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TRANSCRIPT
1
Desert Shadows Middle School
340 Boulevard del Rey David
Nogales AZ 85621
Phone 520-377-2646
Fax 520-377-2674
NUSD 1 Website wwwnusdk12azus
DSMS Website wwwdsmsnusdk12azus
Parent Power School Access httpsnogalesusdpowerschoolcompublic
Student Name _______________________________________
Printed 060214
Subject to Modification
2
Table of Contents
Mission and Belief Statements 3
Letter from Administration 4
Goals PBIS 5
Curriculum and Instruction 8
How to Succeed 9
Record of Important Test Results 10
Personal Class Schedule 11
Fight Song 12
Awards and Certificates 13
Extra-Curricular Opportunities (Athletics Clubs amp Fees) 14
Student Services 17
Discipline -- Rules and Regulations 18
School Uniforms 21
Policies and Procedures 22
Miscellaneous 23
Writing Guidelines 24
Bell Schedules 36
Catch Phrases 42
3
Mission and Belief Statements
NUSD 1 Compliance Statement
The Nogales Unified School District does not discriminate on the basis of race color national origin sex age or
disability in access or admission to success or treatment in any of its educational programs activities or
employment opportunities
In compliance with Titles VI and VII of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972
Section 504 of the Rehabilitation Act of 1973 the Age Discrimination Act of 1967 as amended in 1978 and 1986 and
the Americans with Disabilities Act of 1990 a lack of English Language Skills shall not be a barrier to admission or
acceptance into any program including vocational education
NUSD 1 Mission
By working as a team within a positive environment all students will be successful responsible and culturally
appreciative critical thinkers now and throughout the 21st century
NUSD 1 Motto
High Expectations
Accountability
No Excuses
DSMS Mission
Desert Shadows Middle School will provide a quality educational program to our diverse community of students
where all are expected to learn
DSMS Motto
Live to learn learn to live
4
To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding
from the federal government to improve reading and math skills provide extended learning opportunities (eg
tutoring) and engage parents community in working with the schools To this end parents are encouraged to be
involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field
trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework
and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all
parent meetings They are also highlighted in letters to parents
This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows
Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at
Registration
Throughout the school year you will receive several letters from the administration regarding curriculum testing
tutoring opportunities and campus activities To be informed please read these letters carefully and share the
contents with your son daughter Calendars designating campus events will be mailed home each month
Please contact administration if you have any questions regarding the plannerrsquos contents or any future
correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent
meetings and other school-sponsored activities
To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year
We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and
extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and
make this a better place
You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes
attending school every day on time having a positive attitude getting involved in extra-curricular activities and
caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We
are here to make your years in middle school successful educationally challenging and memorable We welcome the
opportunity to help you grow academically behaviorally and socially
Sincerely
Ms Joan Molera Ms Gayle Clark
Principal Assistant Principal
5
DSMS Goals
Goal 1 Reading Students will increase achievement in reading as measured by formative and summative
assessments by focusing on the following elements of literature and informational texts during class and tutoring
sessions
Key ideas and details
Craft and structure
Integration of ideas
Text complexity
Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments
by focusing on the following text types and purposes
Argumentative
Informative explanatory
Narratives (real imagined)
Research
Students will develop the following language skills
Conventions of standard English
- verbals (gerunds participles infinitives)
- verbs (active vs passive voice)
- verbs (indicative imperative interrogative conditional subjunctive)
- 6-traits (ideascontent organization sentence fluency word choice voice conventions)
Vocabulary acquisition and use
- understanding context
- properly using reference materials
- integrating appropriate figurative language
- knowing the difference between connotation and denotation
Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by
focusing on the following during class and tutoring sessions
Ratios and proportional relationships (6th 7th only)
The number system
Expressions and equations
Functions (8th only)
Geometry
Statistics and probability
Goal 4 Character Development
Character Development leads to democratic and global ideals DSMS students will refine their personal character by
developing their trustworthiness heightening their sense of responsibility being a positive role model and showing
an ethic of care Such actions may include but are not limited to the following
Answering for your own actions with honesty rather than excuses
Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)
Supporting a healthy school environment that is devoid of intimidation bullying and violence
Respecting all adults (eg parents teachers staff bus drivers)
Showing regard and honor for the well-being of people
Showing regard and honor for possessions
Completing community service (clean the school premises and surrounding neighborhoods)
Showing empathy rather than indifference when someone is lonely or sad
Being tolerant and welcoming of cultures religion language and beliefs that differ from your own
6
PBIS
Positive Behavioral Interventions and Supports (PBIS)
In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports
(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach
that focuses on preventing challenging behavior through the implementation of positive proactive strategies
throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and
changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)
Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field
Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam
exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards
ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for
every student attending DSMS are
Be Responsible
Be Respectful
Be a Positive Role Model
Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways
gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next
page illustrates the specific behaviors expected in all classrooms at DSMS
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
2
Table of Contents
Mission and Belief Statements 3
Letter from Administration 4
Goals PBIS 5
Curriculum and Instruction 8
How to Succeed 9
Record of Important Test Results 10
Personal Class Schedule 11
Fight Song 12
Awards and Certificates 13
Extra-Curricular Opportunities (Athletics Clubs amp Fees) 14
Student Services 17
Discipline -- Rules and Regulations 18
School Uniforms 21
Policies and Procedures 22
Miscellaneous 23
Writing Guidelines 24
Bell Schedules 36
Catch Phrases 42
3
Mission and Belief Statements
NUSD 1 Compliance Statement
The Nogales Unified School District does not discriminate on the basis of race color national origin sex age or
disability in access or admission to success or treatment in any of its educational programs activities or
employment opportunities
In compliance with Titles VI and VII of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972
Section 504 of the Rehabilitation Act of 1973 the Age Discrimination Act of 1967 as amended in 1978 and 1986 and
the Americans with Disabilities Act of 1990 a lack of English Language Skills shall not be a barrier to admission or
acceptance into any program including vocational education
NUSD 1 Mission
By working as a team within a positive environment all students will be successful responsible and culturally
appreciative critical thinkers now and throughout the 21st century
NUSD 1 Motto
High Expectations
Accountability
No Excuses
DSMS Mission
Desert Shadows Middle School will provide a quality educational program to our diverse community of students
where all are expected to learn
DSMS Motto
Live to learn learn to live
4
To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding
from the federal government to improve reading and math skills provide extended learning opportunities (eg
tutoring) and engage parents community in working with the schools To this end parents are encouraged to be
involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field
trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework
and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all
parent meetings They are also highlighted in letters to parents
This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows
Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at
Registration
Throughout the school year you will receive several letters from the administration regarding curriculum testing
tutoring opportunities and campus activities To be informed please read these letters carefully and share the
contents with your son daughter Calendars designating campus events will be mailed home each month
Please contact administration if you have any questions regarding the plannerrsquos contents or any future
correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent
meetings and other school-sponsored activities
To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year
We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and
extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and
make this a better place
You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes
attending school every day on time having a positive attitude getting involved in extra-curricular activities and
caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We
are here to make your years in middle school successful educationally challenging and memorable We welcome the
opportunity to help you grow academically behaviorally and socially
Sincerely
Ms Joan Molera Ms Gayle Clark
Principal Assistant Principal
5
DSMS Goals
Goal 1 Reading Students will increase achievement in reading as measured by formative and summative
assessments by focusing on the following elements of literature and informational texts during class and tutoring
sessions
Key ideas and details
Craft and structure
Integration of ideas
Text complexity
Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments
by focusing on the following text types and purposes
Argumentative
Informative explanatory
Narratives (real imagined)
Research
Students will develop the following language skills
Conventions of standard English
