Buchser Middle School Student Handbook 2020-2021 Submitted

BUCHSER MIDDLE SCHOOL

1111 Bellomy Street

Santa Clara, CA 95050

Phone: (408) 423-3000

STUDENT HANDBOOK

2020-2021

Monica Stoffal, Principal

Jone Amador, Vice Principal

Gilbert Montiel, Vice Principal

Brenda Goldstein, Counselor

Tracie Wong, Counselor

Marci Van Horn, Counselor

IMPORTANT TELEPHONE NUMBERS

Main Line: (408) 423-3000

Attendance Absence Line: (408) 423-3005

Attendance Office: (408) 423-3011

Counseling Office: (408) 423-3006

Transportation: (408) 423-2063

Fax #: (408) 423-3080 or 423-3066

School Website: http://bms-scusd-ca.schoolloop.com

Parents and Students: Please read the agenda together and sign below:

Parent Signature: ____________________________ Student Signature: ____________________________

1

331411_8040

WELCOME TO BUCHSER

MIDDLE SCHOOL

MASCOT

Our mascot is the Bobcat. Our school colors are black,

white and red.

This We Believe....

All children can learn and are entitled to learn

at their maximum level.

Students want to be successful at something.

All students benefit from having at least one adult on

campus who knows them well, someone who can be a regular

point of contact and a resource for help.

The middle school is a unique institution - neither

elementary nor secondary. It has its own special place in the

education continuum and while drawing from the best of other

levels, must develop

its own identity, purpose and plan of operation.

Students do not learn subjects in isolation. They need to be

helped to see the interconnectedness of knowledge. The middle

school curriculum should be a tapestry of subject content, study

skills, and personal development skills.

The middle school curriculum must be designed to fit the

unique needs of young adolescents and have a balance of skill

development with exploration and choice.

Middle School children need to learn in a variety

of ways, including a range of teaching strategies.

A positive school climate contributes to and

reinforces learning.

Assessment of learning should be continuous, positive,

authentic and presented to students in a way that has meaning

for them and reinforces growth.

School policies should emphasize positive progress, reinforce

learning, promote a safe and

orderly environment and maintain orderly behavior.

Parents are an integral part of the education of their

children; therefore; the school welcomes parent

input and involvement.

People work best in an atmosphere where the decisionmaking

process is clear and understood by all and where to the

extent possible, people are involved in the decision-making

process.

CLASSROOM ASSIGNMENTS/

HOMEWORK:

An important goal of middle school is to help you assume more

responsibility for your own learning and academic progress.

Students should complete their class work and homework on

the due dates assigned by their teachers. It is expected that

middle school students spend approximately 20 minutes each

school night reading. In addition, the following homework

guidelines are suggested and based on students developing

regular practice to reinforce classroom learning:

Grades 6, 7, 8: 30 to 60 total minutes per day, 4 to 5 days per

week studying and completing homework assignments.

Students who find themselves "without any homework" are

expected to use the time to read for at least one half hour in

order to improve their comprehension and writing skills. If

there is no specific homework due, students should be working

on long-term assignments such as book reports or research

projects, studying for upcoming tests, or practicing to improve

skills such as reading or writing. Art, music and physical

education skills require practice and homework in order to

improve.

Homework:

Your Planner will help you organize work to be done and make

sure all assignments are done on time.

HOMEWORK BUDDIES:

Students should select a "homework buddy" whom they can call

to get assignments or help when they need it. The form below

will assist you and your child to keep a record of the homework

buddies.

HOMEWORK BUDDY – PHONE/EMAIL:

We discourage parents from planning prolonged vacations

during the school year. If this cannot be avoided, please make

arrangements for make-up work at least 1-2 weeks ahead of

time with your child's teachers. If that is not possible, be sure to

contact the teacher as soon as possible to arrange a timeline for

make-up work.

When students are having problems with their homework, they

may arrange with their teacher to get help either before or after

school.

1

Parents will have access to a web-based information system to

access grades, homework, and attendance. Information will be

available after the start of the school year. At any time during

the school year if you need assistance with a username or

password, please contact the school secretary at (408) 423-3010.

MAKE-UP WORK:

Assignments for schoolwork missed during an excused absence

must be made up by the students. It is the student's

responsibility to find out about missed assignments from a

STUDY BUDDY, or School Loop, or to request make-up work

from the teacher and to make sure it is completed within the

time allotted. If work is missed that cannot be made up, the

teacher may decide upon a suitable alternative.

Long-term Absences:

For extended absences (3 or more days), parents may request

homework from the teachers via SchoolLoop or email. Parents

are advised to phone the office to confirm that there is specific

work to be picked up before coming to school. If there is work

to be picked up, please be sure that it is picked up by 3:30 P.M.

GRADING/REPORT CARDS:

School Loop Grade Codes:

A

E

I

L

M

Absent; have 1 day per absence to submit

the completed assignment.

You are exempt from that assignment; you

do NOT have to do the assignment, it is

excused.

Incomplete assignment, partial credit.

Late work, partial credit.

You did not turn in a product; the

assignment is missing.

0 Zero Credit

Buchser has four grading periods; each approximately 9 weeks

in length (see school calendar for specific quarter end dates).

Students receive report cards through the mail four times a

year. Progress reports are also mailed halfway through the

grading period to students earning a “C-“or below, at that time.

Teacher teams are available to meet to discuss student

performance. Appointments may be made with the teacher,

team leader, team counselor, or teacher by phoning

(408) 423-3006.

IF YOU DO NOT RECEIVE A REPORT CARD WITHIN TWO

WEEKS OF A QUARTER’S END, PHONE (408) 423-3006.

STUDENT SUPPLIES/TEXTBOOKS:

Students need to have this planner, paper, pencils and pens at

all times. All students need a three-ring binder to organize their

schoolwork. Students are responsible for the condition of books

assigned to them. Textbooks and materials must be returned at

the end of the year or when withdrawing from school. Any

student who damages textbooks or any other school materials

2

or fails to return these materials will be charged replacement

costs. Fines and bills are paid in the library or the bookkeeper’s

office.

TEAMS:

GENERAL INFORMATION

To help students share more personal learning and social

experiences, there are interdisciplinary teams at each grade

level. Students are placed on teams, and each student's

individual strengths and needs are considered when his or her

program is developed.

Time is set aside each Wednesday for teachers on each team to

prepare lessons and/or meet together to discuss their students

and the program.

ATTENDANCE/ABSENCES:

Buchser Middle School has a computerized attendance system.

All absences must be excused each day they occur. When a

student is absent from school for any reason, parents or

guardians are to do the following:

Telephone the school each day of absence. Please telephone to

inform our attendance clerk of the cause of the absence. The

telephone number for the attendance office is (408) 423-3011.

The 24-hour attendance number is (408) 423-3005. Telephone

verification is acceptable in lieu of a written note.

Written notes should include the following:

Name of the student, Student ID#

Date of Absence

Reason for Absence

Signature of parent/guardian

Excused absences are: illness, medical/dental appointments

and warranted absences. Warranted absences are requested in

writing prior to the absences and approved by the principal.

Warranted absences could be for one of the following reasons:

• Observance of religious holidays

• Appearance in court

• Funeral services for member of immediate family

• Special circumstances approved at the discretion of the

principal.

According to state law, unexcused absences are considered

“cuts”. Absences that do not qualify for the above excused

absences include:

• The missing of class or school without an excused or

warranted reason whether the absence is parent or student

initiated. (this includes vacations and/or trips out of town).

• An absence for which advanced approval is necessary and

approval was not obtained before the absence.

• Absences that are not verified by parents.

• Unexcused absences may result in an office referral.

Prolonged vacations during the school year are discouraged. If

this cannot be avoided, please make arrangements for make-up

work at least 1-2 weeks ahead of time with your child's teachers.

If that is not possible, be sure to contact the teacher as soon as

possible to arrange a timeline for make-up work. Please keep in

mind that adjustments to instruction are often made daily. For

the majority of courses, it will be impossible to anticipate all

relevant assignments.

Questionable/Excessive Absenteeism: In case of

questionable or excessive absenteeism, or when a student’s total

number of absences are in excess of 10% of his/her days of

enrollment of the current school year, the district may require a

variety of reasonable methods for verification of illness,

including documentation from a physician or other health

providers. (Santa Clara Unified School District Board Policy

5300).

A truant student may not be allowed to attend after school

activities.

Dates to Remember

2020

8/13 1st day of school

9/7 Labor Day Holiday/No School

10/5 Professional Development Day/No School

10/9 End of 1 st Quarter

11/11 Veterans’ Day Holiday/No School

11/25, 26, 27 Thanksgiving Break/No School

12/18 End of 2 nd Quarter/1 st Semester

12/21 – 1/1/21 Winter Break/No School

2021

1/4/21 Professional Development Day/No School

1/18 MLK Day/No School

2/15 – 2/19 February Break/No School

3/12 Professional Development Day/No School

3/19 End of 3 rd Quarter

4/12 – 4/16 Spring Break/No School

5/31 Memorial Day/No School

6/1 8th Grade Promotion (11:30 am)

6/2 Last Day of School

6 TH GRADE

SCHOOL SCHEDULES

DAILY SCHEDULE - Mon., Tues., Thurs., Fri.

Warning bell: 8:15

1 st Per. 8:20 to 9:12

2 nd Per. 9:17 to 10:13

3 rd Per. 10:18 to 11:29

Lunch 11:29 to 12:02

4 th Per. 12:07 to 12:59

5 th Per. 1:05 to 1:57

6 th Per. 2:02 to 2:54

WEDNESDAY SCHEDULE

Warning bell: 8:15

1 st Per. 8:20 to 9:00

2 nd Per. 9:05 to 9:50

3 rd Per. 9:55 to 10:35

4 th Per. 10:40 to 11:20

Lunch 11:20 to 11:52

5 th Per. 11:58 to 12:38

6 th Per. 12:45 to 1:25

7 TH and 8 TH GRADE

DAILY SCHEDULE - Mon., Tues., Thurs., Fri.

Warning bell: 8:15

1 st Per. 8:20 to 9:12

2 nd Per. 9:17 to 10:13

3 rd Per. 10:18 to 11:29

4 th Per. 11:34 to 12:26

Lunch 12:26 to 12:59

5 th Per. 1:05 to 1:57

6 th Per. 2:02 to 2:54

WEDNESDAY SCHEDULE

Warning bell: 8:15

1 st Per. 8:20 to 9:00

2 nd Per. 9:05 to 9:50

3 rd Per. 9:55 to 10:35

4 th Per. 10:40 to 11:20

Lunch 11:20 to 11:52

5 th Per. 11:58 to 12:38

6 th Per. 12:45 to 1:25

3

TARDINESS:

School policy states a student is tardy if he/she

is not in his/her seat when the bell rings.

a. Tardies will be marked by the teacher. Students who arrive

late with a legitimate excuse, must check in with the office.

All students with excessive tardies will have consequences,

including detention, Saturday school, and/or loss of privileges.

IF THE STUDENT MISSES MORE THAN FIFTEEN

MINUTES OF INSTRUCTION TIME, UNLESS EXCUSED, IT

IS CONSIDERED A CUT. DETENTION / SATURDAY

SCHOOL IS ASSIGNED AUTOMATICALLY BY THE

OFFICE PERSONNEL.

b. Students who come to class late but have a pass from

another teacher or the office are to be excused and not

marked tardy. If a student comes to class without a pass,

he/she shall be considered tardy and appropriate action

shall be taken. Excessive tardiness may result in loss of

privileges.

c. When the student is tardy the 1 st , 2 nd , 3rd time, the teacher

will assign appropriate consequences - according to

individual teacher's discipline plan.

