LeConte 2009-2010 Guidebook

e C o n te
L
Ele m e
rnia
ifo
nt
al
a
C
ry
Sc y ,
ho e l e
ol B erk
Family Guidebook
2009-2010
&
2010-2011
Education is the most powerful weapon which you can

use to change the world.
--Nelson Mandela
LeConte’s Vision Statement
LeConte students will become enthusiastic and successful learners, allowing them
to master fundamentals, take risks, and tackle intellectual challenges. Our positive
school culture and community-building activities will help improve students’ self-
esteem and their ability to develop:
• Compassion,
• Empathy,
• Understanding differences,
• Problem-solving skills
LeConte’s Mission Statement

We will support every child to meet high expectations by providing:
• Access to highly trained and effective instructional staff,

• Differentiated instruction that integrates engaging, enriching
curriculum with supportive strategies for various learning styles,
• Opportunities to work individually and cooperatively,
• A nurturing community that supports the development of each
child’s personal interests, talents, relationships, and social skills.
Every member of the LeConte community will take personal responsibility in real-
izing our School Vision.
2009-2010 & 2010-2011 1 LeConte Family Guidebook

Table of Contents
Letter From Principal Wilson 4
What Makes LeConte Unique? 5
School History & What We Value at LeConte 6
LeConte Calendar 8
Staff Roster 10
Contact Info & Bell Schedule 12
LeConte Academics: What is My Child Learning at School?

Core Curriculum Overview 13
Kindergarten 14
First Grade 15
Second Grade 16
Third Grade 17
Fourth Grade 18
Fifth Grade 19
Enrichment to Core Academics 20
Other LeConte Programs 23
LeConte Nuts and Bolts:

Policies & Procedures that Hold our School Together
Attendance Policy 25
What If My Child is Sick? 27
Emergency Procedures 29
School Lunch & Breakfast 30
Discipline Policy 31
School Agreements & Consequences 32
LeConte Communications:
How Do I Find Out What is Happening and When? 35
Talk to Us 36
How Should I Communicate
With My Child’s Teacher and Other Staff? 36
Family Advisory Council 36
Who should I talk to if I have a concern or suggestion? 37
LeConte Community & Environment:

What Else Goes On While My Child is at School?
LeConte School Song 39
School Culture & Climate 39
Student Recognition & Leadership 39
Student Problem Solving 40
Special Classroom & School Wide Activities 41
Student Celebrations 42
LeConte Community Events & Celebrations 43
LeConte Gardens & Grounds 45
LeConte Family Guidebook 2 2009-2010 & 2010-2011

LeConte After-School:
What Happens After the Bell Rings?
Berkeley BEARS (EDC) 46
LeConte Community Kids (LCK) 46
PTA Enrichment Classes 47
Can My Child Attend PTA Classes and BEARS
or LeConte Community Kitz? 47
Does My Child Need to be in an After-School Program
to Participate in PTA Classes? 47
Volunteer Support: How Can I Participate or Help?

Volunteering 48
Room Parents 48
LeConte Parent Organizations 49
BUSD Parent Organizations 51
LeConte Fundraising 52
LeConte Resources & Program Affiliations 54
Family Responsibility: How Can I Help My Child Do Well in School? 56

Family Responsibilities at Home 56
Family Education Seminars 57
Homework Policy 57
Free Online Education Software 57
Academic Supports:
How Can I Ensure My Child Will Get Academic Help? 58
Grading & Testing: How is My Child Assessed and Graded? 59

Report Cards & Parent /Teacher Conferences 59
Standardized Testing 59
How Can I Help my Child Do Her Best During Testing? 60
No Child Left Behind and LeConte:

What is Program Improvement? 61
What Does PI Mean to LeConte? 61
What is Being Done for Students
Who are not “At or Above Proficiency?” 61
How Do These Plans Affect Children
Who are Already Performing Well? 61
Where can I Learn More About Program Improvement? 61
Acknowledgments 63

Letter From Principal Wilson
Dear Families,
Thank you so much for taking the time to review this guidebook to LeConte Elementary. Our teacher
and parent leadership groups feel it is vitally important for all families to have access to our school
policies, programs, resources, and our vision to provide your child with a well-rounded education. We
hope that this information will answer questions you have about school operations.
To our new families, I want to welcome you and share with you my background and philosophy. I
have been the principal of LeConte for four years; however, I have worked in the field of education
for nearly 20 years. My employment history includes: work as a special education teacher of teenag-
ers in a residential treatment program, elementary school teacher, elementary mathematics coach and
instructional specialist, and college instructor. I came to Berkeley after spending one year as the princi-
pal of Lockwood Elementary in Oakland, CA.
Though I loved working for my Lockwood families and peers in Oakland, I accepted my current posi-
tion to be a part of a smaller, more stable community. What I most enjoy about being
LeConte’s principal is that I can actually get to know each student because our enrolment rarely ex-
ceeds 320. A good day for me is one where I’ve had a chance to read aloud to a class, teach a lesson,
or photograph students engaged in a hands-on activity.
I do this work because I am passionate about having a positive impact on the lives of our children. I
believe my staff members share my passion. Our students’ emotional wellbeing is as important as their
academic achievement. Students who feel safe, connected, and enjoy coming to school have a greater
chance at academic success. At LeConte we strive to create a nurturing environment where students
feel they belong, are valued and appreciated, thereby having the room to flourish and realize their
personal gifts and talents.
As parents and guardians, your involvement and feedback is vital for us to meet the academic, social,
and emotional needs of your child. As a public school, we are obligated to teach the state stand-
ards and administer state assessments. However we understand that instructional methods must be
adapted to students’ learning styles and challenge them to excel. We are also responsible for providing
a safe, clean, and inclusive environment. To this end, we must have policies in place to address disci-
pline, emergencies, and physical maintenance. We also have events, activities, and rituals that reflect the
diversity of our students.
This guidebook is our attempt to communicate the spirit of LeConte and how we meet some of these
objectives. Please review it and let us know if you have questions or suggestions on improving it.
Here’s to a great school year!
Warmly,
Cheryl Wilson, Principal
Children and people are more important than paperwork.

What Makes LeConte Unique?
LeConte’s Farm and Garden program is one of the oldest in the district at 26 years. Twice per
month, every LeConte student explores the life and earth sciences while integrating food and
nutrition into their science study.
LeConte’s Cooking classes build upon the Farm and Garden instruction to enliven students’
knowledge and appreciation of food and nutrition.
LeConte’s Two Way Immersion program brings native Spanish and native English speakers
together in classes designed to nurture students, in a K-5 standards based curriculum, who can
speak, read and write in both languages.
LeConte’s Full Inclusion program supports children with learning or socialization differences
in the general classroom.
LeConte’s Reading Recovery program is designed to help struggling readers become confi-
dent and fluent with text.
LeConte’s Conflict Resolution program trains selected students in grades three through five to
become conflict managers and student leaders in the school.
LeConte’s Instrumental Music program provides the opportunity for third through fifth grad-
ers to learn a musical instrument and read musical notation.
LeConte students in grades 1-2 and 4-5 receive Art Enrichment classes taught by a specialist to
learn various art application techniques and mediums.
All LeConte students receive instruction in Visual Thinking Strategies to learn vocabulary
and critical thinking techniques proven to raise academic performance.
LeConte K-3 students receive Dance Instruction during the year to learn the movements and
music from different Latino folk traditions.
LeConte fifth graders annually attend MOSAIC Camp where they learn to gain respect and
appreciation for diversity, the uniqueness of all individuals, and recognize commonalities we all
share.
Each year LeConte fourth grade students attend Sierra Outdoor Science School in Sonora,
California, as an extension of their studies about the California Gold Rush.
LeConte playground monitors and after school staff use Peaceful Playgrounds as a conflict
resolution program during recess periods.
LeConte Community Kidz offers extra classes, clubs and homework help, and coordinates
with PTA-sponsored enrichment classes to provide students with additional opportunities to
extend their learning after school.

School History & What We Value at LeConte
Nearly 120 years old, the first LeConte Elementary School was established in 1892.
Named after Joseph LeConte, a founding member of the Sierra Club, the school housed
kindergarten through third grade for many years. The building has undergone major
renovations over time, including: more classrooms, a second floor, the farm and garden,
and library. Recently, we’ve added to the gardens, repainted, and received new flooring.
To honor LeConte’s 100th birthday, our school received a congressional recognition cer-
tificate and a proclamation signed by the Mayor of Berkeley:
WHEREAS, LeConte is committed to serving a multicultural student body in an

atmosphere of cooperation and community collaboration, and
WHEREAS, LeConte demonstrates a continued commitment to the environment with

its unique farm, garden, and environmental education program; and….
NOW, THEREFORE, BE IT RESOLVED that I, Loni Hancock, Mayor of City of

Berkeley, proclaim May 30, 1992 as
LECONTE PRIMARY SCHOOL DAY

in the City of Berkeley and hereby commend the entire staff for tirelessly
working to promote excellence in education in the Berkeley community.
Our Farm and Garden program celebrated its 25th birthday in 2007, making it one of the
oldest in the district. Originated by LeConte families, it included chickens, roosters, rab-
bits and goats. Farm and Garden and cooking classes continue to be among our students’
favorite reasons for coming to school. As a result, most of our students are more open
to cooking, trying new foods, healthy eating--even preparing meals for their families. The
value of hands-on learning provides children life-changing experiences. Our students
start the day sharing a healthy breakfast which primes their bodies and brains for opti-
mum learning while building community.

Students in grades third through fifth are taught music and all students, K-5 receive
art instruction by specialists. Art and music classes address different learning styles and
encourage students to use creative thinking skills, learn subjects such as mathematics, and
offer an opportunity to build on a hidden talent or desire to pursue the arts as a career.
Students enrolled in the Two Way Immersion program not only become bilingual but
also bicultural as they learn more about Latino countries and cultures. In short, we value
an education that taps into different ways of showing intelligence and classes that open
students’ minds to a variety of interests, experiences and pursuits. We strive to stimulate
and serve the needs of the whole child for meaningful and continued lifelong learning.
Nine tenths of
education is
encouragement. . .. . The
whole art of teaching is
only the art of awaken-
ing the natural curiosity
of young minds for the
purpose of satisfying it
afterwards.
--Anatole France

LeConte 2009-2010 Calendar
Be sure to check the calendar on the LeConte website (www.leconteonline.com) regularly for
updates and detailed event information.
Month Date Time Event
September 2 First Day of School

2009 7 Labor Day Holiday (no school)
10 Back to School Night
16 5:45 -7:30 p.m. General PTA meeting, Dinner before
26 TBA Multicultural Potluck
October 12 Staff Development Day (no school)

2009 20 5:45 -7:30 p.m. General PTA meeting, Dinner before
30 End of First Grading Period
31 2:00-5:00 p.m. Halloween Carnival
TBA 5th Grade MOSAIC Field Trip
November 2-6 Parent Conferences (shortened days)

2009 11 Veterans’ Day Holiday (no school)
25-27 Thanksgiving Holiday (no school)
December 16 TBA Latino Heritage Event

2009 21- 1/1 Winter Recess (no school)
January 4 Return to School from Winter Recess

2010 18 Martin Luther King Jr. Birthday (no school)
27 TBA After School Classes Performance
29 End of Second Grading Period
TBA Quilt Raffle Ticket Sale Begins

Month Date Time Event
February 1 Staff Development Day (no school)

2010 12 Lincoln’s Birthday Holiday (no school)
15 Presidents’ Day Holiday (no school)
26 TBA African American Heritage Event
& Quilt Raffle
March 16 5:45 -7:30 p.m. General PTA meeting, Dinner before

2010 26 Cesar Chavez Day of Service and Learning
29-4/2 Spring Break
April 20 5:45 -7:30 p.m. General PTA meeting, Dinner before

2010 TBA ELAC – Day of the Child
TBA 4th Grade Sierra Outdoor Science Camp
Field Trip
May 3 State Testing Begins

2010 4-8 Teacher Appreciation Week
13 All School Open House
17 Malcolm X’s Birthday Holiday (no school)
31 Memorial Day (no school)
TBA LeConte Spring Auction
TBA Spring Festival
TBA After School Classes Performance
June TBA Fifth Grade Promotion

2009 18 Last day of school / End of 3rd Grading
Period
* Dates in Bold indicate NO SCHOOL for students

LeConte Elementary 2009-2010 Staff Roster
Regular Education Teaching Staff
Grade Teacher Program Classroom

Kindergarten Jeannie Gee English 109
Natalia Bernal TWI 110
Kate Roberts English 102
First Grade Deborah Barer English 104
Maria Carriedo/ TWI 101

Mary Lewis *
Sylvia Torres TWI 114
Second Grade Liliana Aguas TWI 106
Awilda Logan TWI 105
Virginia Louie English 103
Third Grade Lorna Cross English 203
Jeanette Gearring English 202
Susan Katz TWI 207
Fourth Grade Bessie Citrin English 205
Loraine Woodard TWI 204
Fifth Grade Luis Argueta TWI 201
Dana Blanchard English 206
TWI – Two Way Immersion- Spanish/English

Administration & Support Staff
Department Name Title

Administration Cheryl Wilson Principal
Donna Chan-Chu School Secretary
Art Specialist Lucy Ames Teacher
Mathilde Landberg Teacher
Cafeteria Ahlam Younis Cafeteria Manager
Irene Lena Noon Supervisor
Cooking Kathleen Russell Chef Instructor
Brenna Turman Chef Instructor
BEARS (EDC) Jacqueline Richards Instructor
Romila Khanna Instructor
Farm & Garden Ben Goff Instructor
TBD AmeriCorps Instructor
Full Inclusion Julie Venuto Teacher
LeConte Community Kidz Charity DaMarto Program Coordinator
Mush Ab Musawwir Program Manager
Ray Davis Instructional Technician
Makana Grant Instructional Technician
Leilani Hunter Instructional Technician
Brazil McIntrye Instructional Technician
Khaledah Wright Instructional Technician
Library / Media Estella Sisneros Librarian / Media Tech.
Literacy Coach Rupert Gopez Teacher
Math Coach TBD Teacher
Mental Health Susan McKenna Psychologist
Music TBD Teacher
Occupational Therapist Susan Deutsch OT / Specialist
Noelle Haight OT / Specialist
Judith Lunger-Bergh OT / Specialist
Paulette Schafir OT / Specialist
Physical Education Miles Valentino Instructional Technician
Anna Staff Adaptive PE Teacher
Science TBD Teacher
Site Maintenance Earl Jenkins Custodian
Victor Thomas Custodian
Special Education Juan Zuniga Resources Spcialist
Speech Therapist Beth McHugh Speech Therapist
Instructional Assisstants Clementina Guiterrez
Alise Jones
Theresa Leader
William Linskil
Rita Pettit

