socratic seminars and debate.
    • Utilize PBIS strategies school wide; Student Leadership courses will utilize and lead CharacterStrong curriculum and activities; All homerooms will facilitate CharacterStrong curriculum with a focus on building a strong, positive school climate.

    This will ensure that each student is engaged in a rigorous and well-supported experience. We recognize that this is an ongoing process of reflection and refinement that is designed to improve our practices.

    OPPORTUNITY GAP
    Eckstein Middle School is a community that believes in equity. We are committed to eliminating the opportunity gap by providing all of our students a rich, culturally responsive and equitable academic program. It is our commitment to enrich the lives of students by offering a variety of classes and activities that stimulate learning and develop knowledge and skills across a broad spectrum of experiences. We differentiate instruction and work closely with students and families to build relationships and tailor teaching and learning to support each student. We also take pride in working collaboratively and effectively together to increase student achievement.

    STUDENT LED CONFERENCES
    As part of Eckstein’s mission to build independent learners, both teachers and students prepare for Student Led Conferences throughout the school year. Students engage in goal setting based upon teacher formative assessment and self-assessment. Student Led Conferences are conducted in the Spring. SLCs provide students and families the opportunities to have detailed conversations around student learning and student goals. The Eckstein staff works with students to do goal setting, work toward social and academic goals and with staff guidance prepare student portfolios that are updated by students throughout the 6th-8th grade.

    CHARACTER STRONG
    The research shows that when a school takes time to cultivate a culture of character and develop social-emotional skills, grades go up and bad behavior goes down. It makes sense - when kids feel safe and supported, they perform better and want to be there. When students learn the value of kindness, service, and empathy, they don't just walk out of school being competent at math and science - they walk away being capable, compassionate people.
    CharacterStrong infuses character and social-emotional learning into the daily fabric of any classroom or campus. The curricula focus on character development in order to help students cultivate social-emotional skills, their emotional intelligence, and help them develop a stronger identity and purpose in school and in the world. Learn More >>

    WE BELIEVE IN COMMON PRACTICES

    STUDENT PLANNERS
    We know that the parts of the adolescent brain are “under construction” and our students need routine support and practices to fully develop their executive functioning capacity. To train and refine the executive functioning skills of Eckstein students, teachers will provide time for students to effectively utilize their student planners in order to support completion of nightly homework and long-term assignments/projects. Parents may use this tool from home to reinforce their development of organizational, planning and/or self-management skills. Students at Eckstein will be provided with a school planner to use.

    VOICE LEVEL
    voiceThis is common language and practice among all staff members at Eckstein. All classrooms have a Voice Level 0-to-4 poster for reference throughout the school year. Staff use this framework and language to explicitly communicate the voice level expectations for each activity. (e.g. “This is a Level 0 activity,” or “For transitions in the hallway, voice level should be at a 0-2 level.”)

    S.L.A.N.T.
    slantSLANT is an acronym used in classrooms that identifies appropriate classroom behavior. SLANT is effective because it identifies the five key behaviors that will allow students to be successful and absorb the most information. The acronym is:
    S – Sit up
    L – Listen
    A – Ask and answer questions
    N – Nod your head
    T – Track the speaker
    Upon hearing a teacher ask for students to SLANT, students should immediately model the key behaviors identified above.

    COMMUNICATION

    COMMUNICATING WITH STUDENTS & FAMILIES
    Ecktein Middle School believes in the importance of communicating academic progress and course information to students and their families in a consistent, effective manner. Eckstein staff communicate with students and families through a variety of media as defined below. Please be sure that your contact information is up-to-date and that you become familiar with resources such as Schoology and The Source. If you need guidance on how to navigate these resources, please contact the main office at 206.252.5010.

    SCHOOL WEBSITE
    The school website, http://ecksteinms.seattleschools.org/, houses key information about the school. Please take time to explore its contents and get to know the many opportunities, resources, and offerings of the school.

    BULLETIN FOR RESPONSIBLE SCHOLARS
    Each Friday afternoon, the main office will send out an email Bulletin for Responsible Scholars to parents with important announcements and updates to the school calendar. Please read this bulletin to stay up-to-date on what is happening at Eckstein.
    Sign-up for the Responsible Scholars Bulletin >>

    SCHOOLOGY
    Our staff has developed an aligned format to the Schoology page that allows students and families to navigate the Schoology pages more intuitively and efficiently. Students should utilize their teachers’ Schoology pages regularly to access classroom resources and track their progress. This resource may be especially helpful when students are absent from school, as many teachers post information about class and homework at regular intervals.
    Schoology Flyer (pdf) >>

    THE SOURCE & GRADING
    Students and parents may track academic progress in each class using The Source. This resource offers detailed information about missing assignments, test and quiz grades and more.