LEAVING OR RETURNING

DURING THE SCHOOL DAY:

Buchser Middle School is a CLOSED CAMPUS throughout the

entire school day. If it is necessary to leave campus during

school hours, students must either bring a note from their

parents to the Attendance Office before school or parents may

call a day in advance (or as soon as you are able), to let the

school know what time you will be picking up your child and to

assure a timely dismissal. Students must come into the

Attendance Office before leaving the campus and will be issued

a "permit to leave" slip; students will then be allowed to leave

the campus with their parent or guardian. Students returning

from an appointment must first check in with the Attendance

Office. Students leaving campus without school permission will

be considered truant, and subject to consequences, including

suspension. Students are considered to be under school rules

from “doorway to doorway”.

CHANGING SCHOOLS:

Students moving to a new location outside of the BMS

attendance area must notify the main office one week in

advance. The student should bring a note from a parent or

guardian stating where he or she will be attending school. The

student should be prepared to return all textbooks and school

materials and, if applicable, pay any necessary fines for lost or

damaged materials. A clearance sheet must be signed by each of

the student's teachers and the librarian, and returned to the

counseling office prior to leaving.

VISITOR INFORMATION:

Buchser welcomes adult visitors but campus safety is

paramount. If you wish to visit the campus, contact the

Principal’s Office at 423-3010 for an appointment and

orientation information. **Any parent/guardian and all visitors

must check in at the Principal’s office at any time (before,

during, or after school) each and every visit. This is a safety

protocol.

HALL PASSES AND CALL SLIPS:

When leaving a classroom, students must have a HALL PASS

signed by the teacher showing permission to be out of class.

The pass is also to be signed by the person in charge of the room

to which the student is going. CALL SLIPS are sent to

students, asking them to come to a specified classroom or to the

office at a specified time.

LOCKERS:

- No sharing of lockers

- No sharing of locker combinations

- Any student caught entering another student’s

locker or with another student’s combination may be seen

by the Vice Principal.

- Lockers are considered school property and may be

searched by school administrators.

- Use locks appropriately to ensure the safety of personal

items.

TRUANCY:

During the school day the Santa Clara Police Department will

pick up students who are off campus without proper

permission forms.

The Board of Education of the Santa Clara Unified School

District recognizes the value of regular attendance in enabling

students to profit from the school program. Students with

chronic school attendance issues will be considered truant and

in violation of the valid authority of school administration, per

SCUSD policies.

4

RESTROOMS:

Restrooms are to be used for their intended purpose. Students

may not "hang out" in or around restrooms because it results in

an inconvenience for others. Teachers are not required to

permit restroom passes during class unless medically necessary.

LUNCH:

Lunch is considered part of the school day. In order to maintain

safety and cleanliness, students must observe the following

rules:

• Form orderly lines - NO CUTTING.

• Sit on benches only, not on tabletops.

• Place all trash in containers.

• Consume all food and drink within the assigned eating

areas.

• Eating in hallways is prohibited.

• Glass containers of any kind are NOT permitted at school.

• Respect and follow direction of all supervisors/staff.

• RESPECT THE RIGHTS OF OTHERS, AS YOU WOULD

WANT OTHERS TO RESPECT YOUR RIGHTS.

• Not following these rules may lead to consequences.

CLEAN CAMPUS/RECYCLING:

How you look is important to you. How Buchser looks is

important to everyone. BMS students are proud of their school

and want it to be well cared for so that others will also be proud

of it. The appearance of our school and how it is kept have a

great deal to do with the reputation of our school. It is the

responsibility of each student to keep the campus clean and

contribute to our learning environment, our workplace.

STUDENT STORE:

Buchser's student store is open before school to sell PE clothes

and locks.

OFFICE/SPECIAL OCCASIONS

AND THE TELEPHONE:

Buchser's offices are important places of business in which all

are welcome. The office staff is happy to answer questions

about school procedures or policies. Students coming to any

office during class must have a HALL PASS OR CALL SLIP.

Parents are requested to refrain from attempting to deliver

messages to students via the office staff, except in emergency

situations. If you wish to speak to an administrator, please call

to make an appointment.

Special Occasions:

We all enjoy celebrating special occasions such as birthdays.

However, sending flowers, balloon bouquets or other gifts to

the students during school hours disrupts instruction.

Therefore, parents and students are asked to refrain from such

deliveries. If such deliveries occur, they will be kept in the office

until the end of the day.

LOST AND FOUND:

Students must assume sole responsibility for loss or damage to

any personal property left in classrooms, P.E. lockers or on

campus. BMS will try to help protect personal possessions but is

5

not responsible for them. Check the lost and found or see the

office about recently lost items. If belongings are not recovered,

immediately advise the office. The best way to assure items are

returned is to have your name in permanent ink on all articles

of clothing, books, and other personal property. If you find

something that does not belong to you, please turn it in. If you

keep something you find, it is considered stolen property.

Students who have witnessed a theft or know a student is in

possession of someone else's belongings should inform a

teacher, a counselor, or an administrator.

Lost Textbooks:

Check in the library to see if someone else has turned your book

into the library. The book must be replaced by paying for the

cost of the textbook and a processing fee. Keep your receipt. If

the book is returned at any time during the school year, a

refund will be mailed to you.

SCHOOL SAFETY AND HEALTH

EMERGENCY FORMS:

Every student MUST have up-to-date emergency information

on file in the main office. If parents cannot be reached in

emergency situations such as illness, injury or disaster, BMS

will notify the emergency contacts on the emergency form.

Students will only be released to those listed on the emergency

form.

We cannot emphasize enough the importance of keeping phone

numbers up to date. During the enrollment process, you will

complete a form entitled Emergency Release Form. We use this

information to contact you during emergencies, illness, or for

other situations involving your child. If you move, change

telephone numbers, or have another pertinent change please

inform the school registrar at (408) 423-3006. Keep in mind that

cell phone numbers are also valuable to us if you need to be

contacted.

If you should leave your student under the temporary care of

someone other than his/her guardian, PLEASE NOTIFY THE

SCHOOL REGISTRAR.

ILLNESS OR INJURY:

The nurse's office is located in Buchser's main office. It is

important to inform the office of any special health matters

concerning a student. In case of illness or injury, students must

get a pass from a teacher to go to the nurse's office. Students who

are ill need to use the office phone to call parents – DO NOT USE

CELL PHONES to call home with an illness, unless authorized by a

school official. The nurse or health clerk (if the nurse is

unavailable) will determine whether a student needs to go

home, and contact the parent or guardian or a person listed on

the student's Emergency Form. In case of a serious accident or

injury on campus, the paramedics will be contacted to administer

medical aid to students, and parents or guardians will be notified

immediately.

Medication:

If medication must be taken during school hours, the nurse's

office will provide the proper form and procedures. ALL

MEDICATIONS, PRESCRIP-TION AND NON-

PRESCRIPTION, MUST BE KEPT IN THE NURSE'S OFFICE.

P.E. MEDICAL EXCUSES:

If, for any reason, a student cannot take part in full physical

education activities, a note MUST be brought from parents or

guardian on the first day an excuse is required. The note will be

honored for three successive days. After three days, a doctor's

excuse will be required, stating the reason and the dates that the

student cannot participate. Doctor's notes should be brought to

the nurse's office before school begins.

EARTHQUAKE AND

EMERGENCY

EVACUATION:

All school staff and students participate in regularly scheduled

(and unscheduled) fire and earthquake drills. A school Disaster

Plan has been developed and is available in the school office for

review. In the event of a real earthquake or emergency, the

following steps will be followed:

1. District policy states that a reasonable effort be made to

enforce sign-out procedures. Students will be released only

to the authorized adults listed on the Emergency Release

Form at the release point only:

DO NOT PICK UP STUDENT WITHOUT SIGNING THE

STUDENT OUT AT THE RELEASE POINT - ON

TOWNSEND FIELD.

2. Parents are asked to familiarize themselves with the school

map (see inside back cover). The release point will be on

Townsend Field.

3. Students will not be released to anyone not listed on the

Emergency Form. Parents are asked to fill out the proper

names on the form of the people who are willing and able,

to pick up student if parent cannot. Divorced/separated

parents must list the non-custodial parent if he/she has

permission to pick up the student.

4. STUDENTS WILL NOT BE SENT HOME BY

THEMSELVES (per district policy).

GOOD MENTAL HEALTH:

Early adolescence is a time of many changes: physical,

intellectual, social and emotional. If you feel confused and

sometimes overwhelmed, you’re not alone. Buchser’s principal

and vice-principals, counselors, administrators and staff are

available to help students who have concerns. Through the

school’s counseling program and Wellness Center, students,

teachers, or parents may refer themselves or a friend for

counseling. Counseling may be provided on an individual basis

or in small groups.

COMING AND GOING:

Bicycles:

Ride with the flow of traffic in marked bicycle lanes whenever

possible. Buchser provides a fenced-in bicycle and skateboard

area. If you use the bicycle area, be sure to lock your bike to the

racks provided. Each bike must have its own chain and lock.

BICYCLES AND SKATEBOARDS MAY NOT BE RIDDEN

ANYWHERE ON CAMPUS. BMS TAKES NO

RESPONSIBILITY FOR THE THEFT OR VANDALISM OF ANY

BIKE OR SKATEBOARD BROUGHT TO SCHOOL. BIKES

6

SHOULD BE LICENSED OR MARKED TO BE EASILY

IDENTIFIED. Additionally, all riders of bikes, scooters, and

skateboards under the age of 18 must wear a helmet (Vehicle

Code 21212.) The same rules and guidelines apply to

skateboards and scooters.

Skateboards/Rollerblades/Scooters:

SKATEBOARDS, ROLLERBLADES, AND SCOOTERS, AND

MOPEDS ARE NOT ALLOWED TO BE USED ON CAMPUS.

THEY ARE TO BE LOCKED IN STUDENT LOCKERS OR IN

BIKE RACK UPON ARRIVAL.

Cars:

Avoid gridlock! Parents who drive students to school or who

pick them up after school must adhere to the posted parking

signs. Parents are encouraged to use the designated drop off

areas on Jackson, Market, or Washington Streets.

AUTOMOBILES/PARKING LOT:

1. Parents who bring their children to school or pick up their

children after school should use the loading zone on

Jackson, Market, or Washington Streets.

2. Students are not permitted to play in the parking lots.

3. Visitor parking and parking for parents with business in

the office is available behind the Main Gym off of

Washington Street.

FOR YOUR CHILD’S SAFETY, PLEASE DO NOT DROP OFF

YOUR CHILD IN THE STAFF PARKING LOT.

TRANSPORTATION

RIDING THE SCHOOL

BUS IS A PRIVILEGE:

School Buses are provided for students who live within the

authorized bus range. Each student who is riding the school

bus must have an application submitted by his or her

parent/guardian to the transportation department at the

beginning of each school year. Upon completion of the

application, a bus pass will be provided to the student.

Applications and information will be provided upon new

student and back-to-school registration. Section 14103 of the

California Administration Code holds the driver fully

responsible for student conduct on the school bus. It is

important that students KNOW AND FOLLOW the rules and

regulations for riding the bus safely.

*Upon arrival, students must remain on campus*

Violations are subject to consequences,

including suspension

To insure EVERYONE'S safety, ALL students:

1. Must board the bus in an orderly way and take seats

assigned by the bus driver.

2. Must follow all directions given by the bus driver.

3. Must not bring potentially harmful objects such as glass,

knives, or scissors, or animals other than a Guide Dog onto

the bus.

4. Must not eat or drink while riding the bus.

5. Must keep the aisles clear of books, lunches, and

belongings as well as hands and feet.

Windows and emergency doors must remain closed unless

driver requests that they be opened. NO PART OF THE

STUDENT’S BODY MAY EXTEND OUTSIDE THE

WINDOW

6. Must remain seated while the bus is moving.

7. May talk quietly on the bus to others who are seated nearby

but must remain silent at railroad crossings.