Contact Information
LeConte Elementary School
2241 Russell Street
Berkeley, California 94705
Main phone: (510) 644-6290
Fax: (510) 644-7767
Website: www.LeConteonline.org
School Hours: 8:00am - 4:00pm
To leave a message for your child’s teacher or the principal, call the direct line. Our
School Secretary, Donna will take a message, or, leave a message if directed to do so. If
you have difficulty reaching a teacher, please feel free to contact Principal Wilson who
will return your call the same or next day.
Please see the LeConte Directory for contact numbers of LeConte staff.
Bell Schedule
School Begins 8:10 a.m.
Recess
Kindergarten 9:25 - 9:40 (15 minutes)
First - Third 9:40 - 10:00 (20 minutes)
Fourth Fifth 10:05 - 10:20 (15 minutes)
Lunch
Kindergarten 11:10 - 11:50
First - Third 11:20 - 12:05
(passing time) 12:05 - 12:10
Fourth Fifth 11:50 - 12:25
(passing time) 12:35 - 12:40
Early Dismissal: Wednesday only

Kindergarten 1:25
First - Third 1:25
Fourth Fifth 1:30
Dismissal: Monday, Tuesday,

Thursday, Friday
Kindergarten 1:25
First - Third 2:15
Fourth Fifth 2:20

LeConte Academics:
What is My Child Learning at School?
Core Curriculum Overview

The Berkeley Board of Education has adopted the California Department of Education
and California State Board of Education standards in: mathematics, English language
arts, science, and history-social studies, and the challenge standards in the visual and per-
forming arts. The standards outline specific areas of knowledge that students are taught
during a particular grade. Every Berkeley Unified District school, including LeConte,
teaches an academic curriculum designed to meet them.
Each fall parents/guardians receive an overview of their students’ grade level expecta-
tions and standards. A detailed description of all California Department of Education
standards is available on the CDE website: www.cde.ca.gov. The following pages are a
summary of what is required by grade level. Please contact you child’s teacher if you have
questions about how the standards are being applied in the classroom.
Education is not
preparation for life;
education is life itself.
--John Dewey

Kindergarten
Language Arts: The kindergarten year launches a journey into the world of formal
education. The primary focus of language arts is to make sense of the alphabet and its
role in reading. Kindergartners explore letters, sounds, and words as they begin to apply
this knowledge to read and write simple sentences. They learn that the printed word has
meaning and enjoy a variety of literature experiences including fiction and non-fiction.
Mathematics: Kindergarteners begin to make sense of the world of math. Geomet-

ric shapes become important tools in making math visible and tangible. By the end of
kindergarten, students understand small numbers, quantities and simple shapes in their
everyday environments. Students are exposed to a variety of math exercises designed to
empower them to count, compare, describe and sort objects, plus develop a sense of
properties and patterns.
Science: Students are introduced to concepts related to Life, Earth and Physical Sci-
ences, guided by the FOSS Science Curriculum developed by Berkeley’s own Lawrence
Hall of Science, students learn: the properties of materials, how to differentiate plants
and animals in their kingdoms, and become aware of seasonal and physical changes in
the Earth through hands-on activities and use the five senses. Farm, garden and cooking
classes support grade level science content.
History and Social Science: Kindergarteners are introduced to basic spatial, temporal,
and causal relationships, emphasizing the geographic and historical connections between
the world today and long ago. The stories of ordinary and extraordinary people help
describe the range and continuity of human experience and introduce the concepts of:
courage, self-control, justice, heroism, leadership, deliberation, and individual responsibil-
ity. Historical empathy for how people lived and worked long ago reinforces the concept
of civic behavior, following rules, and respecting the rights of others.
All I really need to know . .

. . . I learned in
kindergarten.
--Robert Fulghum

First Grade
Language Arts: First grade is an exciting year. Students develop confidence in their
reading skills and ability to gain meaning from a variety of text genres. Students under-
stand the basic features of reading. They select letter patterns and know how to translate
them into spoken language by using phonics and dividing words into parts and syllables.
They apply this knowledge to achieve fluent oral and silent reading.
Students learn to write clear and coherent sentences and paragraphs that develop a cen-
tral idea. Their writing shows they consider the audience and purpose. Students progress
through the stages of the writing process (e.g. drafts, revisions, and editing). First graders
practice using appropriate mechanics, spelling conventions, and descriptive vocabulary.
Students deliver brief recitations and oral presentations about familiar experiences or
interests that are organized around a coherent themed statement. They also learn to listen
critically and respond appropriately to oral communication.
Mathematics: Students learn math skills from the First Grade Standards strands:
number sense, algebra and functions, measurement, geometry, statistics, data analysis
and probability, as well as mathematical reasoning. By the end of the year, students:
• use the concept of ones and tens in the place value number system
• add and subtract small numbers with ease
• measure with simple units
• locate objects in space
• describe data, analyze and solve simple problems
Science: The first grade science curriculum follows the three strands: Life, Earth and
Physical Science. In Life Science, students learn that living things have needs. Earth Sci-
ence lessons teach students that weather can be observed, measured and described. In
Physical Science, students learn that materials take different states including solid, liquid
and gas. 1st graders learn to ask meaningful questions and conduct careful investigations
in all three areas.
Social Studies: First graders continue to learn a more detailed treatment of the broad
concepts about rights and responsibilities in the contemporary world. The classroom
serves as a microcosm of society in which decisions are made with respect for individual
responsibility, for other people, and for the rules by which we all must live: fair play, good
sportsmanship, and respect for the rights and opinions
of others. Students examine the geographic and eco- The whole world opened
nomic aspects of life in their own neighborhoods and
compare them to people long ago. They explore the
to me when I learned to
varied backgrounds of Americans and learn symbols, read.
icons, and songs that reflect our common heritage. -- Mary McLeod
Bethune

Second Grade
Language Arts: By grade two, students move toward being independent learners with
a solid foundation in the conventions and structure of language to understand the basic
features of reading. They select letter patterns and know how to translate them into spo-
ken language by using phonics, syllables, and word parts. They apply this knowledge to
achieve fluent oral and silent reading, as well as to be able to respond to a wide variety of
children’s literature. They distinguish between the structural features of the text and the
literary terms of theme, plot, setting, and character. Second graders build on and refine
the writing skills they developed in first grade, They demonstrate their growing skills
through oral reports, songs, chants, and recitations of poetry.
Mathematics: Students build on math skills via the following math strands: number
sense, algebra and functions, measurement, geometry, statistics, data analysis and prob-
ability, and mathematical reasoning. By the end of the year, students understand place
value and number relationships in addition and subtraction, use simple concepts of
multiplication and measure quantities with appropriate units. They classify shapes and see
relationships among them by paying attention to geometric attributes and analyze data
while verifying their answers.
Science: Second graders begin to take a more in depth look at the three areas of sci-
ence: Physical, Life and Earth. Students study the ways in which the motion of objects
can be observed and measured in Physical Science; the life cycles of plants and animals
and understanding of their predictability in Life Science. Environmental factors affecting
the growth and development of plants and animals will also be studied. Earth Science
curriculum focuses on recognizing the distinct properties of materials on Earth and how
those properties provide for human activities. Students learn to make predictions based
on observed patterns, and measure those predictions using appropriate tools and units.
Social Studies: Second-graders explore the lives of actual people who make a difference
in their everyday lives and learn the stories of extraordinary people from history whose
achievements have touched them, directly or indirectly. The study of contemporary peo-
ple who supply goods and services aids in understanding the complex interdependence in
our free-market system.
Education is not the filling

of a pail, but the lighting
of a fire.
--William Butler Yeats

Third Grade
Language Arts: Young readers and writers are motivated to express themselves by
drawing from their own experiences. Students begin to identify writing styles, purpose,
and are able to state a preference for writing genres, based upon their own reading and
research of authors and texts. Third graders are introduced to at least four authors and
four genres of reading and writing. The writing process fosters an understanding of the
components of a good paragraph as students share their drafts with peers, and others.
Cursive writing is also taught during the third grade year.
Mathematics: Third graders build on their math skills in the following strands: number
sense, algebra and functions, measurement, geometry, statistics, data analysis and prob-
ability, and mathematical reasoning. Students deepen their understanding of place value
and their understanding of addition, subtraction, multiplication, and division of whole
numbers. Students estimate, measure, and describe objects in space. They use patterns
to help solve problems, and they learn to represent number relationships and conduct
simple probability experiments.
Science: Third graders learn the fundamental scientific principles of Physical, Earth and
Life sciences. In Physical Science students learn to understand that energy and matter
have multiple forms and can be changed from one form to another, and that light has a
source and travels in a direction. Students study how adaptations in structure or behavior
may improve an organism’s chance for survival. They will learn that objects in the sky
move in regular and predictable patterns relative to the Earth. Students develop their own
questions and perform investigations in each content strand.
Social Studies: Students in grade three learn more about our connections to the past and
the ways in which local, regional and national government and traditions have developed.
Emphasis is on the physical and cultural landscape of California, including the study of
Native American Indians, the subsequent arrival of immigrants, and the impact they all
have had in forming the character of our contemporary society and common memories.
The objective of
education is to prepare
the young to educate
themselves throughout
their lives.
--Robert Maynard
Hutchins

Fourth Grade
Language Arts: Fourth graders learn to select a focus and point of view in their writ-
ing and to organize multiple paragraph compositions. Students are introduced to more
narrative and expository texts with guidance to increase reading comprehension. Fourth
graders learn: to compare, contrast, identify cause and effect, sequential or chronologi-
cal order, proposition and support, and other critical-thinking tools to analyze written
text. Students learn to recognize the speaker and to differentiate between the factual and
inferred. In writing, students learn the components and characteristics of various genres
including narrative, expository, descriptive, and persuasive.
Mathematics: Fourth graders build on their math skills in the strands of: number sense,
algebra and functions, measurement, geometry, statistics, data analysis and probability,
and mathematical reasoning. Students hone their understanding of large numbers, addi-
tion, subtraction, multiplication, and the division of whole numbers. They describe and
compare simple fractions and decimals, while understanding the properties of and the
relationships between plane geometric figures. Students collect, represent, and analyze
data to answer questions.
Science: The science curriculum continues the study of the Physical, Life and Earth
sciences. Students learn how electricity and magnetism are related effects and how these
properties have many useful applications. They learn that all organisms need energy
and matter to live and grow, and that living organisms depend on one another and their
environment for survival. Students study the properties of rocks and minerals, and how
waves, wind, water and ice shape and reshape the Earth’s land surface. They learn to ask
meaningful questions, test ideas, and to differentiate observation from inference.
Social Studies: Fourth graders learn the story of their home state, unique in American
history in terms of its vast and varied geography, waves of immigration, continuous
diversity, economic energy, and rapid growth. In addition to the specific treatment of
milestones in California history, students examine the state in the context of the rest of
the nation, with an emphasis on the U.S. constitution and the relationship between state
and the federal government.
Education is for
improving the lives of
others and for leaving
your community and
world better than you
found it.
--Marian Wright
Edelman

Fifth Grade
Language Arts: Fifth grade students continue to refine and build on their reading
repertoire, learning to clarify ideas, and make connections between selected novels. Oral
and written assignments related to literary works give students the opportunity to demon-
strate their understanding of the fundamental elements of plot, conflict and resolution.
Expository selections will be used to help with the acquisition of grade level specialized
vocabulary. Students learn to write multi-paragraph essays recognizing the audience nec-
essary for each of the four genres emphasized during the year.
Mathematics: Fifth graders continue to study along the math strands: number sense, al-
gebra and functions, measurement, geometry, statistics, data analysis and probability, and
mathematical reasoning. By the end of year, students increase their facility with the four
basic arithmetic operations applied to fractions, decimals, and positive and negative num-
bers. They know and use common measuring units to determine length and area and how
to use formulas to determine the volume of simple geometric figures. Students know the
concept of angle measurement and use a protractor and compass to solve problems, as
well as to use grids, tables, graphs, and charts to record and analyze data.
Science: Fifth graders continue to study the three components of science: Physical, Life
and Earth. They will learn that elements and their combinations account for all of the
varied types of matter in the world. They will study the different systems (circulatory, res-
piratory, digestive, and waste disposal) in animals. Students will study how water on Earth
moves between the oceans and land through the processes of evaporation and condensa-
tion, and about Earth’s place in our Solar System. They will perform experiments and test
their theories using various forms of scientific inquiry and data representation to form a
complete scientific report.
Social Studies: Students study the development of the nation up to 1850, with an
emphasis on the people who were already here, when and from where others arrived,
and why they came. Fifth graders learn about the colonial government founded on
Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of
self-government. They recognize that ours is a nation that has a constitution that derives
its power from the people. The U.S. has gone through a revolution that once sanctioned
slavery, that experienced conflict over land with the original inhabitants, and experienced
a westward expansion that took its people across the continent. Students study the cause,
course, and consequences of early explorations through the War for Independence and
Western expansion. It is central to fundamentally understanding how the principles of
the American republic form the basis of our pluralistic
society in which individual rights are secured.
Learning is a treasure
that will follow its owner
everywhere.
--Chinese Proverb