    SYLLABUS
    All Eckstein Syllabi include the following:

    • Teacher name
    • Contact information and communication preferences (including email, phone, Schoology)
    • School Mission/Vision
    • Pertinent information about the content of the course – standards, scope and sequence, etc.
    • When teachers are available to provide student help/support
    • Grading policy
    • Late work policy—see school late work policy in appendix.
    • Homework expectations
    • Technology policy (must be in accordance with school policy)

    PHONE CALLS/EMAILS
    Eckstein student and parents are welcome to call or email staff regarding questions or concerns. Please allow staff 48 hours to respond to requests via email, Schoology or phone.
    Find Staff Members Contact Here >>

    BUILDING POLICIES AND PRACTICES AROUND PLANNING, ASSESSMENT, AND GRADING

    GRADING
    As part of Eckstein Middle School’s commitment to academic excellence, all teachers adhere to a Standards Based Grading policy, which means that all students are assessed by the same standard, unless they have accommodations as part of an IEP or 504 and the assignment was modified.

    Grading scale for Standards Based Grading:
    grades

    HOMEWORK
    Eckstein staff has adopted a common understanding for how homework will be utilized in our program.
    We believe that the purpose of homework is:

  • For individual practice and application of concepts and skills learned at school.
  • To develop independent study skills and self-management.
  • To extend learning to personal interests and home connections through occasional extension projects.
  • To this end, Eckstein’s goal is to assign a total average of one hour or less of homework per school night in core courses. These include math, language arts, science and social studies. Some elective courses, such as world languages (HS credit), music and technology courses may require additional nightly practice.

    To ensure equity for all students and to support a balanced school/home life, homework is primarily practice of skills and concepts learned at school that can be completed independently with information and resources from the classroom and Schoology. Some examples are independent reading, writing and math practice.

    Occasionally, extension projects will require outside learning and application, and extra support options will be provided during the school day and/or before/after school.

    MAKE-UP WORK
    Students are responsible for making up work that they have missed due to illness or other excusable absences and should use the Schoology page to guide their make-up work; they may communicate with their teacher via the Schoology page to get clarification on assignments and/or contact their teachers about missed work on their return to school.

    LATE WORK POLICIES
    make up

    ATTENDANCE

    Washington State Law
    Washington state law, RCW 28.255, states that parents/guardians are required to have their school-age children enrolled in an educational program and to take steps to ensure regular daily school attendance. Middle school students who are enrolled in a public school program, must attend school, unless they are incapable of attending school due to medical or mental reasons.

    Seattle School Board Policy
    It is the policy of the Seattle School Board that consistent attendance is essential to the Seattle Public Schools mission of academic achievement for every student in every school. Truant students miss critical instruction in key concepts, quickly fall behind in school, and are less likely to achieve academic success. By state law, school attendance is mandatory, and unexcused absences and truancy are prohibited within Seattle Public Schools. To combat unexcused absences and truancy, all Seattle Public Schools are dedicated to providing racially, culturally, and age appropriate interventions. Furthermore, all Seattle Public Schools are dedicated to increasing the meaningful involvement of parents in all aspects of their students' lives, including the reduction of truancy.

    Eckstein Attendance Policy
    Visit our Attendance page for additional information >>
    Eckstein is committed to supporting students in achieving success. In an effort to support students with attendance we will:

    • Take daily attendance and notify parents/guardians when a student has an unexcused absence.
    • Schedule a conference to meet with the student and parent/guardian to address attendance issues after three (3) or more unexcused absences in a month. We will complete a Student Attendance Agreement, taking steps to determine why your child is not attending school and help develop a plan to ensure your child's regular attendance.
    • File a truancy petition with the Superior Court if the child has 7 truant days in a month, or 10 truant days during the school year. The school does this by sending a request to the District Attendance Office. The Attendance Office files the truancy petitions on behalf of schools.
    Eckstein Tardy & Early Dismissal Policy
    • Students who arrive to school late need to report to the Attendance Office first before going to class.
    • Students are required to stay on campus during school hours unless given permission by the Attendance Office, the nurse, administration, or a parent/guardian. If a student needs to leave campus early for an appointment, please send a note in with the student in the morning before school. A copy of the early dismissal note can be found on the Eckstein website. Without a note, a parent/guardian must come in and sign the student out.
    • Excessive tardies will result in conference an Assistant Principal or House Administrator. Make up class time for tardies may be assigned during lunch or before/after school. Excused Absences
    • Unplanned: When your child's personal illness or injury, or the illness, injury or death of a family member, prevents your child from attending school, and you notify the school within 48 hours of the absence. The school may require a note from your child's doctor if your child is absent due to illness or injury for an excessive number of days (10 or more in the quarter) before excusing those absences.
    • Planned: When you submit a request to Attendance Office at least three school days before the start of the planned absence, usually for a religious holiday, an educational activity, or other special one-time event of a day or two. The school may require your child to complete missed assignments and/or make other academic arrangements in lieu of missed work.
    • Disciplinary Action: Absences due to disciplinary actions such as suspensions of your child are excused on District attendance records.
    • Parent Responsibility: You must notify the Eckstein attendance office about your child's excused absence within two days of any absence. You may make this notification by telephone, email or in a written note. You must include the reason why your child is absent in your telephone call or note.
    Unexcused Absences
    All other absences are considered unexcused, including absences caused by the student or parent oversleeping, student missing the bus, transportation problems, student needed for babysitting, not attending while on a wait list for another school assignment, and student job requirements. For more details about excused and unexcused absences, please visit the Seattle Public Schools attendance website.

