Cuivre Park Elementary

Mission

Our Mission at Cuivre Park Elementary is to empower our students and staff to be confident, successful leaders who feel loved and supported.

Values

We follow the 8 Habits by modeling these highly effective practices

• Be Proactive
  • I’m in charge
    • Pause and respond 
    • Use proactive language 
    • Focus on your circle of control 
    • Be a transition person 
• Begin with the End in Mind
  • Have a plan
    • define outcomes before you act
    • Create and live by a personal mission 

• Put First Things First
  • Work first, then play 
    • Focus on your highest priorities
    • Eliminate the unimportant 
    • Plan every week 
    • Stay true in the moment of choice
• Think Win-Win
  • Everyone can win 
    • Build your emotional bank account 
    • Have an abundance mentatlity 
    • Balance courage and consideration 
    • Create win-win agreements 
• Seek First to Understand, then to be Understood
  • Listen before you talk 
    • Practice empathetic hearing 
    • Use “I” messages 

• Synergize
  • Together is better
    • Value different strengths
    • Seek third alternatives 

• Sharpen the Saw
  • Balance feels best 
    • make time, time to renew in all four areas: body, mind, heart and spirit
• Find your voice 
  • Use your talents 
    • Look for ways to help others 
    • Make the world better

 

Arrival/Dismissal

• The school day begins at 8:20 a.m. and ends at 3:20 p.m. (Students not riding buses are not to arrive before 8:00 a.m.) Car riders will enter through the front doors, while bus riders will enter through the west doors. After arriving at school, all students are to go directly to their classrooms or breakfast. If it is necessary to go elsewhere, each student should go alone after getting permission from the teacher. (As a safety measure, no student is permitted to leave the school grounds once he/she has arrived.) During dismissal (3:20 p.m.), bus riders will exit through the west doors and walk with a staff member to the correct bus. All car riders will gather in the gym, supervised by staff members, while parents remain in their vehicles. If you are picking up a student from Cuivre Park, pull down the pick-up lanes and wait for a staff member to escort each student(s) to their vehicle. We ask that all adults stay in the vehicle. Verification of the adult picking up the student is always necessary. Please have an I.D. or KIDAccount card readily available.)

• Parents/Guardians are required to notify Cuivre Park Elementary office for any dismissal changes. If you need to change your child's dismissal plan, please notify the office by 2:00 PM on standard school days. On Wednesdays or any special early release days, the deadline is noon.

• Students may not ride as a visitor on buses.

• No student is to be dismissed early except in the case of an emergency. No student is to leave school early without checking out through the office. Students leaving early must be signed out in the office by a parent/guardian or a previously designated person. No student will be dismissed after 3:00 p.m. due to transitions at the end of the day.
• The school buses leave Cuivre Park at approximately 3:30 p.m. Students may not ride a bus other than their assigned. The default dismissal for students is by bus, unless specific arrangements have been communicated to the CPE office.
• Your child should know where you are and if you will be home to receive him/her at the close of the school day or in the case of an early dismissal or some other emergency. Kindergarten and first-grade students are required to have an adult present at their designated bus stop in order to be released from the bus. If an adult is not visible to the bus driver, these students will not be permitted to exit the bus and will be returned to CPE for a parent to pick up. 

• Cuivre Park students must be accompanied and signed in by an adult if they arrive at school after 8:20 a.m.

 

The Leader in Me

The Leader in Me is a school-wide leadership-development process for both our students and staff members. It integrates timeless leadership principles into our school curriculum and culture to better prepare our students to meet the future challenges of our ever-changing world. The common language used is built around proven principle-based leadership skills found in Dr. Stephen R. Covey’s The 7 Habits of Highly Effective People.