Enrichment to Core Academics
Library (K-5): The LeConte library serves all students. Students in grades K-3 attend
the school library once a week. Children check out books to take home and to return the
following week. Classroom visits include a read-a-loud story time and book talks. Stu-
dents in grades 4-5 attend the library weekly or bi-weekly and for extended periods when
requested by their teachers. Upper grade students learn library skills with the on-line
catalog and develop research skills using the computer lab. Teachers use the library for
specific research in conjunction with classroom study units.
Our librarian, Estella Sisneros, collaborates with the teachers, knows the children and
helps them find books that match their interests, in addition to introducing them to new
subjects from the wide variety of great books in our school library. Students check out
books for recreational reading, as well as for class assignments.
LeConte is a recipient of a Reading Is Fundamental (RIF) federal grant which promotes

literacy and the joy of reading through a program where students get to choose a new
book to keep three times a year. RIF is run and coordinated by the library and supported
by the PTA and parent volunteers.
Please take an interest in you child’s library use, know what your child is checking
out, help them return their books on time, and make time to enjoy reading with
them. Thank you!
Farm & Garden (K-5): Founded in 1983, LeConte’s Farm and Garden program is the
oldest and most developed in the school district. Guided by our beloved “Farmer Ben”
all LeConte students have the opportunity to learn in the garden about the ways fruits,
vegetables and animals help enrich our lives. Twice a month, students receive a con-
sciousness-raising experience as they learn how eating healthy today will impact their lives
and the planet in the future. “Hands-on” experiences involve not only fruits and veg-
etables, but also chickens and rabbits to give students the opportunity to appreciate life
cycles up close.
Students are also taught to identify, understand behavior and

Nature teaches more respect the insects that are found in the gardens and the roles
that they play in the ecosystem. The proper use and names
than she preaches. There
of gardening tools, plants vegetables and flowers become
are no sermons in stones. a part of daily vocabulary. Concepts such as sustainability,
It is easier to get a spark composting, and other environmental issues are discussed and
out of a stone than a analyzed in the gardens as an extension of the classroom and
moral. school curriculum.
--John Burroughs

Cooking (K-5): Twice monthly, every class has an opportunity to prepare an organic
recipe made from whole grains, vegetables and/or fruit in the LeConte cooking class-
room. Over the course of the year, our cooking instructors, Chefs Kathy and Brenna,
guide students to prepare, cook and taste foods from different cultures, as well as learn to
appreciate the role food plays in traditions and celebrations worldwide.
The Cooking Curriculum is nutrition-based with an emphasis on organic whole grains,

vegetables and fruit. Through regularly scheduled cooking classes and utilizing food har-
vested from LeConte’s own farm and garden, LeConte’s students learn that healthy eating
makes healthy bodies and healthy minds.
A healthy diet is the foundation that allows children to perform at the best of their abili-
ties, and lessens the chances of developing serious health problems later in life.
Visual Art (K-5): Two art programs, Visual Thinking Strategies (VTS) and weekly art in-
struction are provided to LeConte students. The two programs were selected not only to
infuse more art instruction in each classroom but also to increase our students’ aesthetic
awareness with their ability to reflect on and think critically about visual material.
Visual Thinking Strategies is a program designed to “allow students to examine art, to

think, to contribute observations and ideas, to listen, and to build understandings togeth-
er.” One of the unique values of this program is that the questioning strategies and the
observation skills can be generalized to other learning areas, such as reading comprehen-
sion, science, and mathematics.
In addition, students in grades 1-2 and 4-5 receive weekly art instruction from an Art
Specialist. To enrich the Visual Art curriculum, students will visit local museums to fur-
ther expand their visual and critical thinking skills.
Music (3-5): Grade levels third through fifth receive instrumental instruction. Third
graders will receive music once a week, and fourth and fifth grade students will receive
music instruction twice a week. Third grade students will learn beginning notation and
exercises by studying chorus, percussion or recorder. In the fourth and fifth grades,
students choose a woodwind, brass, string or percussion
instruments to study. By the end of the fifth grade, stu- All children are artists.
dents will be able to read printed music and translate the
written notes to music on their chosen instrument. Stu-
The problem is how to
dents will play proficiently enough to perform ensemble remain an artist once he
work with their classmates and in school performances. grows up.
In addition to the instrumental music program at --Pablo Picasso

school, LeConte students have the opportunity to participate in two excellent music re-
sources provided by the Berkeley community. One is the Berkeley Symphony “Students
at the Symphony” program, and the other is the “Music Connection” program which
provides free instrumental music instruction by UC Berkeley Music students once per
week after school.
Dance (K-3): In the Fall, Kindergarten, first, second and third graders receive weekly
dance instruction in traditional folk dances from Central and South America. During
the Latino Heritage Festival the children perform their dances to traditional music, while
wearing traditional costumes.
Performance (K-5): All students will have the opportunity to perform on stage for
family and friends during the school year. Performances are often in honor of various
cultures and heritage of people outside the mainstream American culture. For example:
African-American, Latino, Native American, etc. Performances and events vary yearly
and are dependant on available funds and grants.
Physical Education (K-5): Physical education classes are taught by the classroom
teacher with the assistance of Coach Miles. Each week, the PE coach designs special
games, such as hockey and other team-building sports for students to learn values of
collaboration and sportsmanship, as well as, conflict resolution. Each Spring, our Farm &
Garden staff sponsors a heart event that includes aerobic activities and “green” treats to
underscore their role in good health
Creativity is a type of
learning process where
the teacher and pupil
are located in the same
individual.
--Arthur Koestler

Other LeConte Programs
Full Inclusion Program (K-5): Inclusion, or full inclusion, is a model of educating stu-
dents with moderate to severe disabilities in the general classroom. LeConte’s Inclusion
Program is supervised by Julie Venuto, with support as needed from designated instruc-
tional service (DIS) providers such as: occupational therapists, speech therapists, school
psychologist, adaptive PE teacher, and instructional assistants. The goal of inclusion
is to educate students with moderate to severe disabilities in the general education class
and for teachers to work collaboratively to meet the learning needs of all students. This
is accomplished by differentiating instruction and building communities of learners who
understand and accept that everyone is unique.
Inclusion has existed at LeConte for over 15 years - one of the first schools in BUSD to
support students in general education classes rather than in segregated or self-contained
special education classes. Other elementary schools in BUSD have begun serving stu-
dents similar to LeConte’s Full Inclusion Program - a truly unique place for all students
to learn.
Two Way Immersion Program (K-5): The Two Way Immersion Program (TWI) is
now in its tenth year at LeConte. TWI provides an opportunity for children to become
fluent and proficient in two languages: Spanish and English. It brings native speakers of
Spanish and English together to experience academic and social development in the same
classroom. The students gain an understanding of another culture as they learn to speak
the language and participate in related enrichment.
In Kindergarten and first grade, the majority of instruction is in Spanish with more
English instruction added each year. When the immersion students enter fourth and fifth
grade, 50% of the instruction will be in Spanish and 50% will be in English. Students’
proficiency is determined by their ability to speak, read and write in both languages in
all curricular areas. Those students who remain in the program through 5th grade, may
continue in the Two Way Immersion Program at Longfellow Middle School.
A word as to the
education of the heart.
We don’t believe that
this can be imparted
through books; it can
only be imparted through
the loving touch of the
teacher.
-- Cesar Chavez

Mixed Upper Grade Classes: In the 2007/08 school year the fourth and fifth grade
teachers launched an innovative change to the structure of the upper grade classes:
integration of the children that provides extra support to the teachers. English-only and
Two-Way Immersion (TWI) students now mix together in the mornings for an intensive
English Language Arts and Math instructional period. Fourth-graders are taught by Ms.
Citrin and Ms. Woodard, fifth-graders by Ms. Blanchard and Mr. Argueta. In the after-
noons, students are re-combined into English-only and TWI classes for Science and So-
cial Studies instruction in either English (with Ms. Citrin, and Ms. Blanchard) or Spanish
(with Ms. Woodard and Mr. Argueta).
In previous years, the children in the Two Way Immersion Program were taught sepa-
rately from the children in LeConte’s English-only classes. That made it harder for all the
children to get to know and learn from each other. The new program structure supports
new friendships among the students and helps to prepare them for the changes ahead
when they enter middle school.
The central benefit to this approach, however, is the increased level of collaboration
among the four upper-grade teachers. All four teachers are committed to planning to-
gether, analyzing student work together, and using common curricula and strategies in
order to build cohesion and better serve the students.
The TWI program also benefits from this structured team approach as all TWI students
are in an English class in the morning and a Spanish class in the afternoon. The language
distinction is clear, and TWI students know that they are expected to read, write and
speak only Spanish during Spanish time, and only English during English time. Such an
approach adheres much more closely to traditional models of TWI programs and better
supports the development of becoming proficiently bilingual.
That is what learning is.

You suddenly understand
something you’ve
understood all your life,
but in a new way.
-- Doris Lessing

LeConte Nuts & Bolts:
Policies & Procedures that Hold our School Together
Attendance Policy
All students must attend school unless prevented by illness or emergency. It is in your
child’s best interest and long term educational achievement to avoid unnecessary ab-
sences whenever possible. In addition to being legally required to attend school, studies
show that excessive student absence – for illness or otherwise – is linked to poor student
performance in the classroom and on standardized tests.
California law requires that all children ages 6-18, not otherwise exempted or excluded,
attend school full time. Parents are legally responsible for their child’s attendance at
school during the entire school year. Parents of truant students may be held civilly and
criminally accountable for their child’s truancy.
Absences: Call (510) 644-6290

When your child needs to be absent, please phone the school office as soon as possible.
When leaving a message regarding your child’s absence kindly make sure to provide the
following:
• Student’s full name
• Date(s) absent
• Grade and teacher
• Your name and your relation to the child
• Daytime phone number
• Reason for absence
Attendance and School Funding: Please be aware that the state does not reimburse the
district for days students are absent from school. Every day a student is absent results in a
loss of over $31 per child, per day, in revenue to the district. In the 2008/09 school year,
LeConte forfeited more than $18,000 in funds due to student absences.
Extended Absences: Please contact your child’s teacher and the front office if you
know that your child is going to be absent for an extended period of time of a week or
more. An Independent Study assignment will be designed for your child and checked
upon his/her return. Completion of such work will allow the district to collect Average
Daily Attendance (ADA) funds for the student and help your child from falling behind.

Chronic Absences: Families of students who are chronically absent are referred to our
Universal Learning Support Team (ULST) by the classroom teacher. The ULST sched-
ules a meeting with the parent/guardian with the goal of developing a plan to improve
the absences, as well as, to provide any outside support needed. If the absences continue,
a comprehensive report is completed that includes the students’ attendance records, re-
port cards, and classroom behavior assessments. This report is submitted to the district
School Attendance Review Board (SARB). The board schedules a meeting with the
parent/guardian to set up a plan with specific guidelines to which the parent must adhere.
Failure to adhere to the plan could cause the case to be submitted to outside agencies
such as the district attorney and Child Protective Services. The SARB may also attempt
to locate other support services such as transportation, homeless/transient support, or
counseling, depending on the nature of the truancy.
Doctors Appointments and Vacations: When possible, make doctor and dentist well-
ness check-up appointments after regular school hours. Please plan vacations and trips
during scheduled school holidays and breaks.
Being Late for School: It is important for children to come to school on time. “Tardy”
is defined as arriving at school after 8:10 a.m. If your child should arrive to school after
8:30 a.m., s/he should report to the office to receive a late slip. Children who are tardy
three or more times will be sent a “truancy” letter. Students who are chronically tardy
will be referred to our Universal Learning Support Team (ULST) who will meet with the
parent/guardian to develop a plan to address and end the record of being late to school.
The philosophy of the

school room in one
generation will be the
philosophy of
government in the next.
--Abraham Lincoln

What if My Child is Sick?
If your child is running a temperature, vomits, or shows any other signs of a contagious
disease in the morning before school, please keep your child at home if s/he:
• Has a fever or has had one during the previous 24-hour period
• Is taking the first 48 hours of an antibiotic medication
• Has a cold less than three days old
• Has a heavy or green nasal discharge
• Has a constant cough
• Is cranky or not behaving like him or herself
• Has symptoms of a possible communicable disease, such as: sniffles, reddened eyes,
sore throat, headache, or abdominal pain
If it is difficult for you to stay home with your ill child, you may find Bananas, Inc. help-
ful. This excellent, local, non-profit childcare referral and support agency can provide you
with a list of childcare providers. Call Bananas Child Care Referral at (510) 658-0381 or
visit http://www.bananasinc.org/policies.php for more information.
You will be notified immediately should your child become ill at school with a tempera-
ture, sore throat, etc., or should a head injury or any accident occur that requires more
than a band-aid or ice. If there are any minor bumps or bruises during the day, we try to
let you know when you pick up your child from school. We limit our medical treatment to
ice packs for bumps and bruises, a forehead touch or thermometer to check for fever, a
bucket and cloth for upset stomachs, soap, water, and sterile bandages for open wounds.
Important Note: If your child is diagnosed with a communicable disease, please

tell your child’s teacher as soon as possible. We will then send out a letter to alert
other parents of possible exposure.
Medication: Medicine is very attractive to children and they may ingest pills or syrups
without hesitation or attention to dosage. If your child must be in school while taking
medicine, we ask that you carefully follow this procedure:
• Do not instruct your child to self-medicate.

• Never pack medication of any kind (not even vitamins) in your child’s lunch.
• Medicine must be hand carried to a teacher who will place it in a secure place.
• Prescription medication must be in the original bottle prescribed by the
doctor with a written statement from the doctor detailing the method, amount,
and time schedules by which such medication should be taken.
• Please write a permission note allowing us to provide medicine to your child.
(The note must include the dosage and time of day it is to be administered.)