- verbals (gerunds participles infinitives)
- verbs (active vs passive voice)
- verbs (indicative imperative interrogative conditional subjunctive)
- 6-traits (ideascontent organization sentence fluency word choice voice conventions)
Vocabulary acquisition and use
- understanding context
- properly using reference materials
- integrating appropriate figurative language
- knowing the difference between connotation and denotation
Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by
focusing on the following during class and tutoring sessions
Ratios and proportional relationships (6th 7th only)
The number system
Expressions and equations
Functions (8th only)
Geometry
Statistics and probability
Goal 4 Character Development
Character Development leads to democratic and global ideals DSMS students will refine their personal character by
developing their trustworthiness heightening their sense of responsibility being a positive role model and showing
an ethic of care Such actions may include but are not limited to the following
Answering for your own actions with honesty rather than excuses
Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)
Supporting a healthy school environment that is devoid of intimidation bullying and violence
Respecting all adults (eg parents teachers staff bus drivers)
Showing regard and honor for the well-being of people
Showing regard and honor for possessions
Completing community service (clean the school premises and surrounding neighborhoods)
Showing empathy rather than indifference when someone is lonely or sad
Being tolerant and welcoming of cultures religion language and beliefs that differ from your own
6
PBIS
Positive Behavioral Interventions and Supports (PBIS)
In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports
(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach
that focuses on preventing challenging behavior through the implementation of positive proactive strategies
throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and
changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)
Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field
Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam
exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards
ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for
every student attending DSMS are
Be Responsible
Be Respectful
Be a Positive Role Model
Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways
gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next
page illustrates the specific behaviors expected in all classrooms at DSMS
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
3
Mission and Belief Statements
NUSD 1 Compliance Statement
The Nogales Unified School District does not discriminate on the basis of race color national origin sex age or
disability in access or admission to success or treatment in any of its educational programs activities or
employment opportunities
In compliance with Titles VI and VII of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972
Section 504 of the Rehabilitation Act of 1973 the Age Discrimination Act of 1967 as amended in 1978 and 1986 and
the Americans with Disabilities Act of 1990 a lack of English Language Skills shall not be a barrier to admission or
acceptance into any program including vocational education
NUSD 1 Mission
By working as a team within a positive environment all students will be successful responsible and culturally
appreciative critical thinkers now and throughout the 21st century
NUSD 1 Motto
High Expectations
Accountability
No Excuses
DSMS Mission
Desert Shadows Middle School will provide a quality educational program to our diverse community of students
where all are expected to learn
DSMS Motto
Live to learn learn to live
4
To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding
from the federal government to improve reading and math skills provide extended learning opportunities (eg
tutoring) and engage parents community in working with the schools To this end parents are encouraged to be
involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field
trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework
and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all
parent meetings They are also highlighted in letters to parents
This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows
Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at
Registration
Throughout the school year you will receive several letters from the administration regarding curriculum testing
tutoring opportunities and campus activities To be informed please read these letters carefully and share the
contents with your son daughter Calendars designating campus events will be mailed home each month
Please contact administration if you have any questions regarding the plannerrsquos contents or any future
correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent
meetings and other school-sponsored activities
To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year
We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and
extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and
make this a better place
You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes
attending school every day on time having a positive attitude getting involved in extra-curricular activities and
caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We
are here to make your years in middle school successful educationally challenging and memorable We welcome the
opportunity to help you grow academically behaviorally and socially