8. Cannot engage in actions which jeopardize the rights of, or

threaten the safety of others, or divert the driver's attention

from operating the bus including:

a. fighting on the bus or at the bus stop

b. using profanity or obscene gestures

c. destruction of property - personal or school

d. lighting of matches or lighters

e. use of tobacco products or vape products

f. discourteous behavior or acts of defiance

against the bus driver’s authority.

g. throwing rocks or other objects in the bus or

at the bus stop

CONSEQUENCES FOR FAILING

TO FOLLOW BUS RULES:

A bus conduct report is sent to the parents by the district

transportation department. For behavior that does not follow

the above rules the following consequences may occur:

1. A warning

2. Temporary loss of bus privilege

3. Student loses bus transportation privilege

CAMERAS ON CAMPUS AND

SCHOOL BUSES:

In January of 2006, audio and visual recording systems were put

into operation on all SCUSD buses. By placing your student(s)

on a SCUSD School Bus, you consent to the audio and video

taping of your student(s). All school buses equipped with this

recording system have notices prominently displayed at the

entrance to the bus advising riders of the presence of cameras

and that they will be videotaped. This camera monitoring

system assists in the support of safety for students and staff

while on SCUSD School Buses. Additionally, security cameras

are also in place on Buchser’s campus.

STUDENT PROGRAMS

WELL ROUNDED STUDENTS:

A great deal of emphasis is placed on student activities at

Buchser. Early adolescents should not only grow intellectually,

but physically, socially and emotionally as well. We encourage

ALL of our students to become involved in the variety of

activities offered. We believe that students who participate in

any activity can more closely identify with the school and

therefore develop feelings of commitment and pride for

Buchser. The student who becomes fully involved at school

does so outside of class as well as in.

HONORS, RECOGNITIONS,

AND AWARDS:

Honor Roll:

The names of students who have achieved academic excellence,

a grade point average of 3.0 or higher, are posted in the main

office each quarter. Please note, a student who has more than

one N (needs improvement) or a U (unsatisfactory) in

behavior/citizenship, or a letter grade of D or F will NOT be on

the Honor Roll.

Special Recognition is given to students who earn all A’s or a 4.0

G.P.A. This prestigious award is called the Principal’s List.

Awards:

The Buchser Awards Program is held annually honoring those

students who have excelled.

End of Year Awards:

1. Team Academic Awards: Teachers of each team weigh

academic achievement and personal effort for department

specific awards.

2. Bobcat Awards: Teachers of each team consider academics,

improvement and/or citizenship. Bobcat Awards typically

go to students who are considered Ambassadors for

Buchser.

3. President’s Silver Award for Educational Achievement:

Awarded by the President of the United States to eighth

graders who have demonstrated outstanding educational

growth, improvement, and/or development in their

academic subjects and have maintained a GPA of 3.5 grade

point or higher all three years in middle school.

4. President’s Gold Academic Excellence Award: Awarded

by the President of the United States to eighth graders who

have earned a 3.8 grade point or higher over all three years

in middle school.

Promotion Ceremony:

At the end of the year, Buchser has a Promotion Ceremony for

the eighth grade students. Students must meet academic

requirements and behavior standards to participate. This is an

honorary ceremony. All eighth grade students being promoted

and their families are invited to attend. All students who

participate in the promotion ceremony will wear a promotion

gown. Specific information regarding Promotion and

Promotion gowns will be mailed and emailed home in March.

Student of the Month:

Academic teams select outstanding students each month.

Students are selected on the basis of good citizenship and

academic achievement.

Bobcat of the Week:

Weekly, teachers will recognize students for their achievement

of the Bobcat Workplace Skills, in addition to pursuing

academic goals in the classroom.

7

STUDENT ACTIVITIES

Policy for Participation in Extracurricular Activities

Students participating in extracurricular activities must

maintain Buchser’s attendance, behavior, and academic

standards. Students are expected to maintain state standards

and have zero suspensions. Students with one or more F grades

may be placed on academic probation until grades improve to a

C or better. Students who have chronic issues with behavior

and/or grades may be cut from the team. Students with ten

(10) or more schoolwide tardies during any one quarter may be

ineligible for participation in sports or other activities.

Students who are absent may not attend after school activities

that day.

After School Sports:

Intramural activities in various sports are available Monday,

Tuesday and Thursday after school. Sports offered include

volleyball, soccer, basketball, track, and wrestling.

Lunchtime Activities:

Buchser ASB (Student Council) plans lunchtime competitions

and activities, enjoyed by participants and spectators alike.

Some favorites may include: Halloween costume contests, trivia

contests, Turkey Trot, and a talent showcase.

Yearbook:

Students interested in working on the yearbook make a

significant time commitment. Students have rewarding

experiences with photography, writing, editing, layout, and

graphics. Yearbooks are offered at a bargain price in the fall and

are sold throughout the year for delivery in June.

ASB Student Leadership and Council:

Representatives from the 6th/7th/8th grades make up

Buchser's Student Leadership Council. These students help plan

noontime activities, dances, socials, Spirit Week, Make-A-

Difference Week, and many special day activities.

Team Trips:

Grade level teams plan field trips. These trips are designed to

build team spirit, improve students’ social skills, and foster

positive working relationships between students and staff.

Students choosing not to follow school/class rules may not be

eligible to participate, even after tickets have been purchased.

Assemblies:

Occasionally, programs are offered in assemblies scheduled

throughout the year. Students must be seated in assemblies by

class and will be monitored by their teachers. Appropriate

audience behavior is expected.

event; tickets are not sold at the door. Students must be picked

up immediately following the dance or social. 7 th and 8 th grade

dances are usually held from 7:00 to 9:00 P.M. 6 th grade socials

are usually held from 3:30 to 5:30 P.M.

SSR-SUSTAINED SILENT

READING:

The purpose of this 20-minute silent reading period is to

provide uninterrupted quiet time for pleasure reading. SSR is

intended to foster a love for reading and provide increased time

for reading. Students should bring appropriate reading

material to class (books, magazines, comic books, newspapers,

etc.).

Students will not be released to the health office during SSR

except for an emergency.

COUNSELING SERVICES:

Buchser counselors are available to assist both parents and

students in all aspects of school life and should be contacted

whenever there is a question regarding adjustment to school or

with student/teacher relationships. They are also available to

discuss course offerings and academic

programs.

The Wellness Center will offer their services again this year.

The program provides short-term individual, group and family

counseling and referral services to middle school students and

their families. Adolescence can be a difficult time for young

people and their families. Brief counseling can often help a

student and/or his/her family look for the cause of the

problem, find alternative ways to alleviate it, and then decide

on a course of action that will lead to growth. Any student or

parent who has concerns he/she would like to discuss can call

the Wellness Center at (408) 423-3127.

EXPECTED BEHAVIOR

* Be Respectful * Be Safe * Be Responsible

Please Be Aware: Students are responsible for knowing and

following the rules; not knowing a rule does not exempt a

student from consequences. The following is a list of expected

student behaviors and consequences for rule violations.

However, the list is not to be considered all-inclusive for all

violations. It should be noted that continued abuse, not

listening to advice, counsel, or warnings will be considered

defiance and will result in more serious consequences.

Dances and Socials:

School dances and socials may occur throughout the year.

Students assist in the planning process. Announcements

describing specific dates are included in the daily

announcements. These events are open to Buchser students

only. Students may lose the privilege of attending based on

academic grades, citizenship, or attendance. Attendance

includes tardies throughout the day; students with excessive

tardies are at risk of losing privileges. Students from other

schools or former Buchser students may not attend. An

admission charge is collected to cover the costs of music and

refreshments with tickets sold during lunch the week of the

8

331411_8040

CONSEQUENCES FOR

RULE VIOLATIONS

When students choose to disregard rules on campus (in the

classroom, during lunch, passing periods, before and after

school) the following actions may be taken:

1. Phone conference with parent or guardian

2. A written assignment or apology

3. Confiscation of property

4. After school or lunch detention

5. Campus clean-up

6. Team problem solving conference with parent

or guardian (i.e. student monetary restitution)

7. Teacher Suspension from classroom

8. Saturday School

9. Administrative Action

10. APC or at-home Suspension

11. Eliminate participation in activities, including

sports

12. Referral to School Attendance Review Board

13. Expulsion/Administrative hearing

Routine or low-level discipline incidents are typically handled

“in-house”. If students do not respond appropriately to

teacher-desists, parents will be contacted.

DETENTION PROCEDURES:

CLASSROOM DETENTION

- Assigned by teacher

- Parent notified by teacher

- Student is expected to serve on the assigned

day.

- If a student is absent, the detention must

be served the day he/she returns.

- If student does not attend the classroom

detention, this will result in a phone call home

and an office referral.

OFFICE DETENTION

School-assigned detention is held after school on Tuesday and

Thursday. Whenever possible, students will be notified one day

prior to their assigned detention.

Failure to attend the assigned day may result in a Saturday

School. If the student is unable to attend on the day assigned

due to illness or emergency, the parent must phone the

attendance office by noon on that day. The student will be

required to serve the following detention day or he/she may be

assigned a Saturday School. Extracurricular activities such as

ballet recitals, any sports activities, etc., are not valid excuses to

miss an assigned detention.

SATURDAY SCHOOL:

To the extent that it is possible, Saturday School is held one

Saturday per month from 8:00 am to 11:00 am.

Students are notified of their attendance at Saturday School a

letter given to them before the assigned date. The student is

expected to give the letter to the parent for notification.

Students and parents are required to sign the Saturday School

letter to indicate that they comply with the guidelines and

9

return the signed letter to the Attendance Office. Failure to

attend the assigned day may result in a suspension. If the

student is unable to attend on the day assigned due to illness or

emergency, the parent must phone the 24-hour Attendance

Office Phone Line at 423-3005.

The student is required to serve the following Saturday School

or he/she may be suspended.

EXTRACURRICULAR ACTIVITIES such as ballet recitals,

any sports activities, etc., are NOT valid excuses to miss an

assigned Saturday School.

SUSPENSION:

All students are expected to observe accepted standards of our

society. There is good cause to suspend a student who exhibits

continued and willful disobedience, uses habitual profanity, is

openly or persistently defiant of school personnel, uses or

possesses tobacco, drugs, or alcohol or any controlled

substance, violates sexual harassment laws, violates the handsoff

policy, or assaults another student. (California State

Education Code, Sec. 48900)

TEACHER SUSPENSION:

(Ed. Code #48910) A teacher may suspend any pupil from the

teacher's class for the day of the suspension and the day

following. The teacher shall immediately report the suspension

to the office and send the student to the office for appropriate

action. The teacher will contact the parent/guardian.

As soon as possible, the teacher will arrange for a parentteacher

conference regarding the suspension. Whenever

practical, a school counselor shall attend the conference. A

school administrator shall attend the conference if a teacher or

parent so requests.

ADMINISTRATIVE SUSPENSION:

(Ed Code #48900)

Discipline at Buchser will be administered with firmness,

fairness, and consistency. When a student is suspended on

multiple occasions, every effort will be made to hold a parent

conference (in person or by phone) with an administrator.

When a student returns from suspension, it is the responsibility

of the student to find out what work has been missed and make

it up within a reasonable amount of time or receive an "F" for

the missed assignments. “Reasonable” may be defined by

individual teachers.

A student that is suspended, by law may not come on or near

the school campus. Students may be ineligible for participation

in school activities, including sports, end of year, and/or

Promotion activities for 45 school days following a suspension

from any comprehensive site.

Failure to adhere to this regulation may result in additional

disciplinary action, including arrest.

We realize that the parent has a great responsibility in the area

of discipline, and we will keep you informed of your child's

progress toward self-discipline. We feel it is important for the

school and parent to work together toward this goal.

FIGHTING IS PROHIBITED:

Students are to seek the right help for conflict resolution

through the counselors, teachers, or administrators to discuss

problems they are having with other students. The office is

always open to discuss problems between students. State law

requires the principal to recommend a student's expulsion for

causing serious physical injury to another person, except in selfdefense.