Head Lice: Head lice are a common problem for children in childcare and school set-
tings. Controlling and eliminating outbreaks are ongoing challenges that require constant
vigilance on the part of parents and teachers. Any time head lice are found parents will
be called and asked to immediately take their child home for treatment. The child can
return to school after she or he has been treated with recommended lice-killing shampoo,
lotion, or rinse, and lice are no longer visible. Additional information on treatment will
be provided.
All who have

meditated on the art of
governing mankind have
been convinced that the
fate of empires depends
on the education of
youth.
-- Aristotle

Emergency Procedures
When an emergency or serious illness occurs at LeConte, the school will contact a parent
or guardian at home or work. If a parent or guardian is unreachable, a relative or neigh-
bor listed on your Emergency Form is contacted. However, in instances where immediate
medical attention is needed, the school will call 911 for emergency personnel and am-
bulance service. The parents or guardian will be called immediately after the emergency
personnel have been contacted.
Emergency Information Forms: Each child is required to have an Emergency Infor-

mation Form on file in the school office. A form is sent home with each student at the
beginning of the school year. It consists of critical health information (allergies, vac-
cines, medications, etc.), as well as, contact and release information. It is crucial that the
school be able to contact you and know who MAY and MAY NOT pick up your child in
an emergency situation. For your child’s safety and health, it is very important that your
form be kept up to date. Please notify Donna, the school secretary, immediately if your
contact information, phone numbers, addresses, or doctor listing need to be updated.
Emergency Kits: Every classroom has its own emergency kit. The kits provide first aid
and emergency response supplies in a back pack so that each teacher can easily carry it
out should the classroom needs to be evacuated.
Earthquake Preparedness Kits: In addition to the classroom emergency kits, each stu-
dent must have a personal earthquake preparedness kit in his/her classroom. Parents and
guardians should provide: a family photo, a reassuring note, change of undergarments,
and a COMPLETED STUDENT EMERGENCY CARD.
History is a race
between education and
catastrophe.
--H. G. Wells

School Lunch & Breakfast
The BUSD School Lunch Initiative (SLI) has two primary goals:
• To serve more nutritious and delicious, freshly-prepared meals using locally

grown food to all of our students
• To educate children in kitchen, garden and academic classrooms about their food
choices and the impact those choices have on their health, the community and
the environment
The outstanding, healthy lunches prepared at LeConte may be purchased from $0-$3.25
based on a sliding scale. Lunch cards may be purchased by cash or check (made payable
to LeConte Elementary School).
Lunch Applications: At the beginning of each school year, all LeConte families must
fill out an application for free and reduced lunch for each child. Even if you know your
child does not qualify for a free or reduced lunch, you still must fill out the form and turn
it in. The information received on the lunch applications is required for our school to be
eligible for many special educational grants and programs.
Or Pack Your Child’s Lunch: Please no junk food. As part of LeConte’s commitment
to give all children a healthy start, our school-wide rules prohibit students from bringing
soda, candy, cookies, doughnuts and/or chips to school. Plan your lunches accordingly,
and thank you for supporting LeConte’s effort to promote healthy eating with our no
junk food policy.
Universal Breakfast: All LeConte students receive a nutritious breakfast everyday

provided by BUSD at no charge. Teachers make an effort to begin instruction during
breakfast time, so regardless of whether or not your child chooses to eat, it is important
that you child arrive to school on time, at 8:10 a.m..
Education is our
passport to the future, for
tomorrow belongs to the
people who prepare for
it today.
– Malcolm X

Discipline Policy
LeConte strives to maintain a safe, productive learning environment that allows
students to interact and socialize respectfully.
To have a safe and orderly environment, we have established school-wide agreements

about how students should behave in all common areas, as well as, how students should
treat one another. What is most important when discussing agreements and
consequences with students is to help them understand the purpose of having a safe
school. We provide them with action steps that they can apply to replace negative
behavior and how to respond to conflicts.
Our goal is to help students develop self-discipline to control and monitor their
own behavior. We understand that this is a skill that many students have to be taught.
Therefore, when students have conflicts or are consistently having difficulty following
classroom or school rules, it is important that we have logical consequences and pro-
grams in place. We encourage students to learn how to change their own behavior with-
out having to resort to punitive measures, such as suspension, as often as we can. Begin-
ning the 2008-09 school year, we instituted a Conflict Resolution Program that teaches
students in grades 3 to 5 how to become conflict managers. The program will familiarize
all students with the language to solve their own conflicts.
Beginning the 2009/10 school year, we will take the first steps toward implementation of
a school wide discipline titled Positive Behavioral Support (PBS). The overarching goal
of PBS is to reduce behavior problems by teaching and acknowledging expected behav-
ior. Investing in prevention of problem behavior involves (a) defining and teaching core
behavioral expectations, (b) acknowledging and rewarding appropriate behavior, and (c)
establishing a consistent continuum of consequences for problem behavior. The program
will establish a positive social climate. It is supported by BUSD and is being implemented
in three other elementary schools and all middle schools.
We look for the positive . . . To reinforce and recognize positive behavior, staff give
students “Caught in the Act” cards that spotlight respectful behaviors. When a student is
observed demonstrating cooperation, self-control, acceptance, etc. s/he is given a card to
take home. Recognition assemblies are held at least four times a year to strengthen school
agreements and highlight students who have been “Caught in the Act.”
We prefer the use of consequences versus punishment for the following reasons:
Consequences are simple, direct, related to the rule, logical (they are natural outcomes of
the rule violation) and instructive.
Children require
guidance and sympathy
far more than instruction.
--Annie Sullivan

Good consequences help the student recognize that s/he can:
• do things differently, and make better choices;
• understand what is beyond her/his control;
• deal with that they cannot change without feeling helpless;
• focus on how to improve her/his behavior.
Consequences that are too harsh will alienate and break down trust, while conse-
quences that are too lenient will be seen as a sign of weakness.
Punishments are neither related to the rule, nor natural extensions of the rule, and tend
to generate anxiety, hostility, and resentment in the student. Punishments attack dignity
as a way to get the child to stop misbehaving. Punishments decrease motivation because
they create strong negative feelings that make learning difficult or impossible.
Consequences: Students who are frequently disruptive may lose classroom privileges
and may be sent to other classrooms for a time out for a portion of the day. The parent
or guardian will also be notified and asked to assist with changing the behavior. Students
who have serious behavior problems, such as on-going fights, bullying, physical violence,
and other aggressive behavior are referred to our Universal Learning Support Team
(ULST). This group meets with the student’s parent/guardian to develop a plan with
resources to help the student improve her/his behavior.
Items Not Allowed at School:

Candy, gum, soda, toys, and all electronic equipment. Cell phones must be au-
thorized by families. Cell phones must be turned off during school hours.
School Agreements
Auditorium/Assembly and Library Agreements
Upon entering, use appropriately quiet voices
Go to your assigned seating area and sit on you bottoms, sit upright
Keep your hands and feet to yourselves
Listen with your eyes and ears, respect our librarian, follow all directions
Remember that toys, cell phones, food, objects are not allowed
Put all books in the same location and spot on the bookshelf where you found them
When in the auditorium, use the restrooms in the rear if needed
When dismissed, exit in a quiet line

Cafeteria Agreements
Upon entering, use appropriately quiet voices
Use the restroom if needed before you sit down to eat
Go to the seat of your choice and stay there until dismissed
Sit on you bottoms, sit upright
Keep your hands and feet to yourselves
Throw your trash away in the correct recycling containers: food, plastic, etc.
Return to your seat and use a wet cloth to wipe the table and remind others to clean up
Wait for the signal to be dismissed
Show signal – peace sign - indicating the table is cleaned, ready to be dismissed.
When dismissed, exit in a quiet line (use the restroom if needed)
Hallways/Stairways and Restrooms

Always walk in the hallways, do not run
Walk in a straight line, right behind the person in front of you
Keep hands to your sides, and stay to the right side of the hallway or stairway
Remember students are learning, you must be quiet in the hallways
You must have a hall pass if you are not with your classroom teacher
Please help keep our environment clean, do not litter
Do not touch or destroy the bulletin boards
Please respect other people’s property, do not touch or open backpacks
Restrooms:
Flush the toilet, wash your hands, put your used paper towel in the trash container
Never put paper towels in the toilet
Do not use the restroom to hide or play
When supplies are missing, if the floor is slippery or flooding, tell an adult immediately
Playground/Recess
Drink water and use the restroom before the whistle blows!
Slides: Go DOWN the slides only, do not climb up the slides.
Swings: Swing back and forth only, one person at a time, no side to side with legs
connected. Count to 30 and then allow someone else waiting to have a turn.
Balls: Return all borrowed balls, balls are not allowed on the play structure; if a ball goes
out of the yard or on the roof, ask an adult to get it. Do not leave the playground.
Tag: Games of tag are not allowed UNLESS supervised by an adult.
Benches and fences: respect school property, do not
climb on tables or fences.
Garden: keep the area clean, put all trash in trash Children have never
containers, not in our garden.
Time out zone: remain seated until dismissed
been very good at
listening to their elders,
End of recess, first whistle: stop, freeze; second but they have never
whistle, WALK to your line failed to imitate them.
--James Baldwin

Possible Consequences Level 1-4
Type of Behavior Possible Consequence

1 Behaviors that occur in Look in the vicinity of the misbehavior
the classroom and af- Walk toward the area of the misbehavior
fect only the disruptive Verbal reminder of the rule
student Informal talk
Logical, natural consequence
Time out, isolation
Send to a different classroom with work to do
Teacher-parent conference and behavior contract
2 Behaviors that occur Look in the vicinity of the misbehavior
in the classroom and Walk toward the area of the misbehavior
interfere with the learn- Verbal reminder of the rule
ing of others Informal talk
Logical, natural consequence
Time out, isolation in the classroom
Time out during recess
Lunch detention
Send to a different classroom with work to do
Teacher-parent conference and behavior contract
Referral to the principal
Principal, teacher, parent conference
In-school suspension
3 Behaviors that occur Look in the vicinity of the misbehavior
outside the classroom Walk toward the area of the misbehavior
that are not intended Verbal reminder of the rule
to, and do not have Informal talk, logical, natural consequence
the potential to, cause Time out, isolation
physical or men- Time out during recess
tal harm to another Lunch detention
individual and are not Teacher-parent conference and behavior contract
illegal Referral to the principal
Principal, teacher, parent conference
Removal from the bus
Out-of-school suspension
4 Behaviors that are in- Lunch detention, problem-solving meeting
tended to, or have the Teacher parent conference
potential to, cause an- Behavior contract: Conflict resolution, Universal Learning
other individual physi- Support Team
cal or mental harm Referral to the principal
and/or are illegal Principal, teacher, parent conference
Out-of-school suspension

LeConte Communications:
How Do I Find Out What is Happening and When?
The LeConte community has a number of ways to spread the word about what’s going on
and important announcements:
• The Lamppost, LeConte’s biweekly newsletter inform families of meetings, events,

and updates throughout the year. It is sent home via backpacks and posted on the
school website.
• Electronic Telephone Messages alert families to events and meetings
• LeConte’s Website www.LeConteOnline.org - contains all sorts of useful
information including photos from school events, PTA meeting minutes, to
The Lamppost newsletters, and fundraising information.
• LeConte Facebook Page – All you FB users, be sure to add LeConte Elementary
school to your friends and network.
• LeConte Calendar is updated regularly with LeConte event times and locations,
along with District wide holidays and staff development days. The calendar can be
linked to your Google calendar.
• LeConte’s Page on the BUSD website, www.berkeley.net/leconte, provides links
to general information about LeConte, including standardized test results.
• Email Listserve - Be sure to sign up for the LeConte Yahoo Email Listserve. Visit
the school website and click the link on the home page or send an email to the PTA
communications chair, Sian Shumway at sian@berkeley.edu. You’ll receive
email updates and announcements electronically.
• Grade Level Online Discussion Groups – In past years, parent volunteers have set
up online discussion groups to facilitate discussion among families regarding
classroom issues, events and needs. Check to see if your class has a group and sign
up. If it doesn’t, consider setting one up yourself.
• Room Parents provide a critical link between classroom teachers and families of
students in the class. Be sure to ask your room parents about volunteer
opportunities like: helping in the classroom, donations, and events, assistance for
parties or field trips in your child’s class.
• LeConte School Directory available to families early each fall, is an
essential resource for contacting other parents to discuss school issues, set up play-
dates and build a stronger school community.
• Backpack News - Be sure to look in your child’s backpack on a regular basis. Often
teachers send home notes about assignments, class projects, and field trip permission
slips. Who knows what else you may find (besides that soggy half eaten sandwich!).
• School Bulletin Boards – Be sure to look at the 3 bulletin boards located inside
the school building for the latest news and events: the main bulletin board and the
PTA bulletin board are located near the office, and the after school bulletin board
located in the cafeteria.
• Donna – our fearless school secretary knows most everything.

Talk to Us
It’s important for parents/guardians to know that the staff welcomes hearing your
thoughts—feel free to contact us when you have concerns. Don’t wait for a small mis-
communication or problem to become a large one. LeConte is a community and active
interaction defines who we are, plus, open communication with staff helps us all be part
of the learning team.
How should I communicate with my child’s teacher and other staff?

If you would like to talk to your child’s teacher:
1. Leave a message with the school secretary Donna, or write your teacher
to schedule a face-to-face or on-the-phone meeting. Please don’t
approach the teacher in the classroom or try to get his or her attention
before or after school—this interferes with his or her primary
responsibility toward all the children.
2. Ask for your teacher’s email address or phone number and the best time
to reach him/her.
Whatever the purpose of your meeting, feel free to tell the teacher your concerns. For
example, if your child doesn’t seem to get along with other students or your child seems
bored with school work, the teacher may have suggestions to address the issue. The
teacher may suggest you set up an appointment to speak with a counselor or school psy-
chologist, for example, who can offer further advice or a team plan to support your child.
Family Advisory Council

LeConte’s Family Advisory Council is a new committee of parents formed to help ad-
dress concerns and answer questions about LeConte. The groups goal is to proactively
provide avenues for parent to parent problem-solving, and follow-up information about
questions that are raised. The committee members have all been active parent volunteers
at LeConte for several years and have a collective body of experience about how to an-
swer (or find answers to) various kinds of questions and how to take action to get things
done.
If you have a question and aren’t sure whom to ask, please bring it to the FAC by:
1) Attending one of FAC’s meetings;
2) Contacting a committee member directly; and/or
3) Putting a message in the FAC Suggestion Box located in the front of the school.
For more information, to ask a question, or to join the committee, please contact FAC
co-chair Penny Peak at (510) 849-3202, pennyalp@yahoo.com.