The 7 Habits of Highly Effective People	Principles	Application Using Age-Appropriate Language for Students
Habit 1: Be Proactive	Initiative Responsibility  Choice  Accountability	You’re in Charge: “I am a responsible person. I take the initiative to make things happen. I choose my own actions, attitudes, and moods. I do not blame other people for my mistakes. I focus on the things I can influence.”
Habit 2: Begin With the End in Mind	Vision Planning  Purpose	Have a Plan: “I plan ahead. I know how to set and achieve goals. I do things that have meaning and make a difference. I am an important part of my classroom and contribute to my school’s mission and purpose.”
Habit 3: Put First Things First	Prioritization Organization  Discipline	Work First, Then Play: “ I spend my time on things that are most important. This means I say no to things that are less important. I set priorities and make a schedule. And follow my plan. I am disciplined and organized.”
Habit 4: Think Win-Win	Consideration Courage  Mutual benefit  Fairness	Everyone Can Win: “I balance courage for getting what i want with consideration for what others want. I build good relationships with others by being kind, saying I’m sorry when needed, and keeping commitments. When conflicts arise, I look for options that work for both sides.”
Habit 5: Seek First to Understand, then to be Understood	Respect Mutual understanding  Empathy	Listen Before You Talk: “ I listen to other people’s ideas and feelings. I try to see things from their point of view. I listen to others without interrupting. I am confident in voicing my ideas. I look people in the eye when talking.”
Habit 6: Synergize	Creativity  Cooperation Diversity  Humility	Together Is Better: “I value other people’s strengths and learn from them. I get along well with others, even people who are different from me. I work well in groups. I see other people’s ideas to solve problems.”
Habit 7: Sharpen the Saw	Renewal  Health and wellness Continuous improvement  Balance	Balance Feels Best: “ I can take care of my body by eating right, exercising, and getting sleep. I spend time with family and friends. I learn in lots of ways and lots of places, not just at school. I find meaningful ways to help others. I am balanced.”

School-wide Expectations

Cuivre Park Elementary utilizes The Leader in Me to focus on student ownership and accountability in expectations. Common expectations are listed in the school’s matrix below.

	Cafeteria	Playground	Hallways	Bathrooms	Assemblies	Classrooms	Bus	Virtual Learning
Be Respectful Use Kind Words Follow directions  be a good listener	Use your inside voices  Use your manners  Raise your hand	Include others, be a good sport, and take turns	Walk quietly with your hands behind your back or at your sides.	Allow for the privacy of others.	Sit quietly and listen to the speaker.	Listen & follow directions. Take care of the things you use  Treat people and property with care	Use proper language Use classroom-level voices Listen to the driver	Listen & follow adult directions  Treat people and property with care  Take care of the things you use
Be Responsible Be proactive – “ I’m in charge of me”  Admit. & accept responsibility for actions	Leave your area clean	quickly report problems Line up at the whistle	Go directly to my destination	Report any problems	Stay in the assigned seat  Put away all items at the start of the meeting	Put forth your best effort  Be prepared  Follow directions	Take all belongings with you  Get on and off the bus at your designated spot	Be on time  Be prepared  Put forth your best effort
Be Safe  I stay with my group Keep your hands, feet, and all other objects to yourself	Report spills  Stay in your seat	Use equipment appropriately Play safely and be aware of others	Face forward and walk in a straight line	Walk  Wash your hands with soap and water	Keep hands & feet to yourself	Use materials correctly  Walk at all times  Ask an adult to leave the room	Look at the driver for signals	Use materials correctly  Only access the classroom or district-approved sites
Be Accountable  Be proactive – “I’m in charge of me” Be a good listener	Pick up trash and throw it away  Follow directions  Stay in your seat	Line up quickly, quietly, and safely  Be a problem solver	Move quietly and promptly  Stay in your class	Always get in, get out, and get back  Wait patiently in line	Line up quietly  Eyes on the speaker  Listen to the speaker	Listen to the teacher  Raise your hand and wait to be called on Have a “Can do” attitude	Clean up the area Be a problem solver	Listen to the teacher  Complete all assignments  Have a “Can do” attitude

 

 

Placement Continuum

When early intervention begins, some students may very well feel like they are simply passing through a revolving door between their classroom and the buddy room. If this is the case, a couple of things may be going on. As a staff, we look at the placement of the student. Are we placing the student in the least restrictive environment where the acting out will stop? If returning to class, then we look at the steps required to get back to class. We want to be sure a student can be successful anywhere in a building they are asked to be. Thus, when they are able to own the problem and partner with adults to fix the problem, the process back to class begins. This process consists of the student spending a determined amount of time in each space on the continuum.

Least Restrictive

1. Regular Seat in the Classroom
2. Think Station in the Classroom
3. Grade-Level Buddy Room (teacher supervises the move)
4. Alternate Buddy Room (if needed) (escorted by an adult)

Most Restrictive

5. ISS/Focus Room in the Office (escorted by a principal)
6. Home

Information to keep in mind:

• This is not assertive discipline; a student will always be placed in the least restrictive place where the behavior will stop.
• Students will work their way back through the continuum before they will rejoin the school community.
•  

Behavior Actions/Consequence Levels

• Level 1: Minor Infractions, such as in-class distractions, following directions, and conflicts.
  • Consequences include, but are not limited to, loss of recess, parent conference, etc. 
• Level 2: Repeated Level 1 infractions, scuffling/fighting, bullying, theft, dishonesty, property damage, verbal assault, cellular phone misuse, etc.
  • Consequences include but are not limited to mediation, parent conference, behavior contract, loss of recess, restitution, after-school detention, in-school suspension, out-of-school suspension, etc.
• Level 3: Major threats, bullying, sexual harassment, physical aggression, drug possession, weapons, alcohol possession, cellular phone misuse, etc.
  • Consequences include but are not limited to after school detention, in-school suspension, out- of-school suspension, and any actions under the Safe School Policy Severe Clause that would require a threat assessment to be conducted.