Sincerely
Ms Joan Molera Ms Gayle Clark
Principal Assistant Principal
5
DSMS Goals
Goal 1 Reading Students will increase achievement in reading as measured by formative and summative
assessments by focusing on the following elements of literature and informational texts during class and tutoring
sessions
Key ideas and details
Craft and structure
Integration of ideas
Text complexity
Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments
by focusing on the following text types and purposes
Argumentative
Informative explanatory
Narratives (real imagined)
Research
Students will develop the following language skills
Conventions of standard English
- verbals (gerunds participles infinitives)
- verbs (active vs passive voice)
- verbs (indicative imperative interrogative conditional subjunctive)
- 6-traits (ideascontent organization sentence fluency word choice voice conventions)
Vocabulary acquisition and use
- understanding context
- properly using reference materials
- integrating appropriate figurative language
- knowing the difference between connotation and denotation
Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by
focusing on the following during class and tutoring sessions
Ratios and proportional relationships (6th 7th only)
The number system
Expressions and equations
Functions (8th only)
Geometry
Statistics and probability
Goal 4 Character Development
Character Development leads to democratic and global ideals DSMS students will refine their personal character by
developing their trustworthiness heightening their sense of responsibility being a positive role model and showing
an ethic of care Such actions may include but are not limited to the following
Answering for your own actions with honesty rather than excuses
Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)
Supporting a healthy school environment that is devoid of intimidation bullying and violence
Respecting all adults (eg parents teachers staff bus drivers)
Showing regard and honor for the well-being of people
Showing regard and honor for possessions
Completing community service (clean the school premises and surrounding neighborhoods)
Showing empathy rather than indifference when someone is lonely or sad
Being tolerant and welcoming of cultures religion language and beliefs that differ from your own
6
PBIS
Positive Behavioral Interventions and Supports (PBIS)
In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports
(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach
that focuses on preventing challenging behavior through the implementation of positive proactive strategies
throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and
changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)
Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field
Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam
exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards
ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for
every student attending DSMS are
Be Responsible
Be Respectful
Be a Positive Role Model
Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways
gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next
page illustrates the specific behaviors expected in all classrooms at DSMS
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
4
To the Parent Guardian All schools in Nogales Unified School District 1 are Title One schools which mean they receive additional funding
from the federal government to improve reading and math skills provide extended learning opportunities (eg
tutoring) and engage parents community in working with the schools To this end parents are encouraged to be
involved at DSMS by (a) assisting in the classroom (b) developing the school improvement plan (c) helping on field
trips (d) being involved in clubs and activities and (e) applying parenting skills that help your child with homework
and time management skills Strategies and programs DSMS adopts to meet its Title One goals are outlined at all
parent meetings They are also highlighted in letters to parents
This planner has been prepared to explain and clarify the procedures policies and regulations at Desert Shadows
Middle School It is a supplement to the NUSD 1 Guidelines for Students Behavior Manual you received at
Registration
Throughout the school year you will receive several letters from the administration regarding curriculum testing
tutoring opportunities and campus activities To be informed please read these letters carefully and share the
contents with your son daughter Calendars designating campus events will be mailed home each month
Please contact administration if you have any questions regarding the plannerrsquos contents or any future
correspondences We look forward to seeing you at open houses parent-teacher conferences sporting events parent
meetings and other school-sponsored activities
To the Student On behalf of the faculty and staff we welcome you to Desert Shadows Middle School for the 2014-15 academic year
We are looking forward to assisting you in fulfilling your goals Desert Shadows has a history of fine academic and
extra-curricular accomplishments We expect you to meet the goals which have been set carry on the tradition and
make this a better place
You can benefit from everything Desert Shadows Middle School has to offer by being engaged in your classes
attending school every day on time having a positive attitude getting involved in extra-curricular activities and
caring for classmates and adults on campus If you encounter difficulties ask for help from any adult on campus We