Who Should I Talk to if I have a Concern or Suggestion?
You can notify the individuals as listed below, contact Principal Wilson, or express your
thoughts during a school-wide committee meeting: PTA, School Governance Council, English
Language Advisory Committee, or Coalition of Families for African American Students, or the
Family Advisory Council. Use the following list of topics as a guide:
Talk to . . . . Issues Regarding . . . .

Principal Wilson Academic & enrichment classes
Assemblies
Bell schedule & daytime events
Budget
Cafeteria (breakfast and lunch)
Curriculum
Discipline
Emergency / Safety Plans
Grants
Learning environment
School facilities, operations, repairs, maintenance
School policies and procedures
Schoolwide committees
Special needs
Staff supervision
Student achievement, learning and support
Two Way Immersion
Classroom Teacher Academic performance
Classroom celebrations/birthdays/parties
Classroom and playground dynamics
Classroom instruction
Classroom rules
Classroom volunteers
Curriculum – grade level expectations
Field trips
Gifted and talented program
Homework
Peer relationships
Report cards
Retention
Social development
Student projects
Tutoring support

Student Services Secre- Attendance, Calendar
tary, Donna Change of address
Class pictures
Enrollment & Emergency Information Forms
Health screening and services
Medications
Student records
Transportation
PTA Chairs & After school enrichment programs
Officers Communications
Donations and contributions
Expenditure of PTA funds
Fundraising and grants
General meetings and calendar
PTA-sponsored events
Room parents
Volunteering
School Allocation of discretionary school site funds
Governance Council Annual LeConte Family Survey
Curriculum goals
Program funding & priorities
School Improvement Plan (SIP)
Room Parent Classroom birthdays
Classroom volunteering
Donation wish list
Field trips
After School After-school tutoring
Coordinator - Enrichment class selections
LeConte Community Required parent volunteer hours
Kidz (LCK) Safety & rules
BEARS (EDC) Instruc- After-school tutoring
tors Enrichment class selections
Safety & rules
Farm & Garden Staff Class activities
and Goals/objectives
Cooking Instructors Instruction
Procedures and routines
Volunteering
Full Inclusion Individual Education Plans (IEP)
Coordinator Modifications
and/or Instructional assistants
Special Education Re- Resources
source Specialist Student assignments

LeConte Community & Environment:
What Else Goes on While my Child is at School?
LeConte School Song

(sung to the tune of “Down by the Bank of the Hanky-Panky”)
In Berkeley, California on the Southside,

Is the school that really fills me with pride,
We rock and we roll and we’re really alive,
LeConte Elementary, we really jive.
Boom boom diddy daddy waddum chew,

LeConte Elementary, we love you!
School Culture & Climate

School Wide Friday Spirit Assemblies: Spirit assemblies occur on the 4th Friday of
each month. These monthly assemblies are a fun time for all students to sing the school
song, receive awards, special recognition, and listen to presentations on featured topics
such as conflict resolution, traditions, holidays, health and nutrition, or special guests and
student performances. Parents and families are welcome and encouraged to attend. Be
sure to visit the LeConte Café (really just the auditorium lobby) where the PTA provides
coffee for parents and family members who stick around to share in the wonderful
LeConte spirit.
Student Recognition & Leadership

Students of the Month: Each month teachers select special students from their class
as “Students of the Month”. These students are recognized at school wide assemblies,
in The Lamppost Newsletter, and in photographs on a specially designated bulletin board
near the office. The students are commended for outstanding class work, special gains in
a particular area, and/or positive contributions to the classroom community. Different
students are recognized each month so that each child has an opportunity to shine during
the year as “Student of the Month.”
Caught in the Act: Similar to Student of the Month, a “Caught in the Act” Citation is
awarded to students who are noticed by a teacher or staff as contributing positively to the
school community. Contributions may be helping out another student, walking quietly in
the hallway, excelling in an academic area, overcoming a challenge, or simply doing one’s
personal best. Citations are issued daily for individual students who are “Caught in the
Act” to take home. A record of CIAs received for each grade level is posted on a bulle-
tin board in the hallway.

Birthday Recognition: Every morning during the 8:10 a.m. playground lineup, Principal
Wilson recognizes each birthday child for that day. Birthdays are also recognized on a bulletin
board outside of the office and in each classroom at the discretion of the teacher. Please talk
to you child’s teacher if you or your child would like to bring treats to share with his/her class.
Student Council: A group of third through fifth grade students meet every week with a class-
room teacher to discuss school concerns, make recommendations to the principal, and plan
school wide events like Spirit Week. The Student Council learns how to conduct and facilitate
meetings, plus develop student leadership skills. The goal is to involve more students as leaders
who will help facilitate school tours, make parent notification announcements, introduce assem-
blies, and help maintain a clean and orderly environment.
Student Problem Solving

Conflict Resolution: With the support of Principal Wilson and our Universal Learning Sup-
port Team, selected students in grades three through five are trained to become conflict manag-
ers. Training consists of one six-hour session and on-going meetings designed to teach students
how to resolve conflicts by: becoming aware of how they respond to conflicts, appreciating
differences between people; understanding the importance of feelings, and developing the
ability to speak clearly to others and listen attentively. Student conflict managers are assigned
to circulate during recess periods and be available to help other students solve minor, verbal
disagreements. All classrooms will be introduced to the tools and format for solving conflicts
via curriculum and assemblies.
Positive Behavior Support: Last June, our staff agreed to start the Positive Behavior Support
program (PBS) in the fall of 2009. This program requires several training sessions to begin
implementation and takes approximately three years to fully establish. Key components are:
developing and teaching consistent and positive school rules, positive reinforcement systems,
effective classroom management, curriculum and behavioral assessment and positive interven-
tion plans. PBS is fully supported by the school district and will be carried out in three other
elementary schools and all BUSD middle schools.
Peaceful Playgrounds: The playground is an essential part of any school and every com-
munity. Peaceful Playgrounds is a highly effective, award-winning conflict resolution program
that is proven to reduce confrontations and office referrals, increases motor skills, dramatically
reduces injuries, and enhances the appearance of the school yards. Peaceful Playgrounds trans-
forms pavement into a colorful appealing arrangement of games kids love to play. The pro-
gram is intended to maximize the number of students involved in physical activity, rather than
having them wait in line, or just stand around talking. Yard supervision training, activity guides,
consistent rules and expectations, good sportsmanship certificates, and posters ensure that the
peace stays inside as well as out. Playground painting began in the Kinderyard spring 2009 and
the big yard will be painted in the fall.

Special Classroom & School Wide Activities
Classroom field trips: Each class typically takes a minimum of 2-3 field trips per year.
Field trips are designed to build on lessons and concepts taught in the classroom and
introduce children to special experiences. Trips vary from year to year, and are at the
discretion of the teacher. Some of the best loved trips include: Lawrence Hall of Science,
Tilden Regional Park Little Farm, Lake Anza, Jewel Lake, performances at Zellerbach
Hall, The Oakland Zoo, the Maritime History Museum, and the Oakland Museum. Field
trips always need parent chaperones to assist teachers and help keep the students safe. Of-
ten the chaperones enjoy the trips as much as the students, so be sure to volunteer when
possible.
Overnight camps: Over the years students have participated in various grade-wide over-
night camps at places such as Tilden Park and Marin Headlands. Two camps, however, are
particularly special to LeConte students and staff; the fourth grade Goldrush Camp, and
the fifth grade MOSAIC camp.
Fourth Grade Sierra Outdoor School Overnight Camp: As an extension of the fourth
grade social studies standards about the California Gold Rush, students go on an over-
night field trip to Sonora, CA. The experience is facilitated by the Sierra Outdoor School.
Classes include gold panning, a reenactment of education in a one room school house and
workshops related to science and environmental studies.
Fifth Grade MOSAIC Camp: Each year LeConte fifth grade students participate in The
Mosaic Project’s unique human-relations outdoor school in Napa. MOSAIC mixes to-
gether classes from three schools that differ markedly in socioeconomic, racial, and ethnic
composition, so that students experience diversity. Together they begin to recognize their
commonalities, gain respect and appreciation for the uniqueness of all individuals, and
develop communication skills to bridge differences.
Math Olympiad: Last year, our school developed a system that not only inspires and
acknowledges students’ passion for mathematics, but also advances their mathematical
reasoning skills. All fifth grade students who have an interest in mathematics are invited
to solve non-traditional paper and pencil problems at least once a week. This program
is staffed by a volunteer who has a background as an engineer. Since there are number
of students who enjoy mathematics, we are hoping to expand this opportunity to other
grades. Currently, all students who want a challenge in mathematics are welcomed to meet
with Principal Wilson who has an abundance of materials and activities to share.
Math and Science Fairs: This year, we are taking advantage of the unique talents of the
author and mathematician, Paul Giganti, who will organize and host a Math Fair for our
students and families. The date of the fair has yet to be determined; however, it will take
place before Winter Recess and flyers will be issued well in advance. In addition to having
a display of science experiments during our annual Spring Open House, we will also host
a Science Fair. One of our teachers, Ms. Blanchard, was selected to attend a summer sci-
ence institute. As a result of the training, she will be facilitating a Science Fair in the spring
of 2010.

Student Celebrations
Annual celebrations during the school-day at LeConte include:
Halloween Parade: Students and staff parade in costume around the neighborhood and
return to the school for classroom treats and activities. Please note that students bring
their costumes to school and put them on just prior to the parade. Costumes are not
worn to school.
Valentines Day: Students distribute valentines to their classmates and celebrate with
treats and activities. Families are issued blank valentine cards to write special messages to
their child. valentines are displayed on the main hallway bulletin board.
César Chávez Day: Through class lessons and a special assembly, students learn about
the contributions of César Chávez. To honor his memory, each class designs and ex-
ecutes a community service project.
Martin Luther King Day: All teachers create lessons and activities to enlighten students
about the legacy of Dr. Martin Luther King, Jr.. Together with parents, students honor
his memory by spending the holiday beautifying the LeConte grounds and cleaning the
school.
Drop Everything and Read (DEAR) Day: Organized and sponsored by Berkeley Vol-
unteers, DEAR Day is an opportunity for volunteer members of the Berkeley community
to share their favorite books and stories with students.
Spirit Days: Each year students and staff participate in a fun spirit-building series of
events organized by the Student Council. In the past, the week included: Color Day, Twin
Day, Backwards Day, Crazy Hair Day, and Pajama Day.
Special Monthly Observances: Students at LeConte celebrate the diversity of our

school each month by honoring different cultures, traditions and groups. Through as-
semblies, class lessons and bulletin board displays students learn about Native-Americans,
Latino culture, African-American history, Asian Pacific American heritage, women’s his-
tory and more.
The highest result of

education is tolerance.
-- Helen Keller

LeConte Community Events & Celebrations
Back to School Night: All families are encouraged to attend Back to School Night in
the fall. It is an important opportunity to hear from your child’s teacher and learn about
the school. Families gather in the auditorium to hear from Principal Wilson and then
visit their child’s classroom. Your child’s teacher will talk about classroom philosophy,
rules, curriculum, plans and answer your questions. You will also meet other parents of
students in your child’s class. Often Room Parents, who play an important role supporting
the class, are recruited at this event.
Halloween Carnival: Halloween is one of our beloved LeConte traditions. Children

and their families dress in costumes and visit different activity booths, such as apple-
bobbing and the Haunted House. Each classroom is responsible for creating and staff-
ing a Halloween-themed activity booth. Recently, we expanded the event to celebrate
our Farm & Garden program and the fall harvest with new activities including a petting
zoo, face painting, and pumpkin-decorating. A “scary” Halloween dinner is available for
a small cost. While mostly a fun community event, the Halloween Carnival also raises
money for the school.
Multi-Cultural Potluck: Traditionally held on a Saturday at lunch time in the school

cafeteria, this festive gathering celebrates the diversity of our LeConte community with
the ethnic foods and tasty favorites of our families.
Student Talent Show: We schedule a talent show and student performances once or
twice a year. It is not a contest; every student who participates and/or comes to cheer
on their classmates is a star. You will be amazed and enjoy what our hardworking and
talented students can do!
Latino Heritage Celebration: Presented primarily by our TWI (Spanish/English)

program, with assistance from other school families, this event celebrates Latino culture.
Typically, many of the K-3 classrooms learn traditional Latino dances, taught by profes-
sional dancer/performers, and students perform them in costume at this festive event.
The evening includes a Mexican/Latino dinner for a small cost.
African-American Heritage Celebration: Presented by our Coalition of Families for

Students of African American Descent, with assistance from other school families, this
event brings us together to honor African-American culture. Last year, the fourth and
fifth grades learned African dances, taught by professional dancer/performers, and stu-
dents performed them in costume. The evening includes a reasonably-priced dinner that
features traditional African/American dishes.
Teacher Appreciation Week: In late spring, the PTA organizes a week of activities
to say “thank you” to LeConte teachers and staff. Activities have included: dishes for a
“potluck” breakfast and lunch, flowers, and thank you cards. Many families enjoy Teacher
Appreciation Week as much as the teachers do - because it provides an organized oppor-
tunity to say “thank you.”