    Vacations
    Eckstein strives to preserve instructional time for our students and teachers. While a student can make up assignments, there is no substitute for the classroom experience. We encourage families to arrange vacations during scheduled school vacations and holidays. If a student must miss school for a vacation, parents must complete the “Pre-Planned Absence Form” and submit it to the Attendance Office. It is the student’s responsibility to communicate with teachers prior to the trip to make arrangements for work. Very often teachers will refer the student to their website for the days’ work. Upon return, the student is responsible for submitting missing work in a timely way agreed to by the specific teacher.

    Truancy
    Parents or guardians must expect and encourage their children to attend school. When parents/guardians fail to comply with the Compulsory Attendance law by allowing or encouraging their children to stay home or skip school, the parents/guardians may also be subject to a truancy petition filed with Superior Court. If you have already told your child that you expect him/her to go to school, but he/she refuses to do this, there are several things you can explore to determine if there is a reason for your child's refusal to attend school.

    • Consider whether your child is afraid to attend school or is being bullied at school. Notify the school if this is so.
    • Consider whether your child is progressing normally in an academic setting or could use tutoring or an alternative setting to learn. Students who are falling behind academically may feel uncomfortable about their school experience and try to avoid it by skipping classes. Talk with your child's teachers to determine ways to help your child feel good about school.
    • Consider whether medical, mental, or emotional issues are preventing your child from being able to attend school. It may be appropriate to take your child to get a physical or counseling.
    • Consider whether your child's behavior suggests he/she is abusing drugs or alcohol. If so, seek help from an approved substance abuse provider to work with your child.
    • Consider whether your child's friends and peers are exerting negative influences on his/her behavior, and work with your child to make choices in his/her behavior and friends that are consistent with your family values.
    • Consider whether your child gets enough sleep and adequate nutrition. If he/she is staying out late on school nights or staying up late to play video games, adjust your child's bedtime schedule so he/she gets adequate sleep and gets up in time to have breakfast. You may need to take away your child's phone at night to ensure that it is not being used when he/she should be sleeping.

    STUDENT ABSENCE POLICY
    Students have as many days as they were absent to submit missed work and/or schedule a make-up assessment/lab, unless other arrangements have been made with teacher. Students who miss the day a long-range project is due will need to return with the project/paper and will not receive additional days to complete it.
    Students who request work in advance of a pre-planned absence should return to school with the work completed. They will not have additional days to complete the work if a teacher gives it in advance.
    It is best practice for students to check-in with individual teachers after an absence.
    Excellent Student Behaviors:

    • Anticipate pre-planned absences and connect with each teacher about work missed.
    • Check Schoology daily for assignments, due dates, resources, and information.
    • Check-in with a classmate about missed work.
    • Check-in with the teacher via email or Schoology if additional clarification is needed.
    • Check-in with the teacher as soon as you return to schedule a time to make-up work.
    • Return to school with work that was due while absent, if possible.
    • Make-up work as swiftly as possible.
    • Check The Source regularly to ensure all work was completed and graded in a timely manner.
    Field Trip Absences
    Students are expected to return to school from a field trip with as much work finished as possible. Long range assignments that were due during the field trip will be turned in prior to the field trip or as soon as a student returns (no extra time).

    TECHNOLOGY POLICY

    Eckstein Middle School has made a commitment to intentionally support student growth and differentiation through the effective use of technology. Our school staff has also observed that students’ personal devices can be a distraction to student learning. We ask that students turn off their devices at 8:50 AM, when the first bell rings. Phones are not to be used during passing periods or lunch. Phones can be turned back on afterschool when the bell rings at 3:45 PM. Per SPS Procedure 2022SP, school staff will retain the final authority in deciding when and how students may use personal electronic devices on school grounds and during the school day. From time to time, teachers may permit students to use their phones in the classroom for educational purposes only. The following policy applies to electronics, including personal listening devises.

    ACCEPTABLE USAGE
    All use of electronic devices on school grounds and all use of district electronic resources must be for educational purposes. This includes use of school equipment and personal devices. Some examples of educational uses of technology include using the Internet for research, checking grades on the Source, creating multimedia projects, reading eBooks, typing notes, word processing, and using calculators and graphing software. Some examples of non-educational activities that are not allowed at school include playing games, texting friends or family, checking social networking sites such as Facebook, and listening to music.