are here to make your years in middle school successful educationally challenging and memorable We welcome the
opportunity to help you grow academically behaviorally and socially
Sincerely
Ms Joan Molera Ms Gayle Clark
Principal Assistant Principal
5
DSMS Goals
Goal 1 Reading Students will increase achievement in reading as measured by formative and summative
assessments by focusing on the following elements of literature and informational texts during class and tutoring
sessions
Key ideas and details
Craft and structure
Integration of ideas
Text complexity
Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments
by focusing on the following text types and purposes
Argumentative
Informative explanatory
Narratives (real imagined)
Research
Students will develop the following language skills
Conventions of standard English
- verbals (gerunds participles infinitives)
- verbs (active vs passive voice)
- verbs (indicative imperative interrogative conditional subjunctive)
- 6-traits (ideascontent organization sentence fluency word choice voice conventions)
Vocabulary acquisition and use
- understanding context
- properly using reference materials
- integrating appropriate figurative language
- knowing the difference between connotation and denotation
Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by
focusing on the following during class and tutoring sessions
Ratios and proportional relationships (6th 7th only)
The number system
Expressions and equations
Functions (8th only)
Geometry
Statistics and probability
Goal 4 Character Development
Character Development leads to democratic and global ideals DSMS students will refine their personal character by
developing their trustworthiness heightening their sense of responsibility being a positive role model and showing
an ethic of care Such actions may include but are not limited to the following
Answering for your own actions with honesty rather than excuses
Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)
Supporting a healthy school environment that is devoid of intimidation bullying and violence
Respecting all adults (eg parents teachers staff bus drivers)
Showing regard and honor for the well-being of people
Showing regard and honor for possessions
Completing community service (clean the school premises and surrounding neighborhoods)
Showing empathy rather than indifference when someone is lonely or sad
Being tolerant and welcoming of cultures religion language and beliefs that differ from your own
6
PBIS
Positive Behavioral Interventions and Supports (PBIS)
In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports
(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach
that focuses on preventing challenging behavior through the implementation of positive proactive strategies
throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and
changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)
Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field
Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam
exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards
ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for
every student attending DSMS are
Be Responsible
Be Respectful
Be a Positive Role Model
Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways
gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next
page illustrates the specific behaviors expected in all classrooms at DSMS
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
5
DSMS Goals
Goal 1 Reading Students will increase achievement in reading as measured by formative and summative
assessments by focusing on the following elements of literature and informational texts during class and tutoring
sessions
Key ideas and details
Craft and structure
Integration of ideas
Text complexity
Goal 2 Writing Students will increase achievement in writing as measured by formative and summative assessments
by focusing on the following text types and purposes
Argumentative
Informative explanatory
Narratives (real imagined)
Research
Students will develop the following language skills
Conventions of standard English
- verbals (gerunds participles infinitives)
- verbs (active vs passive voice)
- verbs (indicative imperative interrogative conditional subjunctive)
- 6-traits (ideascontent organization sentence fluency word choice voice conventions)
Vocabulary acquisition and use
- understanding context
- properly using reference materials
- integrating appropriate figurative language
- knowing the difference between connotation and denotation
Goal 3 Math Students will increase achievement in math as measured by formative and summative assessments by
focusing on the following during class and tutoring sessions
Ratios and proportional relationships (6th 7th only)
The number system
Expressions and equations
Functions (8th only)
Geometry
Statistics and probability
Goal 4 Character Development
Character Development leads to democratic and global ideals DSMS students will refine their personal character by
developing their trustworthiness heightening their sense of responsibility being a positive role model and showing
an ethic of care Such actions may include but are not limited to the following
Answering for your own actions with honesty rather than excuses
Valuing good behavior (eg drug-free alcohol-free making peaceful resolutions)
Supporting a healthy school environment that is devoid of intimidation bullying and violence
Respecting all adults (eg parents teachers staff bus drivers)
Showing regard and honor for the well-being of people
Showing regard and honor for possessions