Spring Fair / Pancake Breakfast: LeConte’s final spring event has evolved into a fun, out-
door fair combined with a tasty pancake breakfast feast. In spring 2009, the end of the year
event included: a giant slide, an obstacle course, face painting, hair braiding, arts and crafts
booth, students’ poetry, theater, and circus performances.
Open House: Scheduled by the school district, the annual Open House is an opportunity to
visit the school and see examples of your child’s and other students’ work. The evening begins
in the auditorium with a welcome from Principal Wilson, and proceeds to the classrooms where
students share with their families what they have learned during the year. Families are also wel-
come to visit classrooms their child may be attending the following year.
LeConte Chorus Spring Event: For the past three years, LeConte students in grades kin-
dergarten through fifth have had the opportunity to participate in the LeConte Chorale. The
chorus led by one of our third grade teachers, Ms. Gearring. The rehearsals occur during lunch
recess, therefore, participation is on a voluntary basis. However, because of Ms. Gearring’s skill
as a singer and storyteller, many students willingly give up their lunch recess to attend chorus!
Students rehearse several months for a culminating event that includes singing and dramatic
oratory about the legacy and history of African Americans. Now a tradition, the well-received
and attended performances have been videotaped and broadcasted via the BUSD network.
Fifth Grade Promotion: Each spring, families are invited to an evening ceremony and rite of
passage that includes speeches by the principal, teachers, and student representatives to honor
our graduating fifth graders.
If a child is to keep alive

his inborn sense of
wonder, he needs the
companionship of at
least one adult who can
share it, rediscovering
with him the joy,
excitement and mystery
of the world we live in.
-- Rachel Carson

LeConte Gardens & Grounds
In addition to the Farm and Garden Courtyard and Planting Beds, LeConte has two unique gar-
den resources which support environmental and life sciences curriculum: the Butterfly Garden,
and the Drought Resistant Teaching Garden.
LeConte Butterfly Garden. LeConte’s Butterfly Garden dates back to the mid-1990s, when
a group of parents secured a grant to install the square butterfly garden and its wooden fence
on the east side of the school. Later, Measure A funds (approved by Berkeley taxpayers to ad-
dress school funding shortages in the wake of Proposition 13) supported the renovation of the
Kindergarten playground and the extension of the garden along the sidewalk, next to the fence
around the playground. Over the years, butterfly education and planting guidance has been pro-
vided by LeConte neighbor Andy Liu, who has a Masters degree in landscape architecture from
Cal. Andy is happy to share his love for butterflies and their habitats in classrooms and in casual
conversations.
The butterflies most commonly found in our butterfly garden and their host plants are: Anise
Swallowtail (fennel), Cabbage White (cabbages and nasturtiums), Skippers - Fiery & Umber
(grasses), Checkered Skipper (mallow), Westcoast Lady (mallow), Red Admiral (pellitory), Buck-
eye (plantain), Gulf Fritallary (passion vine), and Monarch (milkweed). More than two dozen
butterfly types have been observed in our gardens, although some are rare. Most of the larval
host plants are considered weeds, but Andy has helped several generations of LeConte parents
to appreciate and preserve our working butterfly habitat so that our children can study the but-
terfly life cycle. For anyone who wishes more information about butterflies and the butterfly
garden, Andy can be contacted at (510) 548-7543 or atll@pacbell.net.
Drought-Resistant Teaching Garden. In the fall of 2008, a team of LeConte parents worked
together to envision and plan a special garden that would serve to enhance the school grounds
and neighborhood while saving water. The LeConte Drought Resistant Teaching Garden plan
was awarded a $5000 grant from Lowe’s in January of 2009 and an additional $2500 from the
PTA. Most of the work will be completed in time to debut at the beginning of the 2009-2010
school year. Key elements:
• To replace the heavy water dependent lawn in the school’s front yard
• Will save water by design, special mulching, and select CA native plants
• Will create a natural appealing habitat to attract birds and butterflies
• Beautifies the grounds and enhances the neighborhood ecologically
• Will provide an appealing outdoor “green” classroom
• A low maintenance natural extention of our Farm & Garden program
• Curriculum and explanatory signage will be integrated in Phase II
• Goal to become a model for the rest of BUSD schools
LeConte is extremely fortunate to have been gifted with an extraordinary number of volunteer
hours, free professional expertise, plants, equipment, and materials donated. Jim Smith is the
landscape garden designer and project lead, Joe Lamb arborist, Stacy Waters, garden commit-
tee chair, Grant Faulkner contributing grant writer and Lowe’s liaison, Basia Lubicz, Grants
Chair and overall project manager/facilitator. Steve Collins and his crew from BUSD have been
extremely helpful and generous in their time and support.
LeConte After-School:
What Happens After the Bell Rings?
There are several options for after-school programs: Berkeley BEARS (formerly known as
EDC), LeConte Community Kidz, and PTA-sponsored enrichment classes.
Berkeley B.E.A.R.S.
Berkeley BEARS (formerly Extended Day Care, or EDC) is a district program that provides be-
fore and after school care for children in grades K-3. Activities in the BEARS program include
homework assistance, reading for recreation, arts and crafts, nutrition education, computer
instruction, theater and visual arts, field trips, music, seasonal sports, and more.
On-site care is available at 7:30 a.m. before school and after-school until 5:45 p.m. BEARS is
a year-round program for students, therefore open during winter/spring breaks and summer
vacation.
Registration begins in March; however, enrolment is limited and eligibility is based upon need
and income. Fees are based on a sliding scale. For more information call the district after-school
and BEARS coordinator at 510-883-6146, or, contact the LeConte BEARS coordinator Jackie
Richards at 644-6767.
LeConte Community Kidz (LCK)

LeConte’s Community Kidz program is part of Berkeley LEARNS, which provides academic
support, cultural enrichment, and recreation from the end of the school day until 6:00 p.m. dur-
ing the academic year.
In addition to having homework centers and tutoring sessions, the programs offer opportuni-
ties for developing literacy and math skills through hands-on activities such as: story-telling,
gardening, cooking, performing arts, and writing centers.
To offer an array of enriching activities for children, parents/guardians are required to pay a fee
closely aligned with family income. All families paying below the full-fee rate must provide in-
come verification, which may include one or more of the following: paycheck stub, tax return,
and/or CalWORKS documentation. You will be asked to pay for the first month and a deposit,
which is equal to the last month’s fee. Start fees must be paid before your child begins the pro-
gram. Special financial circumstances and arrangements can be discussed.
Parents and guardians of participating kids are required to volunteer 10 hours during the year.
Some ways to do that is: attend family pot-lucks and evening meetings, tutor, offer to teach
classes, be a chaperone, volunteer on the yard or garden, help clean-up at the end of a day. Or
you may have other ideas of how you’d like to serve LCK.
New and returning families must enroll or register with the Program Coordinator, Charity
DaMarto, who can be found in the cafeteria Flex room A. Packets to register are available for
pick up before school starts. For more information call Charity at 883-5244.
PTA Enrichment Classes
The PTA organizes a stimulating selection of after-school classes for K-5 students. PTA
after-school enrichment classes are offered on-site and available for a fee. A flyer adver-
tising the classes goes home to families at the beginning of each term. Classes planned
for the 2009-10 school year include: Spanish, circus arts, drama, visual art, flutes, guitar,
caporiera, cooking, chess and even an architecture project.
This is not a district-wide program—parent volunteers coordinate the classes. If there are
not enough registrants, classes could be canceled. The PTA’s goal is to make them avail-
able to all students via partial and full scholarships. In 2008/09 the fee was $160 per class
session (approximately $10 per class) in the fall, and approximately $100 per class session
in the spring. This includes instruction and materials and a $10 non-refundable registra-
tion fee. Contact PTA Program Coordinator Jessica Fiedler at 510-540-7818 or jfied@
earthlink.net, with questions or class suggestions.
Cancellation Policy: We encourage your child to try any classes they find interesting. If
they drop a class before the second class meeting you can get all tuition refunded. This
must be done clearly and in writing so we can fill the space.
Can my child do PTA classes and

BEARS or LeConte Community Kidz?
Yes, students can attend a PTA enrichment class and then proceed to another after-school
program. After school staff will assist younger students with finding their class. Please
note: variations of some classes/activities exist in multiple programs—for example, there
might be an art class offered by the PTA and an art class in Community Kidz. Please
check with the after school coordinator to clarify what enrichment opportunities are of-
fered during each semester.
Does my child need to be in an after-school program

to participate in PTA classes?
No, your child can sign up for any of the PTA classes, regardless of whether he/she is
enrolled in another after-school program at LeConte.
There is a brilliant child

locked inside every
student.
-- Marva Collins

Organizations that Support LeConte:
How Can I Participate or Help?
Volunteering
Parents, guardians, and other school volunteers from the community play a vital role in
supporting our students and teachers. All LeConte parents and guardians are encouraged
to help out where and when they can . . . even just an hour or two is a huge contribution.
For more information, please contact our Volunteer Coordinator, Catarina Negrin, at
510-704-0442 or canoa@sbcglobal.net.
Following are some ways to chip in and make a difference:

• Volunteer for a regular hour in the classroom, cafeteria,
library, or on the playground
• Be a Room Parent
• Chaperone a field trip
• Help monitor recess & lunch recess
• Help sew the annual quilt
• Work a shift at school events
• Attend PTA meetings
• Help organize school activities or programs
• Gather donations for the Spring Auction
• Donate to the annual fund
• Participate in school clean-up days
• Translate documents from English to Spanish
• Donate services or supplies, baked goods, or drinks.
• Participate in parent organizations or committees.
• Participate on an event planning committee
Room Parents
Room Parents play a vital role in assisting teachers with classroom communication and
special events. Room parents help convey to parents any special requests or needs of
teachers, such as: classroom volunteer opportunities, supplies, field trip chaperon, and
birthday party organizers. Room parents also coordinate special thanks and gifts from
parents for the end of the year and teacher appreciation week. Room parents provide a
vital communication link between the PTA and parents in the classroom. Please consider
being a room parent for your child’s classroom. LeConte’s Room Parent Coordinator is
Stacey Kaufman. She can be contacted at 649-9725 or pineconefish@hotmail.com.
DID YOU KNOW?

Studies show that students do much better in school when their parents are
actively involved in their education. Volunteering at your child’s school
demonstrates to them the value you place on education and learning.

LeConte Parent Organizations
There are several parent organizations which directly affect the education and school
experience of every child at LeConte. The dedicated parents who run and participate in
these organizations are not paid, but volunteer because they believe that their involve-
ment will make the school a better place. Please participate in one – or more – of the
groups below to make your voice heard.
LeConte Parent Teacher Association (PTA): Our PTA has a three-part mission:
1) To facilitate communication between parents, administrators, teachers, and
other groups;
2) To fundraise in support of teaching and learning, which includes academic en-
richment for students and professional development for teachers.
3) To build a supportive, positive, healthy community for all the students and their
families at LeConte.
PTA meetings are your “one-stop-shop” to learn about issues that are important to you
and directly affect your child: programs and curriculum, school budget cuts and how
they impact the classroom, how money is raised and where it is spent, and plans for
special events and celebrations. PTA meetings are your opportunity to provide input and
vote on how money is raised and spent, make suggestions for new school projects, volun-
teer to help organize an event, as well as connect with other LeConte families. Meetings
start promptly in the Cafeteria at 6:00 and end at 7:30. Dinner and child care are pro-
vided.
See the LeConte Calendar in this Guidebook (pp. 8-9) for meeting dates. Meetings are
also announced in The Lamppost, on the school website, and online in the LeConte Calen-
dar.
Coalition of Families for African American Students: A team of LeConte parents

initiated this coalition to increase the involvement and support of African American
families within our school community. The overarching goal of the group is to system-
atically create a foundation for students of African American descent to realize lifelong
success throughout their school career and beyond. The organization is committed to
community building, networking, sharing resources to promote positive academic and
social growth, as well as to foster a generation of children who will instill this same com-
mitment as adults.
School Governance Council (SGC): The School Governance Council (SGC) combines
the function of two groups required by law for schools receiving federal and state funds:
The School Site Council (SSC) and The Site Advisory Committee (SAC). The SSC and
the SAC meet at the same time, are the same group of individuals and essentially func-
tion as a single entity, the SGC. Though run as one group, the SGC has two distinct, but
often overlapping, roles and responsibilities. The SGC is comprised of teachers, parents,
administrators, and interested community members who work together to develop and
monitor a school’s improvement plan. Parent representatives are elected each fall at the
beginning of the school year.