“Fight clubs” or “body boxing” are strictly prohibited and

violators are subject to the same consequences as a fight.

Consequences:

1. Suspension of 1 to 5 days or Saturday

School may be assigned

2. Continued fighting may result in a

5-day suspension and possible

police contact

3. Parent contact

4. Expulsion

Parent Signature/date:__________________/_____

EXTORTION, BLACKMAIL THREATS

UPON OTHER STUDENTS:

State law requires the principal to recommend a

student's expulsion for robbery or extortion.

Consequences

1. Detention

2. Suspension of 1 to 5 days

3. Parent contact

4. Police report

5. Expulsion

REFUSAL TO OBEY

SCHOOL AUTHORITY – DEFIANCE:

Students are expected to follow the instructions of the teachers

and staff. If a student disobeys ANY school employee, either by

action or word, he/she

will be considered defiant.

Consequences:

1. Parent contact

2. Detention

3. Saturday School

4. Loss of dance/social privileges

5. 1 to 5 day suspension

6. Possible hearing

PROFANITY:

Students are not to use profane or vulgar language. Swearing

will not be tolerated. The circumstances will determine if more

severe consequences are needed. Profanity is also prohibited in

written messages, including text messages. Derogatory names

are strictly prohibited.

HARASSMENT/SEXUAL HARASSMENT:

Harassment/Sexual Harassment is prohibited by law and by

Santa Clara Unified School District Policy 5410.

Harassment/Sexual Harassment may include, but is not limited

to one or more of the following:

1. Unwelcome leering, sexual flirtations or propositions.

2 Unwelcome sexual slurs, epithets, threats, verbal abuse,

derogatory comments or sexually degrading descriptions.

3. Graphic verbal comments about an individual’s body or

overly personal conversation

4. Sexual jokes, stories, drawings, pictures or gestures.

Sharing or sending pornographic images is prohibited.

Possession of underage pornography is a felony.

5. Spreading sexual rumors.

6. Teasing or sexual remarks about students enrolled in a

predominantly single-sex class.

7. Touching or purposely bumping an individual’s body or

clothes in a sexual way.

8. Purposefully limiting a student’s access to educational

tools.

9. Cornering or blocking of normal movements.

10. Displaying sexually suggestive objects in the

educational environment.

11. Writing obscene graffiti.

The district prohibits retaliation against anyone who complains

about or participates in harassment/sexual harassment.

Complaints of harassment/sexual harassment shall be promptly

investigated and will remain confidential. A student who feels

that he/she is being harassed should immediately contact an

adult:

Principal

Vice Principal

A School Counselor

A teacher

Consequences

1. A warning and counseling

2. Parent contact/conference

3. Detention

4. Saturday School

4. Suspension

5. Expulsion

LOITERING:

Students are not to loiter in front of the school, near the office, in

the faculty parking lot, or in the parking lot in front of the gym

after school hours. Loitering is also prohibited in the locker

corridors and around the bicycle compound area. Students are

expected to clear the building and campus by 3:10 PM unless

they are staying for clubs, meeting with teachers, Homework

Club, sports, rehearsals,

or test make up.

Consequences

1. Warning and counseling

2. Detention

10

VANDALISM/TAGGING:

Writing on the walls or destroying school property or the

property of others will not be tolerated. Depending upon

circumstances, a police report may be made.

Consequences:

1. Parent contact

2. Clean up, Detention, Restitution

3. Suspension

4. Police report

THEFT:

Students have the responsibility of taking care of their own

possessions. Lockers should be secured and only necessary

school items kept in them. Do not leave money in lockers!

Make sure that bicycles are locked in the school compound. Do

NOT share lockers or your locker combination. Theft is a

serious violation of the law and will be dealt with severely.

While Buchser is not responsible for lost or stolen items, we

make reasonable efforts to recover lost or stolen property.

Consequences

1. Parent contact

2. Suspension of 1 to 5 days

3. Police report

4. Possible hearing

GAMBLING:

Any form of gambling will not be tolerated.

Tossing of coins is prohibited.

Consequences

1. All monies will be confiscated and donated to charity

2. Parent contact

3. Detention may be assigned

4. Suspension/Police contact

GIVING FALSE INFORMATION:

Students are to properly identify themselves to ALL school

employees. Students are not to forge notes nor falsify any

information concerning school.

Consequences

1. Parent contact

2. Detention, Saturday School, or Suspension

APPROPRIATE RELATIONSHIPS:

It is important to understand what is appropriate behavior and

what is deemed inappropriate. School District policy is

definitely one of "hands-off". Holding hands, arm-in-arm,

hugging, and kissing are not appropriate in school.

Consequences

1. A warning and counseling

2. Parent contact

3. Detention, Saturday School, or Suspension

HAZING/BIRTHDAY BASHING:

It is against the law (E.C. 32051) for a student to engage in ANY

hazing activity or threaten to engage in any activity that is likely

to cause bodily harm or personal degradation to another

student. Threats of birthday bashing or other forms of hazing

should be immediately reported to the office. Students are not

to use any food, water or physical violence etc., or in any way

embarrass a student on his/her birthday or at any other time.

Consequences

1. Parent contact

2. Saturday School

3. Suspension

4. Loss of social or dance privileges

5. Possible Police referral

CELL PHONE USAGE

Cell phone use is allowed before and after school, and during

lunch, in designated areas. The school policy is as follows: (see

page 15 for more details)

Students who are ill need to use the office phone to call parents – do

not use cell phones.

Students who violate the cell phone policy may lose their

phone until a parent/guardian picks it up.

Buchser Middle School is not responsible for students’

electronic equipment that is lost or stolen.

SKATEBOARDS:

Skateboarding is to be done on student time at home, never on

school property. Gopeds, “wheelies”, scooters, and skates are

considered at Buchser to be transportation to and from school

only.

Therefore:

1. Wheeled transportation is to be put in a student’s locker as

soon as he/she comes to school, just as bikes are put in the

bike rack. Skateboards are NOT to be taken to classes or

carried around on campus.

2. There is no skateboarding on campus at any time. The

campus extends to the sidewalks around the campus and

across the street including down Bellomy to and at the bus

stop on Monroe. Neighbors do not want skateboarding in

front of their houses; we want to honor their requests.

3. Skateboards, scooters or "wheelies" are not allowed on

campus if a student is not using it for transportation. No

student should be waiting for a parent and have a

skateboard at the same time.

4. As with bicycles, as soon as school lets out, students should

be walking their skateboards to the edge of campus and

skateboarding home--not waiting around and practicing

techniques.

5. The school has jurisdiction over student behavior to and

from school and will take appropriate action if

skateboarders violate any laws during this time as we do

with bikes. This includes skateboarding on private

property.

6. Any violations of these rules will be dealt with as we deal

with electronic equipment or similar items. The skateboard

will be taken to the Vice Principal and returned ONLY to

the parent.

7. Defiance by any students who will not give up their

skateboards will be referred to the Vice Principal for a

Saturday School.

11

DRESS:

Students are expected to dress appropriately for school.

Neatness, cleanliness, and simplicity are the keys to good

grooming. A student's appearance should not attract undue

attention. Students are not allowed to wear solid red or blue t-

shirts or sweatshirts unless the logo is clearly visible. Footwear

MUST be worn at all times. Slippers, flip-flops, and open-toed

shoes are not considered footwear. Students are not allowed to

wear sleep attire. The dress code applies at school and at all

school activities such as dances and field trips. Any student

wearing, carrying or physically displaying gang paraphernalia

or making gestures that symbolize gang membership shall be

referred to the vice principal. Students who repeatedly violate

the dress code will have consequences, including suspension.

Chains/Wallets: No chains and no chains attached to wallets

Pants, Dresses, Skirts, Shorts: Students may be sent home

immediately if shorts/skirts/dresses are too short or if tops are

worn that have spaghetti straps, are strapless, backless, reveal

any bare mid-section or are generally worn as undergarments.

No “sagging”. Waistband must be above hipbones and cannot

be more than 3 inches larger than the student’s waist. Zip ties

will be provided to those students who have a difficult time

keeping pants at waist high. Belt ends must be tucked in (not

hanging). Short shorts are not allowed. Dresses, shorts, & skirts

must be 1-inch below the end of fingertips. While pants with

shreds are discouraged, shreds/holes must also be 1-inch below

the end of fingertips.

Hats: Logos must be school appropriate; no writing on bill. No

hats inside buildings. Hats are permitted outside the buildings.

Tops: Appropriately cover the torso. Halters, bare midriffs,

tank tops, including muscle shirts & sleeveless jerseys, spaghetti

straps are not allowed.

Bandannas: Not allowed.

Binders, Book covers, Backpacks, Clothing: Only school

appropriate logos.

Writing: Any item with words or pictures in bad taste are not

allowed. Clothing, jewelry, book covers, stickers/patches that

promote or advertise weapons, drugs, alcohol or tobacco are

prohibited. Clothing with questionable language or symbols is

not allowed. Slang terms for drugs, alcohol, or weapons are

forbidden.

Consequences

1. Student may be told to change to

appropriate dress provided by school or to

wear PE clothes.

2. The student may be sent home to change

their clothing

3. Parent contact

4. Continued violations will result in

detention, Saturday School or suspension

Since it is impossible to predict fashion trends, Buchser

Middle School reserves the right to ban/restrict clothing

and/or accessories deemed inappropriate for school.

The final authority for what is “work place” appropriate,

safe and clean, and non-disruptive shall rest with the

school administration. The school administration

reserves the authority to establish their own standards of

dress and appearance, which is in compliance with the

SCUSD Board Policy BP 5132.1.

DISRUPTION OF CLASS OR SCHOOL

ACTIVITIES/HORSEPLAY:

Consequences

1. Parent contact

2. Detention

3. Saturday School

4. Suspension

PROHIBITED AT SCHOOL:

The following are NOT permitted on the school campus or at

any school activity:

- all weapons, imitation weapons, or devices that may be

used to harm or intimidate others, including Air Soft pellet

and water guns.

- matches, lighters, firecrackers, or fireworks,

including smoke bombs, stink bombs, or

explosives of any kind.

- Earbuds are not to be used during the school day (except

for testing purposes). Any media devices used for

videotaping or texting may be confiscated and returned to

a parent/guardian. The student may also be suspended,

particularly for gross offenses or with repeat offenders.

Refer to policies regarding

media devices/cell phones.

- toys, including electronic games and squirt

guns, cell phones being used for any purpose

during school hours.

- permanent markers, “Sharpie” type

markers, aerosol spray cans, pump sprays, glue of any

kind, spray deodorant, or spray cologne

- laser pointers

- alcohol and tobacco, Vape Pens, e-cigarettes,

“Juuls”, or “wax”

- slam books

- water balloons

GUM AND SUNFLOWER SEEDS

SELLING PRODUCTS ON CAMPUS:

Students are not permitted to sell any products on campus

unless approved by Administration. Students are not to chew

gum or to bring sunflower seeds to school.

Consequences

1. Items confiscated

2. Warning

3. Parent contact

12

PROHIBITED ITEMS WILL BE CONFISCATED AND NOT

RETURNED UNTIL THE END OF THE SCHOOL YEAR OR

UNTIL A PARENT CLAIMS THEM. UNCLAIMED ITEMS

WILL BE DONATED.

STUDENTS WHO KNOW OF ANYONE IN POSSESSION OF

ANY OF THE ABOVE OR HAVE INFORMATION ABOUT

ANY OF THE ABOVE BEING ON CAMPUS SHOULD

REPORT TO AN ADULT IMMEDIATELY.

THE ABOVE INFRACTIONS, CONSEQUENCES AND

ALTERNATIVES LISTED ON THE PREVIOUS PAGES ARE

GENERAL GUIDELINES THAT THE SCHOOL WILL

FOLLOW IN SOLVING DISCIPLINE PROBLEMS.