No code of conduct policy can be expected to list each and every offense that may result in the use of disciplinary action. However, it is the purpose of the code to list certain offenses that, if committed by a student, will result in the imposition of a certain disciplinary action. Any conduct not included herein or an aggravated circumstance of any offense or an action involving a combination of offenses may result in disciplinary consequences that extend beyond this code of conduct, as determined by the principal, Superintendent, and/or Board of Education.

 

School Counselor

Our school counseling program is here to support every student’s growth - academically, socially, and as future learners and leaders! Through classroom lessons, small groups, and individual support, our school counselor helps students develop essential skills for success in school and life. 

To connect with our school counselor, please refer to the contact information on our school website.

 

The counseling program includes:

• Classroom Lessons: Our counselor leads monthly classroom lessons focused on academic success, personal and social development, and early career exploration and awareness.
• Small Group Support: Small groups provide students with a space to build skills and navigate challenges such as making friends, managing emotions, staying organized, boosting confidence, handling stress or grief, and adjusting to family changes. Groups are formed based on student needs and referrals.
• Individual Student Planning: Students are supported with transitions between grade levels and are introduced to career awareness through classroom activities and discussions.
• Individual Counseling: One-on-one support is available to help students manage emotions, develop coping strategies, and address personal or school-related concerns.
• 504 Case Management: The school counselor serves as the 504 Case Manager, coordinating plans and accommodations for students who qualify under Section 504 to ensure their individual needs are met.
• Community Partnerships: The counseling program works in collaboration with local agencies to connect families with helpful resources and referrals when additional support is needed.
• Parent Communication: Families can expect communication from the school counselor to occur via ParentSquare, email, and/or phone.

 

School-Wide Title I

A School-wide program is a comprehensive reform strategy designed to ensure that all students demonstrate proficient and advanced levels of achievement on state academic standard assessments.

A School-wide program uses its Title allocation to upgrade the entire educational program of the school in order to raise academic achievement for ALL students at the school.   No longer are students or teachers labeled “Title I,” but instead, all students and all teachers at the school use Title I dollars to improve the school’s entire academic program.

A School-wide program is built upon school-wide reform strategies rather than separate, add-on services.

Parent School Compact School-wide Title I Reading Program Learning Compact

Parent

In order to help my child be successful in school, I am willing to:

• Read stories to my child.
• Listen to my child read books on his or her reading level.
• Praise my child when improvement and effort are seen.
• Help my child study new vocabulary words learned in the regular classroom.
• Encourage my child to write every day.
• Make sure my child’s attendance at school is a major priority. 

Student

I know my education is important to me. I agree to do the following:

• Learn new vocabulary that is presented in my class.
• Try to read and write every day.
• Respect and cooperate with the other students and adults
• Turn in completed school work on time.

Teacher

The teacher understands the importance of the school experience to every student and his/her role as teacher. He or she agrees to do the following:

• Be aware of the needs of your child.
• Communicate with you regarding your child’s progress through phone calls, notes, and semester progress reports to you, the parent.
• Encourage life-long learning habits such as organization, locating necessary information, etc.
• Provide a relevant and challenging educational program.
• Provide an opportunity for you to give input into the development of your child’s educational program.

 

Student Birthdays

As part of our building wellness policy, we ask that you please not send in sugar-based treats (cake, cupcakes, cookies, candy, etc.) for your child to share with his/her classmates for his/her birthday.

Instead, we have a “birthday menu” that will be sent home with your child a week or two before his/her birthday. You and your child may pick an option from the menu and send in your selection by your child’s birthday. (For students with summer birthdays, you will be sent home menu on your child’s half birthday. This is to avoid a large number of students celebrating his/her birthday in May.  For more information, please contact the office or your child’s teacher.

While we understand that your child’s birthday is a special time, please do not have deliveries of flowers or balloons sent to school. These items cause a disruption to the school day and will need to be picked up at the end of the day. Additionally, these items may not be allowed to go home with your child on the bus

When sending in healthy treats, please send individually wrapped, store-prepared items for each child. Suggested items: fruit snacks, packaged crackers, granola bars, etc. Please refer to the “birthday menu” for choices.

Please do not send drinks, cakes, cupcakes, big cookies, or candy.