    Personal devices may only be used for classroom activities and only for educational purposes with teacher approval. In addition, students using school and district online resources from home must also follow this policy. This includes use of the Source, district subscriptions to online databases, and other resources provided by teachers such as blogs and wikis.
    Misuse of cell phones will result in confiscation:

    • 1st time: Student is allowed to pick up the cell phone from the office at the end of the day and parent/guardian is emailed.
    • 2nd time: Student’s is allowed to pick up the cell phone from the office at the end of the day and parent/guardian is emailed.
    • 3rd time: Student meets with Assistant Principal. Parents are called to develop a plan – either check in the phone to the main office for 10 school days or leave the phone at home for 10 school days. Parent/guardian may be asked to come and pick up the cell phone from the main office.
    WIRELESS USAGE
    Members of the Eckstein community are allowed to use the guest wireless network on their personal devices for educational use only. The wireless network uses the same filtering software as the district's computers. The school cannot guarantee that students will be closely monitored at all times they are using the wireless network, such as before and after school, lunch and passing periods. Parents and guardians who are concerned about unsupervised use should consider not providing their students with Internet enabled devices. The school does not guarantee privacy for data transmitted on the wireless network. All data uploaded or downloaded on the network should be school appropriate. Students are advised to avoid sending any personal data or images electronically.

    TECHNOLOGY SECURITY AND SAFETY
    The school is not responsible for lost, stolen, or damaged personal electronic devices. Students who bring personal devices to school do so at their own risk. Students may keep devices with them instead of storing them in lockers, but they must be kept out of sight with ringers and sound off at all times during school hours.

    It is essential that students do not adjust or change the school’s computer settings. If this happens, the student will receive a warning. Repeated incidents compromising his/her access to technology while at Eckstein. Tampering with school technology includes attempted hacking or breach of the school or district’s website and/or files.

    Using technology in a harmful and unsafe manner is not allowed and is subject to disciplinary action. Using technology outside of the school day for cyberbullying (Facebook, Instagram, etc.) affects the school environment and therefore will be pursued by Eckstein administration and Seattle Police Department as appropriate.

    ​Use of technology must not violate the Seattle Public Schools’ cyberbullying policy:
    It is the policy of the Seattle School Board to prohibit harassment, intimidation and bullying by any means, including but not limited to electronic, written, oral or physical acts, either direct or indirect, when such intentional electronic, oral, written or physical acts physically harm, substantially interfere with a student’s education, threaten the overall educational environment and/or substantially disrupt the operation of school.

    This includes, but is not limited to, harassment, intimidation and bullying based upon race, color, religion, ancestry, national origin, economic status, gender, sexual orientation, gender identity, pregnancy, marital status, physical appearance, or mental, physical or sensory disability.

    This prohibition shall apply to all District employees, volunteers, parents/guardians and students, including conduct between students, between adults and between adults and students.

    TECHNOLOGY ETIQUETTE & CELL PHONE POLICY
    Technology use at Eckstein must not distract from the learning environment. Students must turn off their cell phones before school begins, at the first bell at 8:50 AM. Students may not wear headphones unless given permission by a teacher to complete an academic task. Teachers reserve the right to tell students to put away technology they deem to be distracting in the classroom. Cell phone usage is not allowed in hallways, on playfields, etc., but rather should be reserved exclusively for academic purposes throughout the day. Teachers may confiscate students’ cell phones and turn them into the office for students to retrieve at the end of the day. In this case the main office will send an e-mail home to parents reminding them of the policy.

    VIOLATIONS OF ACCEPTABLE USE POLICY
    Serious violations of the acceptable use policy can result in a student’s access to technology during the school day to be restricted, either temporarily or for the rest of the school year. This is reserved for repeat offenders or those committing serious acts.

    USING ECKSTEIN’S TECHNOLOGY RESOURCES
    As our equipment is paid for with tax money, it is important that our technology only be used for their intended purpose: Education. During school hours, it is important students are only using computer equipment for educational pursuits. Games are allowed as long as they have educational value. If you have a question about a website’s appropriateness, please see the librarian or staff member for assistance.

    SAVING FILES TO ONEDRIVE
    Students are encouraged to save their work to OneDrive, which is a cloud storage service provided by Microsoft. This will help students avoid losing, forgetting, or leaving work that they saved to USB thumb drives. Students can access OneDrive at http://office.seattleschools.org. To login, students use the same username and password that they use to login to Schoology and computers at school.

    THE ECKSTEIN NETWORK
    Eckstein has a file server where students can save and access work in two different folders:
    • Individual Home Folders (H://) - each student has a private folder to save school related work that cannot be accessed by other students.
    • Student Group folders (G://) - this folder is a place for students to save collaborative projects. It is a shared, unsecure folder that can be accessed by all students. Students should always back up work they save in group folders.