STUDENTS AND PARENTS ARE TO NOTE THAT IN CASES

INVOLVING EXTENUATING CIRCUMSTANCES, AS SO

DETERMINED BY THE SCHOOL, CONSEQUENCES MAY BE

REDUCED AS WELL AS INCREASED. IT SHOULD ALSO BE

NOTED THAT STUDENTS WHO HABITUALLY VIOLATE

SCHOOL RULES WILL RECEIVE MORE SEVERE

CONSEQUENCES FOR THEIR BEHAVIOR.

SCHOOL RULES APPLY GOING TO AND FROM

SCHOOL, INCLUDING PUBLIC TRANSPORTATION

PARENTS WILL BE REQUIRED TO PROMOTE

COOPERATION AND AGREEMENT BETWEEN THE

HOME SCHOOL AND SCHOOL IN AN ATTEMPT TO

DEVELOP CITIZENSHIP AND HIGH STANDARDS OF

BEHAVIOR WITHIN OUR DEVELOPING

ADOLESCENTS.

------------------------------------------------------------------

MIDDLE SCHOOL

ACADEMIC ASSISTANCE

AND PROMOTION POLICY

School Review Committee

On a case-by-case basis, the principal and review committee

shall be responsible for establishing a process to determine

which educational options are available to students who have

not met these standards.

Academic Assistance

Based on availability of funding, a comprehensive four week

summer program, or a mutually agreed upon alternative, shall

be required for sixth and seventh grade students who have not

met the district promotion standards.

Based on availability of funding, students who have not met the

academic standard for eighth grade and who do not comply

with the recommendations of the School Review Committee or

do not successfully complete the six week summer program or

alternative will be assigned to an alternative ninth grade

program or retained in the eighth grade. Students who fail

multiple years will be recommended to attend summer school

and an alternative high school.

Homework Club

Each team provides a Homework Club at least once a week. It

is an opportunity for students to complete assignments, make

up work and get assistance from the teacher. Homework Club

hours are 3:00 to 4:00 pm. The day of the week varies by team.

End-of-the-Year Activities

To be eligible to participate in end of the year activities,

including the eighth-grade promotion ceremony, students must

meet the District Academic and Attendance standards during

that year. Students may be excluded from participation due to

disciplinary infractions. Students may be ineligible for

participation in school activities, including end-of-year and/or

Promotion activities for 45 days following a suspension.

Students who have donated for non-refundable field trips and have

been suspended will not receive a refund.

It is the intent of the district to provide a high quality middle

school experience. That experience should also prepare

students adequately to move on to a successful high school

career. Effort should be made to ensure that students promoted

from one grade to the next in middle school and from 8th grade

to 9th grade in high school have met established standards.

Additionally, students in jeopardy of not meeting these

standards should receive additional support, opportunity and

assistance to help them prepare to success at the next grade

level.

Academic Standard

Middle school students must earn 75% passing grades each

year: 18 of 24 possible quarter grades. (The Academic Standard

will change to reflect 8th Grade Exit Standards once established.) If a

student fails two years of middle school, he/she may be

recommended for retention.

Attendance Standard

Middle School students must be in attendance at least 85% of

the days in each school year.

13

14

Buchser Middle School

Mobile Devices/Cell Phone Policy

Mobile devices/cell phones are allowed at Buchser; however, anyone in possession of a mobile device/cell

phone must adhere to the following policy:

All mobile devices/cell phones are to be powered down and put away, out of sight, during instructional

time, between periods, and inside buildings, unless a teacher (or other adult) directs students to use their

phone for instruction or other purposes.

Pictures or videos taken using mobile devices/cell phones are not allowed to be taken or shown

anywhere on campus at any time unless under the direct supervision of a teacher or supervising adult. If

permission to take pictures or videos is granted to a student and any of those images are used for any

unauthorized purpose, including, but not limited to, bullying and cyber-bullying, all students connected to

the violation will be subject to the usual consequences for inappropriate use of mobile device/ cell phone

images. Taking and/or uploading unauthorized photos and videos of staff is also considered an “unauthorized

purpose.” Students are also forbidden from sharing all inappropriate media with anyone connected with the

school.

Any use of a mobile device/cell phone in a teacher’s room is ultimately at the discretion of a teacher. All

staff are authorized to confiscate electronic devices whenever there is suspicion of unauthorized use.

Violation of the mobile device/cell phone policy is subject to consequences at the discretion of the teacher

or administrator and may include, but are not limited to:

• Confiscation of the device until end of the class or school day

• Contacting parents

• Detention

• Confiscation of the device to be given to an administrator

If the presence of a mobile device/cell phone in any way distracts or disrupts the climate or instruction at any

time during school hours, the above consequences may apply.

Earbuds and headphones need to be put away during the school day. The above consequences also apply to

these listening devices. Speakers/amplified sound systems are not allowed; this includes the speakers from

mobile devices/cell phones.

Electronic devices may not be used for illegal or unauthorized activity. If a student uses his or her mobile

device/cell phone to harass, influence or intimidate another student in any way, the student will be held

accountable per the school's harassment/sexual harassment policy, possibly including calling outside

authorities such as local law enforcement.

For the purpose of safety and to facilitate accurate attendance, all phone calls home during the instructional

day must be made from the office. Students who need to go home due to illness must make phone calls from

the office. This is a mandatory safety protocol.

June 2018

15

Buchser Middle School

Mission Statement

Buchser Middle School is dedicated to creating contributing citizens who are life-long

learners.

Vision Statement

At Buchser Middle School, we strive to:

Provide a Strong Focus on Academics

• We have a knowledgeable, creative staff that promotes a challenging, rigorous curriculum for

all students.

Support Cultural Literacy and Academic Diversity

• We create diverse learning experiences that raise awareness and tolerance of others, and

include a wide variety of activities, both curricular and extra-curricular, to address the

interests of our students.

Foster a Positive School Environment

• Our school is a physically and emotionally safe place that promotes student learning.

Promote Respectful Communication

• Our school has a strong sense of community to support student success, which we convey

through respectful communication.

Develop the Whole Child

• Our school fosters a safe, healthy, engaging, and challenging environment to promote

students’ social and emotional progress during adolescence.

Target Areas of Growth Goals:

1. Literacy

2. Mathematical

3. Special Education and English Language Learners

4. Professional Development

5. Whole Child

16

331411_8040

The Bobcat Workplace Skills

Effective Communicators

Read and understand different texts

Write information in words and graphics

Speak clearly so others can understand you

Listen carefully

Informed, Productive Thinkers

Use creativity to solve problems

Make good decisions

Use problem solving skills in real life

Self-Directed Learners

Stay focused to achieve your goals

Use your time and materials wisely

Be responsible for your choices

Use what you know in different situations

Collaborative Workers

Work together as a team

Judge how well you and your group did

Learn from your mistakes

Do your best

Contributing Citizens

Be responsible and don’t give up

Respect each other’s differences and learn from one another

Know and follow the rules and routines of the class

Participate as much as possible

Keep your workplace clean

Information Processors

Use a variety of resources to gather information

Use the right tools to get the information you need

Adapt the information to achieve your goal

17

Analyze

Argumentative

Central/main Idea

Citation

Cite

Claim

Evidence

Inference

Informational Writing

Narrative

Point of View

Summary

Support

Text Structure

Theme

BUCHSER MIDDLE SCHOOL PRIORITY WORDS

ENGLISH DEPARTMENT

English/Language Arts Academic Vocabulary

Grade 6, 7, 8

to study carefully the parts of something

writing that supports a claim or claims with clear reasons

and relevant evidence

a main point being developed throughout a text

to give information from a source

a notation showing the reader the source of information used

in your writing

a statement of opinion; reasoning and evidence is used to

support a claim

facts, quotes or observations (data) that support a claim

to form ideas that are not directly stated in the text using

background knowledge and context clues

writing with the main purpose of giving accurate information

about a topic using relevant details, such as examples and

facts, or explanations

a story about a real or imagined event or experience, using

descriptive language and plot elements

the perspective/angle/lens from which the narrator tells the

story

a shorter version of a text that objectively tells only the main

idea and the most important details that support that main

idea

information, details, evidence or reasoning that explains,

defines, or proves a claim

different ways in which writing can be organized

an important message about life that is stated or implied in a

literary work

18

19

20

Set S.M.A.R.T. Reading Goals

Your approximate reading range is 100 points below your Lexile score and 50 points above it. For example, if you scored a lexile (RI

score) of 900, then your approximate reading range would be 800 to 950

Use these tables to calculate your reading ranges this school year.

Last Year’s Lexile Score____________

Initial Score Initial Score minus 100 Initial Score plus 50

This is Your Reading Range for Q1

Mid-Year Score Mid-Year Score minus 100 Mid-Year Score plus 50

Your Mid-Year Reading Range

Final Score Final Score minus 100 Final Score plus 50

Your Final Reading Range

Action Steps:

1. Be accountable. You should know your Lexile level and know your reading range. Reflect on your progress. Why do you think your

score went up, or went down, or stayed the same? Set goals. What will you do differently moving forward?

2. Read books in your reading range. Find books that interest you. Use lexile.com to check a book’s lexile level.

3. Read with purpose. Think of ways you can interact with the text as you read. If your teacher does not set a purpose for reading, it’s up to

you to find one: You can read to determine the main idea, search for contrasts & contradictions, reflect on the author’s purpose for

writing, find where a character had an “Ah Ha” moment and analyze how this changed them, share a connection you have with the text, etc

4. Keep track of your success! Create a bar graph showing your RI Lexile scores this school year and to help you monitor your

progress.

*Your goal is to increase your Lexile score 60 points or more in one school year.

Initial Score Mid-Yer Score Final Score Reflection & Goal Setting

RI or

Lexile

Score

1300

-

1200

-

1100

-

1000

-

900

-

800

-

700

-

600

-

500

-

400

-

300

-

200

-

BR

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

----------------------

Initial Goal:

What reading goal do I want to set for myself moving forward?

What will I need to do to reach this goal?

_________________________________________________

Mid-Year Goal:

Did I meet my initial reading goal? Why or Why not?

What reading goal do I want to set for myself moving forward?


_________________________________________________

Final Goal:

What reading goal do I want to set for myself for this summer?


Grade Level Proficiency Goals: 6th = 925 7th = 970 8th = 1010

21


MATH DEPARTMENT

Math 6 Math 7 Algebra 1 Math 8

Difference Estimate Exponents Algebraic

Expressions

Equivalent Evaluate Factor Exponents

Estimate Expression Functions Linear Functions

Explain Factor/Multiple Inequalities Percent

Operations Linear Equation Linear Equations and

Graphs

Proportion

Solve Percent Polynomial Rate

Simplify Proportion Quadratics Rational Numbers

Sum Ratio/Rate Radical Expressions Simplify

Product Simplify Rational Expressions Slope

Quotient Variable Systems of Linear

Functions

Solve

22


SOCIAL STUDIES DEPARTMENT

Cyclical Patterns of

History

Significant Change

Adopted All Grade Enduring Understandings

There are cyclical patterns within history that are common to all societies.

Powerful ideas must precede significant change within a society.

Government

Geography

Governments are systems of power that exist to organize and regulate a population and their

resources.

Geography has an impact on a society and its development.

Technology

Technology influences changes in society.

War

Wars are fought to expand or protect territory, resources, power and/or beliefs.

Economy

Societies create systems of trade that impact itself and its interaction with others.

Culture

Religion

Culture defines a group based on their values, achievements, and shared experiences to create

a society’s unique and changing character.

Religion contributes to the behaviors, beliefs, and values of a society.

Social System

A society uses a social system that influences an individual’s role within it.

23


SCIENCE DEPARTMENT

Argument- The process by which explanations and solutions are reached by supporting or

refuting claims with evidence.

Claim- A factual statement supported by evidence.

Conclusion- A summary of what happened in an experiment, which includes a claim

about your question, evidence from your data and an explanation of why it happened.