Completing community service (clean the school premises and surrounding neighborhoods)
Showing empathy rather than indifference when someone is lonely or sad
Being tolerant and welcoming of cultures religion language and beliefs that differ from your own
6
PBIS
Positive Behavioral Interventions and Supports (PBIS)
In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports
(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach
that focuses on preventing challenging behavior through the implementation of positive proactive strategies
throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and
changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)
Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field
Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam
exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards
ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for
every student attending DSMS are
Be Responsible
Be Respectful
Be a Positive Role Model
Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways
gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next
page illustrates the specific behaviors expected in all classrooms at DSMS
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
6
PBIS
Positive Behavioral Interventions and Supports (PBIS)
In October 2008 DSMS implemented a research-based program called Positive Interventions and Supports
(PBIS) The PBIS Training Manual (AZ Dept of Education 2008) defined PBIS as ldquo an evidence-based approach
that focuses on preventing challenging behavior through the implementation of positive proactive strategies
throughout the entire school It teaches pro-social behaviors recognizes students who exhibit expected behaviors and
changes the environment so it supports positive behavior and creates safe learning communitiesrdquo (p 2)
Incentives provided at DSMS to celebrate positive behavior include but are not limited to the following Field
Day field trips to the theater (for those exceeding AIMS math AIMS Reading andor AIMS Writing) final exam
exemption for those scoring 95 or higher each quarter science field trips Young Audiences residencies awards
ceremonies recognition (eg Math Problem of the Week) and more The three school wide PBIS expectations for
every student attending DSMS are
Be Responsible
Be Respectful
Be a Positive Role Model
Matrices identifying behavioral expectations are prominently displayed in the cafeteria classrooms library hallways
gym busses playground and restrooms Look for these matrices around campus and follow the guidelines The next
page illustrates the specific behaviors expected in all classrooms at DSMS
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
7
Positive Behavior Interventions and Supports (PBIS)
Classroom Matrix
Be Respectful
Use appropriate language
Talk in turn
Keep hands and feet to yourself
Be Responsible
Be on time
Be prepared
Follow directions
Complete assignments
Be a Positive Role Model
Be honest
Do your own work
Give your best effort
Treat others as you would like to be treated
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
8
Curriculum and Instruction
Promotion Requirements
Arizona Statute 15-701 states ldquoThe state board of Education shall prescribe competency
requirements for the promotion of pupils from the eighth grade incorporating the academic
standards in at least the areas of reading writing mathematics science and social studiesrdquo As
well according to Statute 15-521 ldquoEvery teacher shall make the decision to promote or retain a
pupil in grade in a common school such decisions may be overturned only by the school
boardrdquo
Simply put by law students are required to classes and exams Those who fail classes andor do not
meetexceed summative exams will be considered for not participating in the Transition Ceremony
andor retention Additionally those 8th graders having multiple suspensions their 8th grade year
will not be allowed to participate in the Transition activities (ie ceremony dinner dance)
Tutoring
Tutoring is provided every Monday Tuesday and Thursday from 325 ndash 410 pm Busses are provided for
students living in DSMS boundaries Healthy snacks are provided for students attending tutoring as well
The benefits of attending tutoring are numerous When regularly attending you will
Increase learning and achievement in your classes
Score higher on formative tests like Galileo
Score higher on summative tests
Master English quicker
Make your parents proud
Make your teachers proud
Make yourself proud
Course Offerings
Honors Structured English Immersion (SEI) and Special Education courses are offered to meet the
academic needs of all students Course descriptions outlines the curricula and instructional practices
provided in various courses offered at DSMS
Homework
As an educational workplace DSMS considers homework to be a premium learning experience
When used as reinforcement practice or a confirmation tool homework serves to enhance the total
education program Students are to record their homework in their planners in every class
Homework is to be turned in on time Failure to do so will result in a reduced grade as per
teachersrsquo policies as indicated on their grade level teamrsquos classroom management plans
Students missing school for illness competitions and field trips are expected to complete and
submit class work and homework
Students assigned to in-school suspension (ISS) and out-of-school suspension (OSS) are expected to
complete and submit class work and homework
Quarter Final Exam Weight