The SSC role of the SGC is to establish priorities for educating all of the school’s stu-
dents by conducting a needs assessment and analyzing student and program data. The
SSC allocates the school’s discretionary monies (eg. State and Federal Program funds,
Berkeley School Excellence Program funds and other monies) to accomplish the goals
and objectives of its plan.
The SAC role of the SGC is that of a legally required decision-making body for any
school receiving federal and state categorical funding to support compensatory programs
for educationally disadvantaged students. The SGC consults with the principal on the
design and implementation of the compensatory education program.
Specific tasks of the SGC are:

• Review and analyze student data
• Determine spending priorities of school funds based on student data and a
schoolwide survey of all LeConte families
• Develop the academic plan and school site budget based on priorities
• Monitor the implementation and effectiveness of the academic plan
• Approve and recommend the plan to the Berkeley school board
English Learners Advisory Committee (ELAC): The English Learner Advisory

Committee works with the principal to review the school plan for English Language
Learner (ELL) students. It conducts needs assessments, reviews the language census and
provides input on how to spend funds targeted at limited-English proficient students.
The Site Advisory Committee (SAC) and ELAC make recommendations to the School
Governance Council (SGC) about how to spend state and federal funds targeted at low-
income and limited-English proficient students, respectively. Alternatively, ELAC may
delegate that responsibility to the full SGC.
Never doubt that a small

group of thoughtful,
committed citizens can
change the world.
Indeed, it’s the only thing
that ever has.
--Margaret Mead

BUSD Parent Organiztions
District Advisory Committee (DAC): Works with the Department of State and Feder-
ally Funded Projects (DSFFP) to monitor each school’s compliance in:
• Setting up and conducting School Advisory Committees (SACs)

• Holding monthly information and training sessions for SAC members
• Providing support to schools who want to increase parent participation in
school governance
District English Learner Advisory Committee (DELAC): Advises the district gov-
erning board on bilingual programs and services for English Language Learners. Each
school with an ELAC (English Learner Advisory Council) must send at least one member
to represent the school on the DELAC.
BUSD Family Diversity Task Force. This group works to make BUSD schools wel-
coming for all families, including lesbian, gay, bisexual and transgender (LGBT) families.
BUSD administrators, staff, parents/caregivers and friends discuss what can be done and
what is being done to integrate LGBT-headed families and general family diversity curric-
ulum into our schools, how to make schools safer and more inclusive, how to work with
the parent community and incorporate these issues into overall anti-bullying efforts.
Gifted and Talented Education (GATE) Committee. The GATE program pro-
vides challenging curriculum and instruction to gifted and talented students capable of
achieving significantly beyond the level of their peers. The GATE program at Berkeley
Unified School District takes place during the instructional day within the regular class-
room. Teachers use differentiated instruction to provide challenging curriculum to GATE
students. The program is site based and may include after school classes and mini-courses.
Parents for Academically Successful Students (PASS): The BUSD PASS program
targets African-American and Latino parents to take action to close the achievement gap
of BUSD’s minority students.
There can be no
keener revelation of a
society’s soul than the
way in which it treats its
children.
--Nelson Mandela

LeConte Fundraising
The LeConte PTA raises nearly $60,000 per year through its events, programs, grants, and
drives. This money is critical to provide many of the enriching programs and activities that
make LeConte special including: classroom field trips, assemblies, Farm & Garden support,
5th grade MOSAIC camp, and the 4th grade Sierra Outdoor School. Without PTA funds,
these programs would not exist. It is extremely important that the entire LeConte community
participate in fundraising events and donate as much as possible. Recent state budget cuts to
education – and to our school – make the resources provided by the PTA ever more important
during this time. Minimally join and vote.
LeConte’s Annual Fund: Like most schools, LeConte runs an “annual fundraising” program
every year through the PTA. At the beginning of the school year and again later in the fall, do-
nor letters are sent to all families asking for a cash gift to support our school programs. Every
gift - from $5 to $5,000 - counts, and together will have a tremendous impact on the quality of
our children’s daily experience at school. If donating a single lump sum at the beginning of the
year seems like too much, consider making a monthly donation from your credit card. Don’t
forget to ask your employer if your company has a matching donation plan. Contact PTA
Treasurer Jiyun Lee at 558-0943, jiyunandy@comcast.net, or Fundraising VP Basia Lubicz at
601-5014, basia_lu@yahoo.com, with questions about donating.
PTA Quilt Raffle: A LeConte tradition that goes back many years, the Quilt Raffle is one of
our biggest school fundraisers. Each year, a beautiful, hand-made quilt is designed and sewn
by parents with work beginning early in the school year. It is finished by a professional quilter.
When the raffle is launched, all students are asked to sell tickets. Students are eligible to win
prizes based on the number of tickets they sell, and the different grades compete to win a class
party. For the past few years, we’ve held the drawing for the quilt raffle at the African-Ameri-
can Heritage Celebration. To help sew a square (or more) of the quilt, contact a PTA officer.
Even if you don’t sew – perhaps you have a friend or relative who does and would love to help
LeConte! Or perhaps you’d prefer to help out with the raffle logistics.
Spring Auction: An important fundraiser for our school, the Spring Auction is a tremendous
party for adults, an entertaining way to shop, and a wonderful way to raise money for LeConte
students. LeConte families and local businesses donate a range of fantastic items ranging from
restaurant meals, entertainment, lessons and coaching to professional services, jewelry, books,
massages, gift baskets, travel and more. Shoppers bid on items, with the highest bidder winning.
Months before the auction, a committee of parents helps to solicit gifts, write donation de-
scriptions, and set up and staff the auction. In 2008-09 the Spring Auction event was held at a
local parent-owned restaurant with food, wine and live music. To help with the 2009-10 Spring
Auction contact Auction co-chairs Anna Goldstein at 524-2574, goldstein.anna@gmail.com, or
Sarah Linvill at 654-6235, linvillarch@earthlink.net.
eScrip: eScrip is a free and easy way to raise money for LeConte, by just doing what you
already do . . . shop for your family whether it’s at Macy’s, Round Table Pizza or Safeway. Just
register your credit, debit, and club cards with eScrip, then every time you use those cards at lo-
cal participating grocery stores, restaurants, and other retail stores, LeConte automatically

receives a contribution. The money is donated by merchants and costs you nothing. Here’s
what LeConte could earn, with your help: 1 family = $30 (average) per year; 100 families =
$3,000 (average) per year; 200 families = $6,000 (average) per year. You can register for eScrip
at www.escrip.com and check out their Merchant Guide. Each year parents may need to renew
and see if there are new additions to activate. For help, contact our Scrip/eScrip coordinator,
Gloria Park, at 517-7133 or gloriapark@post.harvard.edu.
Scrip: Berkeley Bowl shoppers can support LeConte financially without spending any addition-
al money by merely buying paper scrip from PTA’s Gloria Park. Berkeley Bowl scrip consists of
special $20 gift certificates that work like cash and do not expire. We receive a high return of
4% on every Berkeley Bowl scrip dollar, thereby earning $3,400 in the 2006-07 school year from
just 28 families shopping. You cans spot Gloria in the Cafeteria at drop off on Fridays wearing
a Jester’s Hat. Or contact Gloria at 517-7133, gloriapark@post.harvard.edu to buy the scrip.
Wrapping Paper Sale: For the past three years, the PTA has organized a Sally Foster Wrap-
ping Paper Sale to help raise money for programs. Students and their families are asked to buy
and sell wrapping paper and gift items from a catalog or online. Typically, 50% of each purchase
is donated to the school and students earn prizes depending how many items they sell. Last
year’s program sales totaled $4,800, earning $2,400 for LeConte programs. Contact Sally Foster
coodinator Cary Sanders at 666-1180, carysanders@earthlink.net with questions or to help.
Eco-Metro Guides: For the past two years, the PTA has sold the guide teeming with local
sustainable businesses. It includes all sorts of useful information and resources plus valuable
coupons for services, stores, entertainment, classes and other green commerce for big savings.
One to two coupons can easily pay for the guide itself, plus they make great gifts as well as raise
funds.
Special Community Events: There are other PTA and school traditions which raise our spir-
its, strengthen our community sometimes more than the serving as huge fundraisers. They are
invaluable, FUNraising, and include: Awesome Halloween Harvest Festival, Bowl-A-Rama, and
Spring Fling Carnival.
Donations and Grants: We have many talented parents with skills, abilities and time that they
generously volunteer. Grant awards last year included several teacher mini-grants for special
programs or materials. Two larger grant awards will be implemented this school year. The
Lowes’ Grant ($5000) plus PTA funding ($2500) for a Drought-Resistant Teaching Garden
which replaces the high maintenance lawn in front of the school. Kudos goes to Juana Rod-
riguez for her hard work and application, LeConte won the UC Berkeley Chancellor’s Grant
which awarded $12,000 for a Latino Family Literacy Program at our school.

LeConte Resources and Program Affiliations
Adult English Classes: Each year the PTA sponsors free adult English classes for the parents
of our students. Childcare is provided. Check the PTA calendar and The Lamppost to see class
times and locations.
LeConte College Scholarship: The LeConte Neighborhood Scholarship was established in

December 2008 at the Berkeley Public Education Foundation to help LeConte students who
graduate from Berkeley High School. Jim McGrath, our neighbor and frequent volunteer,
established the scholarship to help the students who have inspired him as a tutor. We want all
our LeConte students to aspire to college and we are very excited that this scholarship will help
some of our students fulfill their dreams. To publicize the scholarship and help the fund grow,
our school encourages families to contribute to the fund and an annual drive takes place at the
school. Donations can be sent to the BPEF LeConte Neighborhood Scholarship, Berkeley
Public Education Foundation, 1835 Allston Way, Berkeley, CA 94703, (510) 644-6244, email:
bpef@berkeley.k12.ca.us.
Berkeley Mental Health Services: Berkeley Mental Health provides free services to all Medi-
Cal eligible residents of Berkeley. Services to LeConte families are intended to give additional
support to children to remove barriers to success in the classroom.
The School Linked Health Services Program (SLHS): (SLHS) is funded through Alameda
County Measure A funds and is a partnership between the City Of Berkeley (COB) and the
Berkeley Unified School District (BUSD). SLHS was created to improve health and education
outcomes for K-5 students by strengthening, building and maintaining formal links between
the COB Public Health and BUSD. Health consultations for families, staff and administration,
with a focus on K-5 students, includes:
• Links to Public Health Nursing case management
• Workshops and trainings on health-related issues
• Coordination of COB Public Health programs in BUSD K-8 schools
• Support to address health-related issues
The BUSD School Lunch Initiative & Universal Breakfast Program: Part of the educa-
tional mission of our district is to improve the health of the entire community. We do that by
teaching students to establish and maintain life long healthy eating and physical activity habits.
The mission will be accomplished through nutrition education, physical education, garden
experiences, fresh healthy food served, environmental restoration, and core academic content in
the classroom.
Berkeley Symphony Orchestra “Students at the Symphony” Program: Each year LeConte
students participate in the Students at the Symphony program. The program runs from fall to
spring and includes: classroom visits, an introductory Berkeley Symphony performance, and a
final “I’m a Performer” concert. Each and every class learns a song to perform with the Berke-
ley Symphony as their very own “back-up band!” Students sing, play simple percussion instru-
ments they make in class, or perform on string and band instruments they are learning to play.
The goal of the program is to bring students and their families into a concert hall experience.

The Music Connection: The Music Connection is an official UC Berkeley student
organization with the mission of providing free after school music lessons and classes
to 4th and 5th grade students. Every Friday afternoon, Cal students support and inspire
LeConte students in music development through individual lessons, musical skills in-
struction and some large ensemble work.
Berkeley School Volunteers: Berkeley School Volunteers receive special training from
the Berkeley Public Education Foundation and are carefully matched to requests from
teachers. Volunteers help teachers in the classroom, school gardens and on clean-up days,
after school, and with special projects. Berkeley School Volunteers also visit each class-
room for a special Drop Everything And Read day (DEAR). See the Berkeley School
Volunteers website for more information on how to get involved:
http://www.bpef-online.org/volunteers.html
Berkeley School Excellence Project (BSEP, or Measure A): A community response

to school funding shortages in the wake of Prop. 13, BSEP makes a huge difference in
the quality of our children’s education since 1986. This special local tax won the approval
of 82% of the voters in 1994, and 92% in 1998. The 10-year measure was renewed and
approved by the voters in November 2006 with approval by 74%. Measure A revenues
totaled about $20 million in 2007-08. The money is allocated as follows:
• Smaller class sizes, expanded course offerings, and middle school

counseling services (66%)
• Programs to enhance student learning, including school site programs
(10.25%), school libraries, music (7.25%), visual and performing arts
(6.25%), and parent outreach programs (1.25%)
• Professional development and educational program evaluation and
technology for schools (9%)
• Before the money is divided into the three categories above, 2% is take
for support of the Planning & Oversight Committee, language
translation, and public information

Family Responsibility:
How Can I Help My Child Do Well In School?
When families are involved in their child’s education, their children do better in school
and grow to be more successful in life - regardless of economic status, cultural back-
ground, or parents’ level of education. All LeConte families are encouraged to be in-
volved in their children’s education. We understand that many working parents may be
unable to volunteer in the classroom or at school during the day. There are many ways
even busy parents and guardians can be supportive of their child’s education at home:
Parents can only give • Make sure your child is well rested
good advice or put them • Eats nutritious foods
on the right paths, but • Gets to school on time and avoids unnecessary absences
the final forming of a • Be sure to communicate with your child’s teacher
person’s character lies in frequently
• Visit the school whenever possible
their own hands.
• Participate in school-wide activities
--Ann Frank • Become a part of the LeConte Community
Family Responsibilities at Home

There are many ways families can help their children do well in school. Ask yourself:
• Does my child have a regular time and place for study?

• Is that time and place appropriate for reading and learning?
• Can my child come to me for help with homework when s/he needs it?
• Do I ask my child what happened in school and read the notes and bulletins s/he
brings home?
• Do I communicate with my child’s teacher on a regular basis?
• How much focused, uninterrupted time do I spend with my child?
• Do I read aloud to my child?
• Does my home have books, magazines and other reading material available?
• Do I limit the time my child watches TV and monitor what s/he watches?
• Do I monitor my child’s use of the internet and computer games?
• Do I talk with my child about the importance of a good education and the lifelong
joys of learning?
• Do I teach my child to resolve conflicts in a non-violent, positive way?
• Do I encourage my child to do his/her best?
• Do I remember to encourage my child by being aware of his/her interests?
• Do I positively acknowledge my child’s efforts?
• Do I recognize my child’s accomplishments?
• Do I remember to tell my child that I love, trust and have faith in him/her?

Family Education Seminars
Every year LeConte hosts seminars to help parents play an effective role in their child’s
education. Past seminars and workshops have included topics such as literacy, ESL,
homework help and mathematics. Meeting times and locations are announced in The
Lamppost.
Homework Policy
Homework is an extension of the learning experiences children have during the instruc-
tional day. We believe homework should
• Provide opportunities for reinforcement and enrichment

• Support high expectations
• Improve study skills and work habits
• Enhance home-school communications by providing regular progress reports
• Be designed to promote and achieve classroom and school goals
• Increase as students progress through school and grade level.
• Promote lifelong learning habits
Beyond regular homework assignments, all students should read to, or be read to
by an older person, for 20 minutes a day.
Free Online Educational Software

Last year, the district purchased educational software based on grade level standards
for your child’s use both in school and at home. You can access this software from any
computer with an internet connection, including the free computers at the public library.
Customized activities are available for your child in English Language Arts, Math, Science
and Social Studies to reinforce concepts learned in the classroom and provide extension
opportunities.
• To access this resource, go to www.childu.com and enter:

• User Name: LCFirstNameLastInitial for K-3, LCFirstNameLastName for 4-5
• Password: LastInitial for K-1, LastName for 2-5
• School: BUSD
For example, John Doe has a UserName/Password of LCJohnD/D if he is in Kinder-

garten and LCJohnDoe/Doe if he is in 4th grade. Parent accounts are also available with
a user name and password combination the same as your child’s, with the exception of
LCP rather than just LC for the User Name.
If you have difficulties logging in or would like more information, contact Principal Wil-
son or August Fern: august.fern@gmail.com.