    VISITORS

    Eckstein is a closed campus so visitors must check in at the Main Office for a visitor badge before going to any part of our campus. If a parent/guardian would like to conference with a teacher or visit a classroom, s/he should call or email the teacher or the grade level counselor for an appointment. If a parent/guardian would like to visit a classroom, Eckstein asks that parent or guardian to please call ahead for an appointment to visit classes. Students are not allowed to bring friends to visit during the school day.

    TRANSPORTATION

    WALK ZONE
    Students that live up to 1.5 miles from school are not provided district transportation.

    ORCA CARDS
    Students that live between 1.5 and 2.0 miles from school are issued an ORCA card and can ride the Metro bus. If your student is issued an Orca card you should receive a notification in the mail that included a Conditions of Usage - ORCA and a temporary pass for the first day of school. In order for your student to receive an ORCA card they must bring a completed Conditions of Usage form, signed by a guardian and the student, to the attendance office. Lost ORCA cards - You may obtain a replacement ORCA for $5.50 the first time and $25 for any additional lost cards.

    SCHOOL BUSSES
    Students that live over 2 miles from school and are in the Eckstein Middle School reference area are provided yellow bus service by Seattle Public Schools.

    If a student wishes to visit or be visited by another student and rides the school bus, a temporary bus card must be requested at the school for this purpose. Authorization for riding the school bus is based on space availability. In order to receive a temporary bus pass, we must have WRITTEN permission from the visiting student's parent/guardian prior to the end of school day. We need to know: The visiting student's name; The bus rider's name; The visiting student's parent/guardian's name and phone number.
    Learn more about Transportation on our Transportation page >>

    PARENT DROP-OFF/PICK-UP
    • Car drop-off/pick-up on 75th Street from NW building entrance to the crosswalk. Also on 30th Avenue by the southwest parking lot.
    • Please pull ALL THE WAY FORWARD before stopping in the drop-off area.
    • Student must be ready to exit the car when you stop. If not ready, please loop around the block and return to the drop off area to prevent a bottleneck from happening.
    • No parking or waiting in the drop-off/pick-up zones 8:30 - 9:15 am & 3:30 - 4:15 pm.

    DELIVERIES & MESSAGES

    To preserve learning time and minimize interruptions, Eckstein limits the number of deliveries and messages to students. Please keep this in mind for forgotten lunches, notes, homework, or messages for students. Students can pick up any dropped off items from a parent/guardian during the school day in the Main Office. The items will be kept on a shelf behind the front counter. Please let your student know before school, if possible, as to when you will be dropping an item. They can check the shelf in between classes or on their walk to lunch.

    BEHAVIOR EXPECTATIONS

    ASSEMBLY BEHAVIOR

    • Staff will walk students to designated seating section in the auditorium. Students are to sit quickly and quietly.
    • Students must remain seated during the performance.
    • Students should use the restroom during a passing period before the assembly.
    • Remain seated after the Q&A and wait to be dismissed back to your homeroom class.
    • All cell phones and other devices should be OFF and not out.
    Theatre Behavior
    Remember performers work long hours to present their work, so you can show respect by:
    • Not talking or yelling out during the play.
    • Making sure that electronic devices are silenced and put away.
    • Having fun (laughing when something is funny on stage).
    • Show your appreciation by applauding at the end of the play.
    BACKPACKS, BOOK BAGS AND BAGS
    Students who use backpacks to carry their supplies to school must leave them in their lockers after arriving at school. Backpacks, book bags and bags are not allowed in the halls or classrooms during the school day.

    BICYCLES, SKATEBOARDS & SCOOTERS
    All are great modes of transportation to school! However, for safety students should not being riding their bicycle, skateboard or scooter when on campus. Bicycles can be stored in the bike cage which is locked after the beginning of school and is opened prior to the end of school. The bike cage is on the east side of the back parking lot. The school assumes no responsibility for bicycles on school property. For the student’s own protection, bikes should be registered with the Seattle Police Department. Skateboards and scooters must be stored in a student’s locker.

    CELL PHONE POLICY
    Cell phone usage is not allowed in classrooms, hallways, on playfields, etc., unless permitted for a specific use by a staff member. Usage of phones should be reserved exclusively for academic purposes throughout the day. Students must turn cell phones off before school begins, at 8:50 AM. Students may not wear headphones unless given permission by a teacher to complete an academic task. Teachers reserve the right to tell students to put away technology they deem to be distracting in the classroom. Teachers may confiscate students’ cell phones and turn them into the office for students to retrieve at the end of the day. In this case the main office will send an e-mail home to parents reminding them of the policy and their student’s usage at school.

    CLOSED CAMPUS
    Students are required by law to remain on Eckstein school grounds from the time they arrive at school until dismissal time at 3:45 PM. All students are required to leave the school grounds by 4:00 unless participating in a staff-supervised activity.