Each quarter is worth 45 and final exams are worth 10 of the semester grade A student earning a
minimum of 95 each quarter may be exempt from the final exam this exemption is up to the teacher
subject area
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
9
How to Get Good Grades in Ten Easy Steps Step 1 Believe in yourself
Step 2 Be organized
Step 3 Manage your time well
Step 4 Be successful in the classroom
Step 5 Take good notes
Step 6 Know how to read a textbook
Step 7 Study smart
Step 8 Use test-taking strategies
Step 9 Reduce test anxiety
Step 10 Get help when you need it
How to Get the Most out of Middle School Step 1 Learn about your school
Step 2 Be in school every day
Step 3 Know how to get good grades
Step 4 Set goals
Step 5 Get involved
Step 6 Make good choices and decisions
Step 7 Deal with stress anger and bullies
Step 8 Get along with your parents
Step 9 Understand the social scene
Step 10 Plan and prepare your future
How to Get the Most out of High School Step 1 Understand your academic record
Step 2 Know your school
Step 3 Be in school every day
Step 4 Know how to get good grades
Step 5 Set goals
Step 6 Get involved
Step 7 Make good choices and decisions
Step 8 Know how to handle stress
Step 9 Use available services
Step 10 Plan and prepare for your future
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
10
My Record of Important Test Results
AIMS PARCC (Exceed Meets Approaches Falls Far Below) Spring 2012
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2013
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Spring 2014
Reading ___________________________________
Writing ___________________________________
Math ___________________________________
Galileo (Exceeds Meets Approaches Falls Far Below) Quarter 1 Pre Post Quarter 3 Pre Post
Reading _________ _________ Reading _________ _________
Math _________ _________ Math _________ _________
Language _________ _________ Language _________ _______ (grammar) (grammar)
Quarter 2 Pre Post Quarter 4 Blueprint Score
Reading _________ _________ Reading _________
Math _________ _________ Math _________
Language _________ _________ Language _________ (grammar) (grammar)
Writing Assessment (0-6 each trait)
Quarter 1 (Narrative - real) Quarter 3 (Argument)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
Quarter 2 (ExplanatoryInformative) Quarter 4 (Narrative - imagined)
Content ____________________ Content ____________________
Organization ____________________ Organization ____________________
Conventions ____________________ Conventions ____________________
Sentence Fluency __________________ Sentence Fluency __________________
Word Choice ____________________ Word Choice ____________________
Voice ____________________ Voice ____________________
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
11
My Class Schedule
Class hour Teacher Room number Homework pal
1st Hour ____________________ ____________________ ____________________
2nd Hour ____________________ ____________________ ____________________
3rd Hour ____________________ ____________________ ____________________
4th Hour ____________________ ____________________ ____________________
5th Hour ____________________ ____________________ ____________________
6th Hour ____________________ ____________________ ____________________
7th Hour ____________________ ____________________ ____________________
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
12
Desert Shadows Middle School Fight Song
Composed by Mr Russell Woods
Lyrics by Melody Agosttini DSMS Class of 2005
With courage and pride
We have nothing to hide
Our heads held high
We will rise to the sky
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
Determination nonstop
It will take us to the top
With one fierce strike
Our opponents take a hike
Desert Shadows
This is our school
Desert Shadows
Our team will rule
Desert Shadows
With all our might
Desert Shadows
Fight Fight Fight
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
13
Awards and Certificates ldquoDo Goodersrdquo Every month teachers recommend ldquodo goodersrdquo from each of their classes These students are awarded with a little
incentive (eg pencils restaurant certificates bowling games) for being respectful being responsible and being a
positive role model
Athletic Certificates and Awards
Student-athletes who maintain passing grades and successfully complete a sport earn athletic certificates and pins at
the conclusion of their seasons Athletic award ceremonies are held each quarter as a pull-out assembly for
participants coaches and parents only
Sparkle Award
Being respectful being responsible and being a positive role model are the three school wide behavioral expectations
that are the basis for receiving the Sparkle Award presented each quarter at a school-wide assembly Students may
earn one Sparkle Award per school year
Gem Award
Students earn this prestigious award based on academic excellence parents of recipients are also presented with a
token of appreciation each quarter at a school-wide assembly Students may earn one Gem Award per school year
Quarterly Honor Roll Certificate
Students must earn a GPA of 35-40 in order to receive the quarterly Honor Roll certificate presented each quarter in
the classrooms by administration Names will also be submitted to the Nogales International for publication
Yearly Honor Roll Certificate
Students must earn a GPA of 35-40 for Quarters 1 Quarter 2 and Quarter 3 to be presented with the yearly Honor
Roll Certificate and special token at the May Honors Night Ceremony
Yearly Perfect Attendance