Academic Support:
How Can I Ensure my child Will Get Academic Help?
The first step is to talk to your child’s teacher. You can discuss a course of action to
work together, at home and in the classroom. If necessary, LeConte will create a “student
study team” if a child is having serious difficulty in school, academically or socially, or if
needs special attention. The team consists of all the adults who work regularly with your
child and know him/her well: teachers, an administrator and any other relevant school
staff. The team and the student devise a plan to address any obstacles to learning and
academic success. Convening a student study team often helps determine whether or not
a student should receive further testing to determine eligibility for special education serv-
ices. The programs below might be part of the team’s approach.
Literacy Coaching: Effective literacy coaches support teachers significantly improve

student outcomes. LeConte has an on-site literacy coach available to work with teach-
ers to help children meet reading expectations. The literacy coach helps train teachers in
Reading Recovery, an individualized reading-skills program for students who are having
difficulty learning to read. The program has shown proven results with children who test
“far below basic” on standardized tests.
Berkeley BUILDs: The Bears United in Literacy Development (BUILD) program

connects Cal students with LeConte students to provide literacy support and tutoring in
after-school settings.
Stiles Hall Tutor/Role Model Project: Provides an opportunity for LeConte students
to form a strong one-to-one relationship with a Cal student through structured super-
vised tutoring. Tutors serve as role models and friends, meet the child’s parents/extended
family, and must be available for one scheduled hour and another flexible time each week.
Berkeley School Volunteers: Based on availability, skills and interests, BSV volunteers
are placed with teachers who have requested help. Some volunteers assist students one-
on-one and in small groups with projects and assignments, others work to keep students
on task, assist with after-school recreational activities (i.e. sports, music, dance, art), or
aid students with homework and provide additional academic support, as well as work on
various special projects as needed.
Treat people as if they

were what they ought to
be and you help them to
become what they are
capable of being.
--Goethe

Grading & Testing:
How is My Child Assessed and Graded?
LeConte students learn every day from interactions, their lessons, challenges, successes,
and outside experiences. Observation of a child’s daily progress, periodic report cards,
and conferences with teachers are all important tools as to how a child is doing in school.
Standardized tests also play a role in identifying a student’s strengths and areas in need of
improvement. Though testing is a required part of our curriculum at LeConte, parents
are urged to look at a broader spectrum of progress indicators over time. Keep in mind
the areas in which children are not formally tested, such as verbal communication, the
arts, music, and, in some grade levels, science, or physical fitness skills. All of these make
for a well-rounded child and contribute to the larger picture of progress and offers both
parent and teacher the best indication of how a child and the entire class are doing.
Report Cards and Parent-Teacher Conferences

Report cards are sent home three times a year in all grades: at the November parent con-
ference, in February, and on the last day of school. During the week of parent-teacher
conferences, the school days are shortened and Friday classes are not held so that the
teacher can meet with parents. Spring conferences will be scheduled if there is a pos-
sibility that the child will be retained in his/her grade. Parents are required to attend the
conferences. Others also may be scheduled at mutual convenience when requested by
teacher or parent.
Standardized Testing
Public school students throughout California participate in the state’s Standardized Test-
ing and Reporting (STAR) program. Students in Grades 2-5 are tested in reading, writ-
ten expression (language), spelling, and math. Students whose first language is Spanish
also take the standards test in Spanish. The entire testing period lasts approximately two
weeks.
As part of the STAR program, students are also given additional test questions that
match state-adopted content standards for reading, writing, and math. Individual student
results are mailed to students’ homes, are confidential and shared only with each student’s
parents/guardians and teachers. School, district, county and state results are available on
the Internet at www.cde.ca.gov.
Students with severe disabilities who are unable to par-

ticipate in the regular testing program take the Califor- What is important is to
nia Alternative Performance Assessment (CAPA). keep learning, to enjoy
Students in grades three will take the California
Achievement Tests, too. Students in grade four also
challenge, and to
have a writing assessment as part of the California tolerate ambiguity. In the
Standards English Language Arts Test. end there are no certain
answers.
-- Martina Horner

Parents may request in writing that their child be exempted from standardized tests, but
please note that such a decision negatively affects LeConte. Schools must have at least 95%
of students participate in the tests in order to meet federal requirements under the No
Child Left Behind (NCLB) law.
Visit the California Department of Education website for complete information about
testing data by school or district. There you can find STAR data, as well as how this data
translates into Academic Performance Index (API) and Adequate Yearly Progress (AYP)
scores for schools.
API data is found at http://api.cde.ca.gov/reports.asp
AYP data is found at http://ayp.cde.ca.gov/reports.asp
You can also compare schools and find other information at www.greatschools.com
How Can I Help my Child Do His/Her Best During Testing?
Start with good communications. When your child’s class is preparing for its annual stand-
ardized testing marathon, let your child know that, while you hope s/he does their best on
the test, it’s not a competition. Explain that the results may help him/her--and the teacher-
-understand the areas where s/he might be especially strong or where s/he may need to
focus more.
Find out whether your child is feeling nervous and if so, why. Often children feel better
when they voice their fears, so give your child a chance to talk about the process. If your
child is afraid of failing or doing poorly, your reassurances will help him/her feel less fright-
ened.
Help your child practice. If your child is familiar with the format of the test, s/he’ll feel
more prepared. Ask the teacher or check your state’s Department of Education website for
some sample questions or other materials that can help him get acquainted with the test.
You can view some sample test questions at http://www.cde.ca.gov/ta/tg/sr/resources.asp.
Rest is important. You can also help your child do their best on standardized tests by help-
ing him/her to be well-rested and relaxed.
Remember, tests are used to measure how well students are learning the California content
standards. Your child is being taught this material as part of the regular school curriculum.
Talk with your child’s teacher if you have any particular concerns or questions.
It is a miracle that
curiosity survives formal
education.
--Albert Einstein

No Child Left Behind and LeConte:
What is Program Improvement?
In 2007/08 LeConte was designated a Program Improvement (PI) school. All schools
that do not make Adequate Yearly Progress (AYP) on their standardized tests are identi-
fied as PI under the No Child Left Behind Act of 2001. Only schools that receive federal
Title I funding may be entered in Program Improvement. The NCLB Act requires all
states to implement state wide accountability systems based on challenging state stand-
ards in reading and mathematics, annual testing for all students in grades 3-8, and annual
state wide progress objectives ensuring that all groups of students reach proficiency
within 12 years.
Assessment results are organized by socioeconomic status, race, ethnicity, disability, and
limited English proficiency to ensure that no group is left behind. Schools that fail to
make adequate yearly progress (AYP) toward state wide proficiency goals are subject to
improvement and corrective action measures. A school designated as PI must undertake
a multi-step plan to improve the performance of students if it did not make adequate
yearly progress for two years in a row. The steps in PI can include:
• a revised school plan,
• professional development,
• tutoring for some students,
• transfer to another school with free transportation,
• after five years, significant restructuring.
What does Program Improvement mean to LeConte?

Being placed in Program Improvement requires that LeConte must revise the school’s
two-year plan within three months, implement the plan promptly, and use 10% of Title I
school funds for staff professional development. At the same time, the Berkeley Unified
School District is required to provide us with technical assistance and to give parents the
choice to attend a public school in our district that is not in Program Improvement.
What’s being done for students who aren’t “at or above proficiency”?
In 2007-08, Principal Wilson began organizing meetings for the parents of children who
are performing below proficiency. The goal of these meetings -which will continue this
year - is to provide assistance, materials and answers to questions about how families can
support the progress of their child(ren). In addition to revising the School Site Plan for
Student Achievement, the following steps will continue improvement:
• Analyze and evaluate multiple assessments, teaching practices, attendance, and im-
plementation of the California Content Standards.
• Prioritize agreed upon strategies and resources needed to improve English language
arts and mathematics instruction.
• Continue to provide after-school tutoring by credentialed teachers for lowest
achieving students and make sure they have access to homework assistance.
• Conduct additional assessments to closely monitor progress and help students

develop goals so that they can also monitor their own progress.
• Use support staff to provide one-to-one, in-class assistance.
• Include more time for sustained, silent reading in school; and provide literature and
incentives for students to read at home.
• Support families of underperforming students to attend school daily.
• Provide workshops for parents and guardians.
How do these plans affect children who are already performing well?
Working to close the achievement gap and bring our students who are underperforming
up to a proficient level will benefit everyone, and that is our goal. The enrichment and
hands-on aspects of our current academic program (cooking, farm and garden, music,
assemblies) will not change. Enrichment and extra curricular experiences motivate and
improve engagement from all of our students and are a vital part of education that ad-
dress a variety of learning styles.
Under Program Improvement the education for all students at LeConte

will only get better.
Where can I learn more about Program Improvement?

The California State Department of Education has posted a great deal of information on
their website, including assessment reports for each school and district. You can find this
information at:
http://ww.cde.ca.gov/ta/ac/ar/index.asp
Skill to do comes of
doing.
-- Ralph Waldo
Emerson

Acknowledgments
Dear Fellow LeConte Parents & Gaurdians,
On behalf of the Site Governance Council, I am pleased to present our second

version of the LeConte Family Guidebook, created to provide parents and guard-
ians helpful information about school and community life at LeConte.
Though we’ve revised and refined many of the sections, please understand that
this Guidebook is a work in progress. We welcome any and all of your comments
to help us improve and keep it current. Please feel free to share your questions
and comments with me, Principal Wilson, any PTA officer or SGC representative.
I want to thank Principal Wilson for her unbridled energy and sincere dedica-
tion to every child at LeConte. Thank yous also to LeConte parents, Basia Lubicz,
Penny Peak, Jessica Fiedler, August Fern and Chris Martin for thoughtful contribu-
tions and valuable edits. And a special muchas gracias to Catarina Negrin for organ-
izing the translation of this year’s Guidebook into Spanish.
Have a wonderful school year at LeConte!
Sincerely,
Denise Montgomery,
Guidebook Coordinator & Parent Volunteer
Co-Chair, Site Governance Council
denisehallmont@gmail.com
510-504-9394
A good education is
the next best thing to a
pushy mother
--”Peanuts”
Charles Schultz

The wonder of teaching is watching caterpillars become butterflies.
--Anonymous

LeConte 2009-2010 Guidebook

Caricato da

Informazioni sul documento

Descrizione originale:

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

LeConte 2009-2010 Guidebook

Caricato da

Copyright:

Formati disponibili

e C o n te

Education is the most powerful weapon which you can

LeConte’s Mission Statement

• Access to highly trained and effective instructional staff,

2009-2010 & 2010-2011 1 LeConte Family Guidebook

What Makes LeConte Unique? 5

School History & What We Value at LeConte 6

Contact Info & Bell Schedule 12

LeConte Academics: What is My Child Learning at School?

LeConte Nuts and Bolts:

LeConte Community & Environment:

LeConte Family Guidebook 2 2009-2010 & 2010-2011

Volunteer Support: How Can I Participate or Help?

Family Responsibility: How Can I Help My Child Do Well in School? 56

Grading & Testing: How is My Child Assessed and Graded? 59

No Child Left Behind and LeConte:

2009-2010 & 2010-2011 3 LeConte Family Guidebook

Cheryl Wilson, Principal

Children and people are more important than paperwork.

LeConte Family Guidebook 4 2009-2010 & 2010-2011

2009-2010 & 2010-2011 5 LeConte Family Guidebook

WHEREAS, LeConte is committed to serving a multicultural student body in an

WHEREAS, LeConte demonstrates a continued commitment to the environment with

NOW, THEREFORE, BE IT RESOLVED that I, Loni Hancock, Mayor of City of

LECONTE PRIMARY SCHOOL DAY

LeConte Family Guidebook 6 2009-2010 & 2010-2011

2009-2010 & 2010-2011 7 LeConte Family Guidebook

Month Date Time Event

September 2 First Day of School

October 12 Staff Development Day (no school)

November 2-6 Parent Conferences (shortened days)

December 16 TBA Latino Heritage Event

January 4 Return to School from Winter Recess

LeConte Family Guidebook 8 2009-2010 & 2010-2011

February 1 Staff Development Day (no school)

March 16 5:45 -7:30 p.m. General PTA meeting, Dinner before

April 20 5:45 -7:30 p.m. General PTA meeting, Dinner before

May 3 State Testing Begins

June TBA Fifth Grade Promotion

* Dates in Bold indicate NO SCHOOL for students

2009-2010 & 2010-2011 9 LeConte Family Guidebook

Regular Education Teaching Staff

Grade Teacher Program Classroom

Natalia Bernal TWI 110

Kate Roberts English 102

First Grade Deborah Barer English 104

Maria Carriedo/ TWI 101

Sylvia Torres TWI 114

Second Grade Liliana Aguas TWI 106

Awilda Logan TWI 105

Virginia Louie English 103

Third Grade Lorna Cross English 203

Jeanette Gearring English 202

Susan Katz TWI 207

Fourth Grade Bessie Citrin English 205

Loraine Woodard TWI 204

Fifth Grade Luis Argueta TWI 201

Dana Blanchard English 206

TWI – Two Way Immersion- Spanish/English

LeConte Family Guidebook 10 2009-2010 & 2010-2011

Department Name Title

2009-2010 & 2010-2011 11 LeConte Family Guidebook

Early Dismissal: Wednesday only