    DAILY BULLETIN
    During the first 5 minutes of Home Room, an administrator or Leadership/ASB student will read the daily bulletin over the announcement system. Teachers set the expectation that students will listen to the morning announcements as this is our ONLY means by which we can communicate important information to all of our students and staff.

    DRESS CODE
    The Seattle School District has updated their dress code policies. Please visit the seattleschools.org for the new policy.

    FILM & MOVIE POLICY
    Films should be used as a teaching medium in the classroom when they directly relate to the learning curriculum and when students are actively engaged in the process. Note that only G and PG movies may be shown in the classroom. Teachers must have signed consent from all parents/guardians prior to showing a PG-13 or above movie.

    HALLWAY EXPECTATIONS
    If a student is in the hallway once class has begun, they are expected to have a hall pass from a teacher. The student is expected to go where they need to go, take care of business, and return to their classroom promptly. Students are not allowed to use cell phones in the hallway unless given express permission by a staff member.

    LOCKERS
    Any locker problems should be reported to the custodian. Lockers are considered school property and may be opened by school authorities at any time. Items in students’ lockers are their responsibility -- the school is not responsible for items that are taken from lockers. Students should NOT share their locker combination with any other student. No outside locks are permitted on school district lockers. Students should keep their locker clean on the outside as well as the inside. Nothing (i.e., stickers) should be attached to lockers.

    LUNCHROOM
    We recycle and compost in an attempt to reduce cafeteria waste. Students are encouraged to use materials that are recyclable, reusable, or compostable when bringing lunch to school.

    All food and drink must remain in the lunchroom only!
    • Do not cut into the lunch line.
    • Remain seated while eating. Students are asked to sit and eat at a table for the first 10 minutes of lunch. Then as they finish, they can ask for a pass to go to the GYM, Library, or outside to play. They can also stay in the cafeteria for the remainder of lunch.
    • Clean your area of garbage, wipe the table with a provided rag, and return your tray to the proper area.
    • Students may be permitted to sit outside in the garden area. This opportunity is granted only if students pick up after themselves. If garbage left outside becomes an issue, food will need to be eaten in the cafeteria.
    • Aluminum drink cans, glass and plastic MUST be recycled
    • All food waste and soiled paper should be placed in the appropriate compost bin.
    • All halls, except the lower west gym hall are “OFF LIMITS” during lunch.
    • The Library may be entered via the west front stairway.

    REFERRAL TO SEE NURSE
    Eckstein Middle School is fortunate to have a school nurse present all day every school day. Students wanting to see the nurse must have a hall pass signed by a staff member except in extreme emergency.

    STUDENT PASSES-ERRANDS BY STUDENTS
    Students must have a pass signed by a staff member when out of class. This includes trips to the restroom and drinking fountain (which we encourage to be done during passing period). All staff members are expected to ask students in the halls during class periods to show their pass. Students should not be in the hallway without a pass during school hours. Standard Eckstein passes should always be used with time, destination and pertinent information included.

    TEACHER ASSISTANT (TA) SUPERVISION AND RESPONSIBILITIES
    Eighth grade students may request to be a TA. These requests are submitted to the Assistant Principal, who makes placements based on teacher request, student request, best practices and student needs. Teachers are limited to one TA, unless special arrangements are made. Serving as a Teacher Assistant is an academic course and it is expected that teachers supervise and mentor students directly.

    ECKSTEIN’S DISCIPLINE POLICY

    Eckstein seeks to enforce a Responsive Discipline Policy that aligns with clear behavioral expectations and an evolving understanding about how cultural differences and developmental needs shape and/or impact student behaviors. The purpose of our Discipline Policy is to ensure a respectful climate with logical consequences for disruptive, disrespectful or unsafe behaviors and to provide multiple opportunities for students to learn how to change behaviors to be more successful. “Punitive disciplinary interactions risk undermining the… trusting and respectful relationships that are especially important in adolescence and which are one of the strongest predictors of classroom behavior,” (Okonofua, Paunesku and Walton, 2016). Our focus is on using restorative practices whenever possible as a response and intervention. Restorative Practices is a whole school relational approach to building school climate and addressing student behavior that fosters belonging over exclusion, social engagement over control, and meaningful accountability over punishment.

    MULTI-TIERED SYSTEMS OF SUPPORT (MTSS)
    Multi-tiered System of Support (MTSS), is the way schools support students by systematically delivering a range of interventions based on demonstrated levels of need. MTSS is defined as "the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions" (Batsche et al., 2005). Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student's difficulty, and provides services/intervention as soon as the student demonstrates a need.

    POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS (PBIS)
    This year, Eckstein will be incorporating PBIS strategies. The PBIS team seeks to establish and maintain and environment that recognizes and reinforces positive behaviors such as the Eagle Excellence Awards and a daily focus on positive environment through consistent building-wide implementation of positive behavior supports. Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of MTSS. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need and addresses the role of the environment as it applies to development and improvement of behavior problems.