A nonfood item such as pencils or stickers is also appropriate. Please refer to the “birthday party menu” for choices.          

If you send birthday party invitations to school, please be sure to include all girls, all boys or all members of the class.  If you choose to only invite, select students from multiple classes please make other arrangements to deliver the invitations.

Water Bottles/School Wellness

We ask that students only bring water in water bottles. Students are not allowed to bring caffeinated drinks, such as soda, coffee, or energy drinks. Families are strongly encouraged to consider healthy lunch and snack options as well as to limit any candy or sugary treats at school.

Missouri Department of Elementary and Secondary Education Every Student Succeeds Act of 2015 (ESSA) COMPLAINT PROCEDURES

This guide explains how to file a complaint about any of the programs 1 that are administered by the Missouri Department of Elementary and Secondary Education (the Department) under the Every 2 Student Succeeds Act of 2015 (ESSA) . 

Table of Contents 

General Information 

1. What is a complaint under ESSA? 

2. Who may file a complaint? 

3. How can a complaint be filed? 

Complaints filed with LEA 

4. How will a complaint filed with the LEA be investigated? 

5. What happens if a complaint is not resolved at the local level (LEA)? 

Complaints filed with the Department 

6. How can a complaint be filed with the Department? 

7. How will a complaint filed with the Department be investigated? 

8. How are complaints related to equitable services to nonpublic school children handled differently? 

Appeals 

9. How will appeals to the Department be investigated? 

10. What happens if the complaint is not resolved at the state level ( the Department)? 

1. What is a complaint? 

For these purposes, a complaint is a written allegation that a local education agency (LEA) or the Missouri Department of Elementary and Secondary Education (the Department) has violated a federal statute or regulation that applies to a program under ESSA.

2. Who may file a complaint? 

Any individual or organization may file a complaint. 

3. How can a complaint be filed? 

Complaints can be filed with the LEA or with the Department. 

4. How will a complaint filed with the LEA be investigated? 

Complaints filed with the LEA are to be investigated and attempted to be resolved according to the locally developed and adopted procedures. 

5. What happens if a complaint is not resolved at the local level (LEA)? 

A complaint not resolved at the local level may be appealed to the Department. 

6. How can a complaint be filed with the Department? 

A complaint filed with the Department must be a written, signed statement that includes: 

1. A statement that a requirement that applies to an ESSA program has been violated by the LEA or the Department, and 

2. The facts on which the statement is based and the specific requirement allegedly violated. 

7. How will a complaint filed with the Department be investigated? 

The investigation and complaint resolution proceedings will be completed within a time limit of forty-five calendar days. That time limit can be extended by the agreement of all parties. 

The following activities will occur in the investigation: 

1. Record. A written record of the investigation will be kept. 
2. Notification of LEA. The LEA will be notified of the complaint within five days of the complaint being filed. 
3. Resolution at LEA. The LEA will then initiate its local complaint procedures in an effort to first resolve the complaint at the local level. 
4. Report by LEA. Within thirty-five days of the complaint being filed, the LEA will submit a written summary of the LEA investigation and complaint resolution. This report is considered public record and may be made available to parents, teachers, and other members of the general public. 
5. Verification. Within five days of receiving the written summary of a complaint resolution, the Department will verify the resolution of the complaint through an on-site visit, letter, or telephone ​​​​​​call(s).
6. Appeal. The complainant or the LEA may appeal the decision of the Department to the U.S. Department of Education. 

8. How are complaints related to equitable services to nonpublic school children handled differently? 

In addition to the procedures listed in number 7 above, complaints related to equitable services will also be filed with the U.S. Department of Education, and they will receive all information related to the investigation and resolution of the complaint. Also, appeals to the United States Department of Education must be filed no longer than thirty days following the Department’s resolution of the complaint (or its failure to resolve the 

complaint). 

9. How will appeals to the Department be investigated? 

The Department will initiate an investigation within ten days, which will be concluded within thirty days from the day of the appeal. This investigation may be continued beyond the thirty day limit at the discretion of the Department. At the conclusion of the investigation, the Department will communicate the decision and reasons for the decision to the complainant and the LEA. Recommendations and details of the decision are to be implemented within fifteen days of the decision being delivered to the LEA 

10. What happens if a complaint is not resolved at the state level (the Department)? 

The complainant or the LEA may appeal the decision of the Department to the United States Department of Education. 

ParentSquare

ParentSquare will be used for school communication, primarily with email, text, and app notifications. It automatically generates an account for each parent, using your preferred email address and phone number. We encourage you to access your account so you can download the mobile app and update your preferences on when and how you are notified. Find the app at the Google Play Store or the App Store. 

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