Control-The group in an experiment that is compared to the experimental group(s)

(independent variable).

Controlled Variables (Constant)- Things that stay the same in an experiment so that they

do not affect the experiment’s outcome.

Data- Any information or observations (qualitative and quantitative) collected from an

experiment.

Data Table- A chart with columns and rows for organizing data.

Dependent Variable- The variable that changes as a result of the independent variable. It

is what you measure and record as your data.

Engineering- A means to solve a problem in which one defines the problem, determines

the best solution, builds a prototype, then tests and redesigns their product.

Evidence- Observation (data) used to support your claim or an inference.

Experiment- A test or procedure carried out under controlled conditions to answer a

question or make a discovery.

Experimental Errors- The factors that you cannot or did not control in an experiment

which can be caused by humans, equipment, environment, etc.

Graph- A visual representation of data that shows the relationship between the variables.

Hypothesis- A prediction based on your prior knowledge or research.

Independent variable- The variable that you change in an experiment. It is what you are

testing.

Inference- A logical explanation based on observation and background knowledge.

Investigation- The way in which scientists and researchers use a systematic approach to

answer questions about the world around us.

24

331411_8040


SCIENCE DEPARTMENT

Model- A visual representation of something that is difficult to observe directly to help

you understand it better.

Observations- Information you gather using at least one of your 5 senses. They must be

objective (fact) not subjective (opinion).

Patterns- Noticeable, repeating events in the world or in human designs.

Question- A sentence that describes what you want to find out in an investigation.

Reasoning- A scientific reason for the results of your experiment.

Refute- Using evidence to show that something or someone is incorrect or inaccurate.

Solution- The answer to an engineering or design problem that meets the criteria and

constraints.

System- A group of related parts that form a whole.

Theory- An explanation of some aspect of the natural world, based on a body of facts that

has been repeatedly confirmed through observation and experiment.

Unit(s)- What the numbers represent in a measurement (ex: Seconds, Meters, Grams,

Etc.).

Variable- Something that can be changed in an experiment.

25


SPECIAL EDUCATION DEPARTMENT

6th Grade 7th Grade 8th Grade

Area Civilization Conclusion

Average Difference Equation

Congruent Evaluate Evidence

Decrease Evidence Goal

Difference Foreshadowing Noun

Evaluate Hypothesis Operations

Evidence Operations Subject

Fact Prediction Thesis

Increase Product Verb

Opinion

Quotient

Response to Literature

Sum

Thesis

Variable

26


PHYSICAL EDUCATION DEPARTMENT

7 th & 8 th Grade

Body Composition

Cardiovascular Endurance

Flexibility

Frequency

Intensity

Muscular Endurance

Muscular Strength

Skill Development

Strategies/Concepts

Target Heart Rate

27

Technology


Culinary

Arts

ELECTIVE DEPARTMENT

Art Band Choir/Orchestra

Application Boil Background Balance Beat

Boolean

Chop

Color Wheel: Warm,

Cool, Primary,

Secondary, Tertiary,

Monochromatic,

Analogous,

Complementary, Hue Composition Dynamics

Boot Cream Composition Dynamics Harmony

Compute

Describe

Elements of Art:

Tint, Texture, color,

Form, Value, shape

Ensemble

Digital Dice Focal Point Harmony Measure

Format Knead Foreground Interpretation Melody

Language Mince Horizon Line Interval Pitch

Multi-Media

Network

Mis en Place

Persuade

Perspective: 1point, 2

point, Linear Intonation Play

Principles of Design:

Balance, contrast,

Dominance,

Emphasis, Movement,

Repetition, Rhythm,

Variation, Unity Melody Rhythm

Placement Saute' Value Scale Phrasing Staff

Platform Simmer Pitch Style

Process/Processor Whisk Repertoire Tempo

Program Romantic Timbre'

Symphonic

Syncopation

Time

Instrument Family:

Strings, Winds,

Brass, Percussion

Tone

28

LANGUAGE ARTS parts of speech

NOUN

A WORD THAT NAMES A PERSON, PLACE, THING,

QUALITY, ACT, OR FEELING.

Common nouns are general and do not refer to a specific

person, location, or object.

Examples: man, city, tonight, honesty, happiness

Proper nouns are capitalized and refer to a particular

person, place, or thing.

Examples: Reggie, Market Square Arena, Saturday

PRONOUN

A WORD THAT TAKES THE PLACE OF A NOUN.

Nominative Case Pronouns replace the subject of a sentence

or clause.

Examples: She took the bus to visit Aunt Jane.

We are looking forward to visiting Oregon.

Objective Case Pronouns receive a verb’s action or follow

a preposition.

Examples: Please give me the papers.

Timothy’s outstanding service earned him the award.

Possessive Case Pronouns show ownership or possession.

Examples: The cougar escaped from its cage.

Their car slid off the icy road.

VERB

A WORD THAT EXPRESSES ACTION OR A STATE OF

BEING. IT ALSO INDICATES THE TIME OF ACTION OR STATE

OF BEING. A VERB HAS DIFFERENT FORMS DEPENDING

ON ITS NUMBER, PERSON, VOICE, TENSE, AND MOOD.

Number indicates whether a verb is singular or plural.

The verb and its subject must agree in number.

Examples: One dog barks. Two dogs bark.

Person indicates whether the subject of the verb is 1 st , 2 nd , or

3 rd person and whether the subject is singular or plural. Verbs

usually have a different form only in third person singular of

the present tense.

Examples: Singular Plural

1 st Person: I stop. We stop.

2 nd Person: You stop. You stop.

3 rd Person: He/She/It stops. They stop.

Voice indicates whether the subject is the doer or the receiver of

the action verb.

Examples: Cathy wrote the letter. (active voice)

The letter was written by Cathy. (passive voice)

Tense indicates when the action or state of being is taking place.

Examples: We need the information now. (present)

Reggie shot the ball. (past)

You will enjoy the school play. (future)

ADVERB

A WORD THAT DESCRIBES OR MODIFIES A VERB,

AN ADJECTIVE OR ANOTHER ADVERB.

AN ADVERB TELLS HOW, WHEN, WHERE,

WHY, HOW OFTEN, AND HOW MUCH.

Examples: The ball rolled slowly around the rim.

Soccer scores are reported daily in the newspaper.

ADJECTIVE

A WORD THAT DESCRIBES OR MODIFIES

NOUNS AND PRONOUNS. ADJECTIVES SPECIFY

COLOR, SIZE, NUMBER, AND THE LIKE.

Examples: red, large, three, gigantic, miniature

Adjectives have three forms: positive, comparative,

and superlative.

The positive form describes a noun or pronoun without

comparing it to anything else.

Example: My apple pie is good.

The comparative form compares two things.

Example: Aunt Betty’s apple pie is better than mine.

The superlative form compares three or more things.

Example: Mom’s apple pie is the best of all!

PREPOSITION

A WORD (OR GROUP OF WORDS)

THAT SHOWS HOW A NOUN OR

PRONOUN RELATES TO ANOTHER

WORD IN A SENTENCE.

Examples: The man walked into the gym.

The horse leaped over the fence.

Their team won the meet in spite of several players being

injured.

CONJUNCTION

A WORD THAT CONNECTS INDIVIDUAL

WORDS OR GROUPS OF WORDS.

Coordinating conjunctions connect a word to a word, a clause

to a clause, or a phrase to a phrase. The sentence elements

joined by a coordinating conjunction must be equal. Common

coordinating conjunctions are: and, but, or, nor, for, yet, so.

Coordinating conjunctions used in pairs are called correlative

conjunctions. Common correlative conjunctions are: either,

or; neither, nor; not only, but also; both, and; whether, or.

Examples: Both raccoons and squirrels frequently invade our

birdfeeders.

Neither Mary Ann nor Julie will be able to go with you.

Subordinating conjunctions connect and show the

relationship between two clauses that are not equally

important. Common subordinate conjunctions are: until,

unless, since, where, before, as, if, when, although, after, because,

while, as long as, as if, though, whereas.

Examples: Until you decide to study, your grades won’t

improve.

If I hadn’t already made plans, I would have enjoyed going

to the mall with you.

INTERJECTION

A WORD THAT IS USED IN A SENTENCE

TO COMMUNICATE STRONG EMOTION

OR SURPRISE. PUNCTUATION IS USED

TO SEPARATE AN INTERJECTION FROM

THE REST OF THE SENTENCE.

Examples: Hooray! We finally scored a touchdown.

Oh, no! I forgot the picnic basket.

Yes! Her gymnastic routine was perfect.

Ah, we finally get to stop and rest.

LANGUAGE ARTS capitalization & plurals

CAPITALIZATION

THE FOLLOWING CHART PROVIDES A QUICK OVERVIEW OF CAPITALIZATION RULES.

All proper nouns Shannon O’Connor, Orlando, Bill of Rights

All proper adjectives Kraft cheese, Bounty paper towels, Phillips screwdriver

The first word in every sentence Her dress is stunning.

Races, languages, nationalities Asian, French, African-American

Nouns/Pronouns that refer to a supreme being God, Yahweh

Days of the week Sunday, Monday, Tuesday

Formal epithets Ivan the Terrible

Bodies of water Amazon River, Lake Huron, Wea Creek

Cities, towns Houston, Lafayette, Dearborn

Counties Tippecanoe, Cork

Countries U.S.A, Mexico, Canada

Continents Africa, North America

Landforms Mojave Desert, the Appalachians

Holidays and holy days Veterans Day, Christmas, Yom Kippur

Months January, February

Official documents Emancipation Proclamation

Official titles President Obama, Mayor Bradley

Periods and events in history Middle Ages, Renaissance

Planets, heavenly bodies Mars, Jupiter, Milky Way

Public areas Yellowstone National Park

Sections of a country or continent the Northwest, the Middle East

Special events Battle of Lexington

Streets, roads, highways Rodeo Drive, Route 66, Interstate 65

Trade names Honda Accord, Kellogg’s Corn Flakes

PLURALS

THE FOLLOWING CHART PROVIDES A QUICK OVERVIEW OF PLURALIZATION RULES.

The plurals of most nouns are formed by adding s to the singular.

Examples: pie = pies | desk = desks | machine = machines

The plural forms of nouns ending in s, sh, x, z, and ch are made by adding es to the singular.

Examples: bus = buses | dish = dishes | fox = foxes | buzz = buzzes | church = churches

The plurals of common nouns that end in y preceded by a consonant are formed by changing the y to i and adding es.

Examples: fly = flies | copy = copies

The plurals of words that end in y preceded by a vowel are formed by adding only s.

Examples: holiday = holidays | monkey = monkeys

The plurals of words ending in o preceded by a vowel are formed by adding s.

Examples: studio = studios | rodeo = rodeos

The plurals of words ending in o preceded by a consonant are formed by adding s or es.

Examples: hero = heroes | banjo = banjos | tomato = tomatoes | piano = pianos

The plurals of nouns ending in f or fe are formed in one of two ways:

{1} If the f sound is still heard in the plural form, simply add s.

Examples: roof = roofs | chief = chiefs

{2} If the final sound in the plural is a ve sound, change the f to ve and add s.

Examples: wife = wives | knife = knives

Foreign words and some English words form the plural by taking on an irregular spelling.

Examples: crisis = crises | criterion = criteria | goose = geese | ox = oxen

The plurals of symbols, letters, and figures are formed by adding an s.

Examples: 5 = 5s

The plural of nouns that end in ful are formed by adding s at the end of the word.

Examples: handful = handfuls | pailful = pailfuls | tankful = tankfuls

LANGUAGE ARTS sentence structure & spelling rules

SENTENCE STRUCTURE

A complete sentence must express a complete thought and must have a subject and a verb.

Example: He lost the game.

A sentence fragment results from a missing subject, verb or complete thought.

Example: Because he was lost.