    CHARACTERSTRONG CURRICULUM
    Once a week in Home Room, students will be working through a lesson from the CharacterStrong curriculum. It’s more than a curriculum, it’s a culture.

    Research shows that when a school takes time to cultivate a culture of character and develop social-emotional skills, grades go up and bad behavior goes down. It makes sense - when students feel safe and supported, they perform better and want to be there. When students learn the value of kindness, service, and empathy, they don't just walk out of school being competent at math and science - they walk away being capable, compassionate people.

    CharacterStrong is an organization that provides curricula and trainings for schools internationally. The curriculum infuses character and social-emotional learning into the daily fabric of any classroom or campus. The curricula focus on character development in order to help students cultivate social-emotional skills, their emotional intelligence, and help them develop a stronger identity and purpose in school and in the world.

    ECKSTEIN BEHAVIOR MATRIX


    BE RESPECTFUL

    BE RESPONSIBLE

    ALL AREAS

    Use appropriate voice level to environment.

    Use kind words and actions.

    Respect others’ space and property.

    Respond positively or neutrally to staff members.

    Follow adult directions the first time.

    Be prepared, on time, and ready to learn.

    Keep valuables at home.

    Report issues of harassment/ intimidation/bullying.

    Keep our school clean.

    ASSEMBLIES

    Voice Level Varies

    Be a good representative of Eckstein by being attentive, quiet, and fully participate.

    Follow staff members’ directions.

    Enter quietly/exit quietly when dismissed.

    BATHROOMS

    Voice Level 1

    Maximize class time by using restrooms during passing

    Respect school property and property of others.

    Use restrooms during passing period

    If used during class, go to nearest bathroom and return to your class promptly.

    CAFETERIA

    Voice Level 1-2

     

    Wait patiently in line.

    Open seats are available to anyone.

    Be cooperative with adult supervisors and food servers.

    Remain seated for the first 10 minutes.

    When done, look around your area and place items in garbage, compost, or recycling.

    Using provided rag, wipe down area you used, whether you ate or not.

    Raise hand and wait to be dismissed. Adults will also have passes for available lunch activities.

    COMMON AREAS

    Voice Level 1-2

    Use appropriate language and noise level.

    Keep body and objects to yourself.

    Walk directly and promptly to where you are going.

    Use your time and resources wisely.

    Identify yourself to a staff member if asked to do so.

    FIELD & OUTSIDE AREAS

    Voice Level 2-3

    Respect others’ boundaries.

    Show sportsmanship and fairness.

    Use positive talk and actions.

    Respond to adult direction the first time.

    Report problems to an adult.

    Have the courage to do the right thing.

    BUS

    Voice Level 2-3

    Be kind to driver and other students.

    Stay seated and use Voice level 1 to avoid distracting the driver.

    Pick up all litter before you leave the bus.

    Make sure to follow all bus rules.

     SCHOOL CONSEQUENCES
    Aside from classroom-based interventions, school consequences can be assigned. Examples are as follows:

    • Restorative Justice: Relevant consequences, generally assigned to students in the appropriate classroom, during the before and after school contracted day.
    • Lunchtime Detention: Assigned by grade level administrator or principal.
    • Conference with Counselor: Used with discretion when counseling is deemed appropriate.
    • In-house Suspension: Applied in lieu of out-of-school suspension at the discretion of administration. In-house suspension may be assigned from 1 period to multiple days.
    • Short-Term and long-term Suspension: Short-term suspensions are ten or fewer days. Long-term suspensions are 11+ days. Suspensions are utilized when other intervention have been exhausted and/or there is a safety/security issue. Suspended students may not be on campus for any reason. Teachers have 24 hours to provide student work.
    • Emergency Expulsion: This is utilized when there is a severe and immediate safety issue.

    SPECIAL EDUCATION SERVICES & 504 PLANS

    INDIVIDUAL EDUCATION PLANS (IEPS)
    The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law receives specialized instruction and related services.

    504 PLANS
    The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law receives accommodations that will ensure their academic success and access to the learning environment.

    THE DIFFERENCE BETWEEN IEPS AND 504 PLANS

    Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others. This chart compares them side-by-side to help you understand the differences.


    IEP

    504

    Basic Description

    A blueprint or plan for a child’sspecial education experience at school.

    A blueprint or plan for how a child will have access to learning at school.

    What It Does

    Provides individualized special education andrelated servicesto meet the unique needs of the child..

    These services are provided at no cost to parents.

    Provides services and changes to the learning environment to meet the needs of the child as adequately as other students.

    As with IEPs, a 504 plan is provided at no cost to parents.

    What Law Applies

    TheIndividuals with Disabilities Education Act(IDEA)

    This is a federal special education law for children with disabilities.

    This is a federal civil rights law to stop discrimination against people with disabilities.