THERE ARE FOUR TYPES OF SENTENCES: SIMPLE, COMPOUND, COMPLEX, OR COMPOUND-COMPLEX

1

2

3

4

A simple sentence consists of one main clause. It expresses one main thought and has one subject and one verb.

A simple sentence may contain a compound subject, a compound verb, or both.

Examples: We enjoyed the concert.

Amy and Scott were married yesterday. (compound subject: Amy and Scott)

Ben is leaving work and going home. (compound verb: leaving and going)

A compound sentence contains two or more main clauses (in italics) connected by a conjunction, a semicolon,

or a comma with a conjunction.

Examples: Collecting fossils is fun, but I think identifying fossils is difficult. (conjunction)

Andy’s suit looks new; it just got back from the cleaners. (semicolon)

Erin came home for Easter, and Courtney went to Florida. (comma/conjunction)

A complex sentence has one main clause (in italics) and one or more subordinate clauses (underlined).

Examples: Dad says that good grades are the result of diligent studying. (main clause, one independent clause)

Diligent studying is difficult, because I have to work several hours before I can start studying. (main clause,

two dependent clauses)

A compound-complex sentence has two or more main clauses (in italics) and one or more subordinate

clauses (underlined).

Examples: Because the school bus broke down, the team rode in a van, and the cheerleaders rode in cars.

Unless my eyes are deceiving me, Kristi is on that runaway horse, and Dale is behind her.

SPELLING RULES

Write i before e except after c, or when sounded like a as in weigh and eight.

Exceptions: seize, weird, either, leisure, neither

When the ie/ei combination is not pronounced ee, it is usually spelled ei.

Examples: reign, weigh, neighbor

Exceptions: friend, view, mischief, fiery

When a multi-syllable word ends in a consonant preceded by one vowel, the accent is on the last syllable

and the suffix begins with a vowel — the same rule holds true when you double the final consonant.

Examples: prefer = preferred | allot = allotted | control = controlling

If a word ends with a silent e, drop the e before adding a suffix that

begins with a vowel.

Examples: use = using | like = liking | state = stating | love = loving

When the suffix begins with a consonant, do not drop the e.

Examples: use = useful | state = statement | nine = ninety

Exceptions: argument, judgment, truly, ninth

When y is the last letter in a word and the y is preceded by a consonant, change the y to i before

adding any suffix except those beginning with i.

Examples: lady = ladies | try = tries | happy = happiness | ply = pliable | fly = flying

LANGUAGE ARTS the writing process

WRITING VARIABLES

BEFORE BEGINNING ANY ASSIGNMENT, IT WILL HELP YOU TO FOCUS AND REMAIN CONSISTENT

IN STYLE IF YOU CONSIDER THE FOLLOWING VARIABLES.

Audience

Topic

Purpose

Voice

Format

For whom am I writing? A letter written to your ten-year-old sister will be much different in vocabulary, subject,

content, format, and sentence complexity than one written to your senator.

About what subject should I write? If possible, choose a subject that interests you. Research your subject well.

Why am I writing? Have a clear purpose in mind before starting your paper. Are you writing to entertain, instruct,

inform, or persuade? Keeping your purpose in mind as you write will result in a paper that is focused and consistent.

What point of view or “voice” will I use? Writers sometimes write from the point of view of another person rather than

from their own point of view. This can add variety and help you see your subject in a new way. Make sure your “voice”

remains consistent.

What form will my writing take? Different forms of writing such as letters, diaries, reports, essays, research papers, etc.,

have specific requirements. Decide on the form your writing will take, and then make sure you know the requirements

for that form of writing.

PLANNING AND WRITING AN ESSAY OR COMPOSITION

{1} Select a general subject area that interests you.

{2} Make a list of your thoughts and ideas about the subject.

{3} Use your list to help focus on a specific topic within the subject area.

{4} Decide what you want to say about the topic, and write an introductory statement that reflects this purpose.

{5} Make a list of details to support your statement.

{6} Arrange the list of details into an outline.

{7} Do any reading and research necessary to provide additional support for specific areas of your outline. Keep a careful list

of all of your sources for your bibliography.

{8} Write a first draft.

{9} Revise your first draft, making sure that:

{a} The introduction includes a clear statement of purpose.

{b} Each paragraph begins with some link to the preceding paragraph.

{c} Every statement is supported or illustrated.

{d} The concluding paragraph ties all of the important points together, leaving the reader with a clear understanding

of the meaning of the essay or composition.

{e} Words are used and spelled correctly.

{f} Punctuation is correct.

{10} Read your revised paper aloud to check how it sounds.

{11} Proofread your revised paper two times: once for spelling, punctuation and word usage, and again for meaning

and effectiveness.

331411_8040

LANGUAGE ARTS punctuation

PERIOD

•

Use: to end a sentence that makes a statement or

gives a command not used as an exclamation.

Example: Go to your room, and do not come out

until dinner.

Use: after an initial or an abbreviation.

Examples: Mary

,

J. Jones, Mr., Mrs., Ms.

COMMA

Use: to separate words or groups of words in a series.

Example: I used worms, minnows, larva, bread balls,

and bacon for bait.

Note: Some stylebooks and teachers require a comma before

“and” in a series.

Example: He ran, jumped, and yelled.

Use: to separate an explanatory phrase from the rest of the

sentence.

Example: Escargots, or snails, are a delicacy that I relish.

Use: to distinguish items in an address and in a date.

Examples: John Doe, 290 Main St. Midtown, IN 48105

September 20, 1960

Use: to separate a title or an initial that follows a name.

Example: Joseph Jones, Ph.D.

QUESTION MARK

?

Use: at the end of a direct or indirect question.

Example: Did your relatives invite you to visit them

this summer?

Use: to punctuate a short question within parentheses.

Example: I am leaving tomorrow (is that possible?) to

visit my cousins in France.

,

APOSTROPHE

Use: to show that one or more letters or numbers have

been left out of a word to form a contraction.

Examples: do not = don’t | I have = I’ve

Use: followed by an s is the possessive form of singular nouns.

Example: I clearly saw this young man’s car run that

stop sign.

Use: possessive form of plural nouns ending in s is usually

made by adding just an apostrophe. An apostrophe and s

must be added to nouns not ending in s.

Example: bosses = bosses’, children’s

COLON

:

Use: after words introducing a

list, quotation, question, or example.

Example: Sarah dropped her book bag and out spilled

everything: books, pens, pencils, homework, and makeup.

;

SEMICOLON

Use: to join compound sentences that are not connected

with a conjunction.

Example: It’s elementary, my dear Watson; the butler

is clearly responsible.

Use: to separate groups of words.

Example: I packed a toothbrush, deodorant, and perfume;

jeans, a raincoat, and sweatshirts; and boots and tennis shoes.

QUOTATION MARKS

“”

Use: to frame direct quotations in a sentence. Only the exact

words quoted are placed within the quotation marks.

Example: “I don’t know,” she said, “if I will be able to afford

the vacation.”

Use: to distinguish a word that is being discussed.

Example: Mr. Jones suggested I replace the word “always”

with “often” in my theme.

Use: to indicate that a word is slang.

Example: Julie only bought that outfit to show that she’s

“with it.”

Use: to punctuate titles of poems, short stories, songs,

lectures, course titles, chapters of books, and articles found

in magazines, newspapers, and encyclopedias.

Examples: “You Are My Sunshine,” “Violence in Our

Society,” “The Road Not Taken”

SINGLE QUOTATION MARK

‘’

Use: to punctuate a quotation within a quotation.

Example: “My favorite song is ‘I’ve Been Working

on the Railroad,’ ” answered little Joey.

EXCLAMATION MARK

Use: to express strong feeling.

Example: Help! Help!

!

LANGUAGE ARTS frequently confused words

accept | to agree to something or receive something willingly

except | not including

Examples: Jonathon will accept the job at the restaurant.

Everyone was able to attend the ceremony except Phyllis.

capital | chief, important, excellent. Also the city or town

that is the official seat of government of a state or nation

capitol | the building where a state legislature meets

the Capitol | the building in Washington, D.C., in which

the United States Congress meets

Examples: The capital of France is Paris.

The capitol of Indiana is a building in Indianapolis.

The vice president arrived at the Capitol to greet the

arriving senators.

hear | to listen to

here | in this place

Examples: Do you hear that strange sound?

The juice is right here in the refrigerator.

it’s | the contraction for it is or it has

its | shows ownership or possession

Examples: It’s nearly time to leave for the football game.

The wagon lost its wheel in the mud.

lead | a heavy, gray metal

lead | to go first, guide

led | the past tense of lead

Examples: Water pipes in many older

homes are made of lead.

This path will lead us to the waterfall.

Bloodhounds led the police to the hideout.

loose | free or not tight

lose | to misplace or suffer the loss of something

Examples: Since she lost weight, many of her clothes

are loose.

If you lose your money, you will not be able to get into

the park.

principal | the first or most important. It also refers

to the head of a school.

principle | a rule, truth, or belief

Examples: Pineapple is one of the principal crops of Hawaii.

One principle of science is that all matter occupies space.

quiet | free from noise

quite | truly or almost completely

Examples: Our teacher insists that all students are quiet

during a test.

This enchilada is quite spicy.

their | belonging to them

there | at that place

they’re | the contraction for they are

Examples: Their new puppy is frisky.

Please place all of the newspapers over there.

They’re coming over tonight.

to | in the direction of

too | also or very

two | the whole number

between one and three

Examples: The paramedics

rushed to the scene of the accident.

This meal is delicious, and it is low in fat, too.

Only two of the 10 runners were able to complete the race.

weather | the state of the atmosphere referring to wind,

moisture, temperature, etc.

whether | a choice or alternative

Examples: We are hoping for warm, sunny weather for our

family reunion.

We cannot decide whether we will drive or fly to the reunion.

Who’s | the contraction for who is or who has

Whose | the possessive form of who

Examples: Who’s in charge of the lighting for the stage?

Whose bicycle is out in the rain?

you’re | the contraction for you are

your | the possessive form of you

Examples: She called to ask if you’re planning to attend

the party.

Your term paper will be due four weeks from today.

LANGUAGE ARTS common prefixes & suffixes

COMMON PREFIXES

A PREFIX IS A SYLLABLE ADDED TO THE BEGINNING OF A WORD TO CHANGE ITS MEANING.

Prefix Meaning Examples

auto- self automobile, autopilot

bi- two or twice bicycle, biannual, biweekly

com- with compare, communicate, company

con- with conference, concert, confide

dis- do the opposite of disappear, dislike, distrust

en- to make ensure, enlarge, enable

extra- beyond extraordinary, extrasensory

il- not illegal, illogical, illiterate

im- not or within impossible, immature, impatient

in- not or within insecure, incomplete, indoors, ingrown

inter- between international, interact, intersection

ir- not irresponsible, irregular

mid- middle midnight, midstream, midway

mis- wrong mistake, misguide, misunderstood

non- not or without nonsense, nonfat, nonfiction

post- after postgraduate, postwar

pre- before prehistoric, precaution, preschool

re- back or again return, rewrite, recycle, react

sub- below submarine, subzero, subtitle

super- above, outside supernatural, supermarket, superpower

trans- across, over transplant, transcontinental, transport

un- not unsafe, unusual, unsure

COMMON SUFFIXES

A SUFFIX IS A SYLLABLE ADDED TO THE END OF A WORD TO CHANGE ITS MEANING. IN MOST CASES,

WHEN ADDING A SUFFIX THAT STARTS WITH A VOWEL, DROP THE FINAL E OF THE ROOT WORD. FOR

EXAMPLE, NERVE BECOMES NERVOUS. ALSO, CHANGE A FINAL Y IN THE ROOT WORD TO AN I BEFORE

ADDING ANY SUFFIX EXCEPT -ING.