    Who Is Eligible

    To get an IEP, there are two requirements:

    1. A child has one or more of the13 specific disabilitieslisted in IDEA. Learning and attention issues may qualify.
    2. The disability must affect the child’s educational performance and/or ability to learn and benefit from thegeneral education curriculum.

    To get a 504 plan, there are two requirements:

    1. A child has any disability, which can include many learning or attention issues.
    2. The disability must interfere with the child’s ability to learn in a general education classroom. Section 504 has abroader definition of a disabilitythan IDEA. That’s why a child who doesn’t qualify for an IEP might still be able to get a 504 plan

    Who Creates the Program/Plan

    An IEP is created by anIEP teamthat must include:

    · The child’s parent

    · At least one of the child’s general education teachers

    · At least one special education teacher

    · School psychologist or other specialist who can interpret evaluation results

    · A district representative with authority over special education services

    With a few exceptions, the entire team must be present forIEP meetings.

    The rules about who’s on the 504 team are less specific than they are for an IEP.

    A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

    · The child’s parent

    · General and special education teachers

    · The school principal

    What's in the Program/Plan

    The IEP sets learning goals for a child and describes the services the school will give her. It’s a written document.

    Here are some of the most important things the IEP must include:

    · The child’spresent levels of academic and functional performance—how she is currently doing in school

    · Annual education goals for the child and how the school will track her progress

    · The services the child will get—this may include special education, related, supplementary and extended school year services

    · The timing of services—when they start, how often they occur and how long they last

    · Anyaccommodations—changes to the child’s learning environment

    · Anymodifications—changes to what the child is expected to learn or know

    · How the child will participate in standardized tests

    · How the child will be included in general education classes and school activities

    There is no standard 504 plan. Unlike an IEP, a 504 plan doesn’t haveto be a written document.

    A 504 plan generally includes the following:

    · Specificaccommodations, supports or services for the child.

    · Names of who will provide each service

    · Name of the person responsible for ensuring the plan is implemented

    Knowing which laws do what is a big part of understanding the difference between an IEP and a 504 plan. Explore more details about your child’s legal rights. And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.


    BUILDING INFORMATION

    ELEVATOR
    Staff and students needing the use of the elevator may checkout an elevator key from the School Nurse. Staff and students needing long-term accommodations, may make arrangements to check out an elevator key long-term.

    BATHROOMS
    Bathrooms are located on the first and second floors and in both GYM locker rooms. We also have a gender neutral bathroom located between the main office and the nurse’s office.

    SCHOOL SAFETY AND EMERGENCY

    TYPES OF EMERGENCIES

    • Fire - alarm
    • Shelter in Place-3 short rapid bells 3 seconds in duration repeated 5 times
    • Lock Down- Short rapid continuous burst coupled with an announcement: “Lockdown, lockdown. This is a lockdown.”
    • DROP.COVER.HOLD – continuous pulsating rings signal earthquake

    drills

    CHILD ABUSE REPORTING

    All professional school personnel who have reasonable cause to believe that a child has experienced sexual abuse or sexual exploitation by a staff member, volunteer or agency working in the school are required to make an oral and/or submit a written report within 48 hours to law enforcement pursuant to School Board Policy D116, and RCW 26.44. Reporting suspected abuse to the Supervisor does not relieve professional school personnel from these reporting responsibilities and timelines.

    Please see the Seattle Public Schools Website for all policies and guidelines including (but not limited to):

    SPS NOTICE OF NONDISCRIMINATION

    Seattle Public Schools, SPS, provides Equal Educational Opportunities and Equal Employment Opportunities and does not discriminate in any programs or activities on the basis of sex; race; creed; color; religion; ancestry; national origin; age; economic status; sexual orientation, including gender expression or identity; pregnancy; marital status; physical appearance; the presence of any sensory, mental or physical disability; honorably discharged veteran or military status; or the use of a trained dog guide or service animal. SPS also provides equal access to the Boy Scouts and other designated youth groups.

    For students and members of the public, the following employees have been designated to handle questions and complaints of alleged discrimination: Office of Student Civil Rights, (206) 252-0306, or oscr@seattleschools.org, or by mail at Seattle Public Schools, MS 32-149, P.O. Box 34165, Seattle, WA 98124-1166. In that department:

    • For sex discrimination concerns, including sexual harassment, contact: Title IX Grievance Coordinator, (206) 252-0367, or Title.IX@seattleschools.org
    • For disability discrimination concerns contact: ADA/Section 504 Grievance Coordinator, (206) 252-0178, or accessibility@seattleschools.org
    For employee questions about or requests for disability related accommodations and/or complaints of alleged discrimination, including sexual harassment, contact: Assistant Superintendent of Human Resources, Seattle Public Schools, Mailstop 33-157, P.O. Box 34165, Seattle, WA 98124-1166, (206) 252-0024, or hreeoc@seattleschools.org.
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