Suffix Meaning Examples

-able able to be payable, movable, portable

-al of, like, or suitable for logical, natural, comical

-an relating to, belonging to, or living in American, European, librarian

-ance the condition or state of being performance, allowance

-ant a person or thing that does something contestant, peasant, servant

-ative having the nature of or relating to imaginative, talkative, decorative

-ent characterized by different, reverent, independent

-ful full of thoughtful, beautiful

-ian relating to, belonging to, or living in musician, magician

-ity quality or degree activity, fatality, popularity

-ive have or tend to be active, attractive, impressive

-less without or lacking homeless, thoughtless

-ment act of payment, employment, achievement

-ness state of happiness, thoughtfulness

-or person or thing that does something actor, accelerator

-ous characterized by nervous, courageous, famous

-ship quality of or having the office of friendship, leadership, companionship

-ward in the direction of backward, homeward, westward

LANGUAGE ARTS root words & their derivatives

acer, acid, acri | bitter, sour, sharp

acerbic, acidity, acrid, acrimony

ag, agi, ig, act | do, move, go

agent, agenda, agitate, agility, navigate,

ambiguous, action, react

anni, annu, enni | year

anniversary, annually, centennial

arch | chief, first, rule

archangel, architect, archaic, patriarchy

aud | hear, listen

audiology, auditorium, audition

belli | war

rebellion, belligerent, bellicose

capit, capt | head

decapitate, capital, captain

clud, clus, claus | shut

include, conclude, recluse, claustrophobia

cord, cor, cardi | heart

cordial, concord, discord, courage

corp | body

corpse, corps, corporation, corpulent

crea | create

creature, recreation, creation

cresc, cret, crease | rise, grow

crescendo, concrete, increase

cycl, cyclo | wheel, circular

bicycle, cyclic, cyclone, Cyclops

dem | people

democracy, demography, epidemic

dict | say, speak

dictation, dictionary, benediction,

dictator, edict, predict, verdict

dorm | sleep

dormant, dormitory

dura | hard, lasting

durable, duration, endure

equi | equal

equinox, equilibrium, equipoise

fall, fals | deceive

fallacy, fallacious, falsify

fid, fide, feder | faith, trust

confidante, perfidy, fiduciary, fidelity,

confident, infidel, federal, confederacy

fin | end, ended, finished

final, finite, finish, confine, fine, refine,

define, finale, infinity

fort, forc | strong

fortress, fortify, forte, fortitude

geo | earth

geography, geocentric, geology

grad, gress | step, go

grade, gradual, graduate, progress

here, hes | stick, cling

adhere, cohere, inherent, cohesion

hydr, hydra, hydro | water

dehydrate, hydrant, hydraulic, hydrogen

ignis | fire

ignite, igneous, ignition

ject | throw

deject, project, eject, interject

lau, lav, lot, lut | wash

launder, lavatory, lotion, ablution

liter | letters

literary, literal, alliteration

magn | great

magnify, magnificent, magnitude,

magnanimous, magnum, magnate

man | hand

manual, manage, manufacture,

manicure, manifest, maneuver

mem, memor | remember

memo, commemoration, memento,

memoir, memorable, memory

migra | wander

migrate, emigrant, immigrate

mit, miss | send, let go

emit, remit, submit, commit, transmit,

mission, missile, commissary, emissary

nat, nasc | to be from, spring forth

innate, natal, native, renaissance

nov | new

novel, novice, innovate, renovate

omni | all, every

omnipotent, omniscient, omnivorous

path, pathy | feeling, suffering

pathos, sympathy, apathy, telepathy

ped, pod | foot

pedal, impede, pedestrian, centipede,

expedition, tripod, podiatry

pel, puls | drive, urge

compel, dispel, expel, repel, propel,

pulse, impulse, pulsate, repulsive

poli | city

metropolis, police, politics, acropolis

port | carry

portable, transport, export, support

punct | point, dot

punctual, punctuation, puncture

ri, ridi, risi | laughter

deride, ridicule, ridiculous, risible

salv, salu | safe, healthy

salvation, salvage, salutation

scope | see, watch, examine

telescope, periscope, kaleidoscope

scrib, script | write

scribble, inscribe, describe, prescribe,

subscribe, manuscript, inscription

sent, sens | feel

sentiment, consent, dissent, sense,

sensation, sensitive, sensory, sensible

sign, signi | sign, mark seal

signal, signature, design, insignia

sist, sta, stit | stand

assist, persist, stamina, status, state,

statue, stable, stationary, establish

solv, solu | loosen

solvent, absolve, soluble, solution

spir | breath

spirit, expire, inspire, respiration

tact, tang, tag, tig | touch

tactile, tactual, contact, intact, tangible,

contagious, contiguous

tempo | time

temporary, contemporary, temporal

ten, tin, tain | hold

tenant, tenure, detention, pertinent,

contain, pertain

terra | earth

terrain, terrarium, territory

tract, tra | draw, pull

tractor, attract, tractable, abstract

trib | pay, bestow

tribute, contribute, attribute, distribute,

tributary, retribution

uni | one

unicorn, unify, universal

vac | empty

vacate, vacuum, vacant, evacuate

ven, vent | come

convene, venue, venture, advent

ver, veri | true

verdict, verify, verisimilitude

vict, vinc | conquer

victor, convict, convince, invincible

viv, vita, vivi | alive, life

revive, survive, vivid, vitality

voc | call, voice

vocation, convocation, evoke, vocal

zo | animal

zoo, zoology, zoomorphic, zodiac

LANGUAGE ARTS common editing marks

| insert a comma

Her husband Andy decided to open his own repair business.

| insert an apostrophe

Mary hadnt planned on a sixth party guest.

| insert quotation marks

The students were required to read the poem Howl.

| insert written suggestion

Jean-Pierre said his favorite country to visit was the States.

| use a period

Mark likes scrambled eggs, He does not like hard-boiled eggs.

| delete

Jim warned me that that magnet might harm my CD.

| transpose elements

The team could have also placed first in the tournament.

| close up this space

Milo retreated to his dog house.

| insert single space

Jeff didn’t mind waiting,but he was running out of time.

| begin new paragraph

“Who’s that?” Missy asked. “Her name is Beth,” said Brenda.

| no new paragraph

“I’m tired,” said Kevin.

“I’d like to go home.”

| capitalize

They traveled to the capitol to meet the vice president.

| lowercase

Tim fondly remembers playing football in High School.

| spell out

It was Kim’s 1st trip to the U.K.

| stet (let it stand)

I don’t like to hurt other people’s feelings.

LANGUAGE ARTS outlining

OUTLINING

OUTLINES CAN HELP YOU ORGANIZE YOUR IDEAS. YOU MIGHT USE AN OUTLINE TO PLAN A SPEECH,

COMPOSITION, OR TERM PAPER. YOU ALSO MIGHT USE AN INFORMAL OUTLINE TO TAKE NOTES.

formal

informal

A formal outline lists the main points of a topic and shows the

relative importance of each and the order in which these points

are presented. It also shows the relationships among them.

Formal Outline Format:

I.

A.

B.

1.

2.

a.

b.

(1)

(2)

(a)

(b)

II.

No new subdivision should be started unless there are at least

two points to be listed in the new division. This means that

each 1 must have a 2; each a must have a b.

Formal outlines may be either a sentence outline or a topic

outline.

An informal outline uses as few words as possible. Supporting

details are written below each heading. Numerals, letters, or

dashes may be used. Informal outlines are especially useful for

taking notes.

Here is an example of a informal outline.

I. How lightning occurs

– cloud’s particles collide and become

electrically charged

– positively and negatively charged

particles separate

– positively charged particles in cloud

collide with negatively charged

particles on ground

II. Forms of lightning

– forked

– streak

– ribbon

– bead or chain

– ball

A sentence outline uses a complete sentence for each point

and subpoint. A topic outline uses words or phrases for each

point and subpoint.

Here is an example of a topic outline.

Thesis or Introductory Statement

I. Gasoline shortage

A. Long lines

B. Gas “rationing”

II. Voluntary energy conservation

A. Gasoline

B. Electricity

C. Home heating fuel

III. Forced energy conservation

A. Fuel allocation

B. Speed limit

C. Airline flights

D. Christmas lighting

Conclusion

LANGUAGE ARTS frequently misspelled words

absence

absorb

accept

accidentally

accompany

accuse

ache

achieve

acquaintance

acquire

affect

afraid

against

aggression

aggressive

all right

a lot

already

always

amateur

ambition

among

apology

apparent

appearance

appreciate

arctic

argument

article

associate

athlete

attendance

attitude

author

awful

beautiful

beauty

because

beginning

believe

benefit

bicycle

biscuit

boundary

Britain

brilliance

brilliant

bureau

business

captain

career

carrying

cemetery

certain

challenge

chief

children

chocolate

chosen

Christian

cinnamon

climbed

climbing

clothes

colonel

college

column

commercial

committee

completely

concentrate

conscientious

conscious

continue

continuous

convenience

convenient

counterfeit

countries

courage

courageous

courteous

cried

criticism

criticize

curiosity

debt

deceive

decide

definite

definitely

descend

describe

description

desert

dessert

destroy

develop

dictionary

didn’t

difficult

dinner

dining

disappear

disappoint

discipline

discussion

disease

dissatisfy

doctor

does

doesn’t

dropping

during

easier

easiest

easily

effect

either

embarrass

enough

entertain

envelope

equipment

equipped

escape

especially

etc.

everybody

everywhere

exaggerate

exceed

excellence

excellent

except

excitement

exciting

existence

expense

experiment

experience

familiar

families

fascinate

fasten

fatigue

favorite

fiction

fictitious

field

finally

first

forecast

foreign

foresee

forest

foretell

formerly

forty

fragile

freight

friend

front

fulfill

government

governor

grabbed

grammar

grateful

guarantee

guard

guess

guest

handsome

happen

happiest

happily

happiness

hear

height

here

history

hoping

hospital

humor

humorous

hungry

identify

imagine

immediate

immediately

immensely

incident

independent

Indian

innocent

instead

intelligence

intelligent

interpret

interrupt

introduce

its

it’s

jealous

knew

know

knowledge

laboratory

laid

leisure

library

lightning

literature

lonely

loose

lying

magazine

magnificent

many

marriage

mathematics

meant

medicine

millionaire

miniature

minute

mischievous

model

mosquito

narrative

necessary

neighbor

nervous

niece

nineteen

ninety

notice

noticeable

nuisance

obedience

occasion

occur

occurred

occurrence

occurring

often

opinion

opportunity

opposite

original

other

pageant

pamphlet

parallel

parents

parliament

particular

passed

peculiar

perform

permanent

persuade

phenomenon

piece

pilot

plain

plane

planned

pleasant

poison

possess

possession

possible

practically

prairie

precede

preferred

prejudice

preparation

principal

principle

privilege

probably

profession

prophecy

psychologist

psychology

pursue

quantity

quiet

quite

raspberry

realize

really

receive

receiving

recess

recognize

recommend

reference

referring

rein

reign

relative

relief

religion

remember

repetition

repellent

reservoir

restaurant

rhyme

rhythm

ridiculous

running

safety

Saturday

scent

schedule

scissors

search

secret

secretary

semester

sense

separate

separation

sergeant

shepherd

shining

sincerely

soldier

sophomore

spaghetti

speak

speech

sponsor

squirrel

stationery

stepping

stopping

stories

strengthen

stretch

studies

studying

succeed

successful

suggest

summarize

summary

superintendent

suspense

suspicion

swimming

synagogue

temperament

themselves

there

therefore

they

they’re

thief

thoroughly

thought

through

tobacco

together

tomorrow

tragedy

tried

trouble

truly

two

unique

until

unusual

usually

vaccinate

vacuum

vegetable

village

villain

weather

Wednesday

weight

weird

were

we’re

where

whether

which

whole

whose

witch

woman

women

wonderful

wreck

writing

written

wrote

yolk

your

you’re

Buchser Middle School Student Handbook 2020-2021 Submitted

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?