Students must attend all school days in any one school year to earn this award presented at the Honors Night
Ceremony Any suspensions (ISS or OSS) automatically disqualify students from earning this award
Middle School Years Perfect Attendance
Students must attend all school days all three years of middle school to earn this award their 8th grade year presented
at the Transition Ceremony
Presidential Award
To receive the Presidential Award eighth grade students must earn a GPA of 35 or higher all three middle school
years and earn exceeds on at least three of the six AIMS exams taken their 6th and 7th grade years Upon its induction
results from the Common Corersquos summative test may be added to the criteria This award is presented at the Honors
Night Ceremony
Diamondback Award
Attendance academic standing citizenship work ethic and extra-curricular involvement are the basis for students
earning the prestigious Diamondback Award presented to 8th grade students at the Honors Night Ceremony
Principalrsquos List
Eighth grade students earn a medallion when attaining a cumulative GPA of 375 or higher The medallion will be
issued at the Honors Night Ceremony and worn at the Transition Ceremony as these students sit in the front rows
40 A+ Award
Students must earn all Arsquos all quarters of their 6th 7th and 8th grade years to earn this prestigious award their 8th grade
year presented at the Transition Ceremony
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
14
Extra-Curricular Opportunities
Athletics
1st Quarter 3rd Quarter
Football Basketball (Girls)
Volleyball Quarters 1-3 Soccer (Boys)
Tennis (Boys and Girls) Cheerleading
Cross-Country (Boys and Girls) Poms
2nd Quarter 4th Quarter
Basketball (Boys) Baseball
Soccer (Girls) Softball
Track (Boys and Girls)
Care of Sports Uniforms Equipment
Students will be charged replacement cost for lost or damaged sports uniforms equipment
Approval of Sports Participation
Students must be issued clearance to practice and obtain sports uniforms Each school year the following must be
submitted toapproved by the athletic secretary prior to sports participation clearance
Athletic Packet
Parents Permission for Athletic Participation - signed by parent or guardian
Athletic Insurance ndash must provide a copy of Insurance Card (Student Services can make a copy) or purchase
school insurance for approximately $5500 - $7700
Emergency Consent - signed by parent or guardian
Mild-Traumatic Brain Injury Concussion Annual Statement and Acknowledgement Form
Note A student who becomes 15 years of age before September 1st is not eligible to compete in athletics
Physical Examination
Health History - must be completed and signed by parent
Annual Health Questionnaire - must be completed and signed by parent
Physical Examination a physical exam must be completed and signed by a physician licensed to practice in
the US
Guidelines and Rules for Sports and Club Participation
All DSMS policies are in effect during any school-sponsored extra-curricular activity
All fundraising items solicitors must be screened and approved by the Principal first and Student Council
second The form can be obtained at the office
Students may not participate in an athletic or club event if they have an unexcused absence from school the
day of the competition
Students placed on suspension due to disciplinary measures may not participate in sports or clubs for the
determined duration
Administration may remove a student from a sport club if discipline infractions are so merited
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
15
Eligibility
Maintaining passing grades is the priority for all student-athletes and club participants Everyone is a student first
and athlete second The DSMS eligibility policy is
Grades will be printed every Friday for ALL athletes at 330 pm Eligibility is based solely on that print-out
Athletes with a failing grade in ANY class at that reportrsquos printing will be labeled ineligible for one full week
Dates of ineligibility will be indicated on the DSMS calendar
The athletic secretary will notify coaches of ineligible players timeline
Ineligible athletes must attend all tutoring sessions during their period of ineligibility Failure to do so will
result in an extended ineligibility period Coaches will monitor tutorial attendance
Ineligible athletes will not dress out (to school or after school) on game day
Ineligible athletes will not travel to or participate in any game meet match or competition during the time
they are ineligible but they are expected to practice after attending tutoring
If an ineligible student-athlete plays the game will be forfeited
If an athlete is ineligible three times in a season heshe will be dismissed from the team
NUSD 1 Guideline (NUSD 1 Governing Board approved 052714)
Student athletes at the middle school level are only permitted to play six consecutive semesters of their middle school
years beginning the first semester they enter 6th grade Any student who has been enrolled for (6) consecutive
semesters of middle school will be ineligible to compete in the athletic program semester seven semester eight or
thereafter Eligibility begins as the student enters the 6th grade regardless of whether he or she participates in athletics
during hisher 6th andor 7th grade years If heshe chooses not to play heshe loses the opportunity This pertains to
students transferring in from other schools as well This guideline pertains to athletics rather than clubs or music
Thus these are the only combinations that NUSD 1 middle school students can participate in athletics
6th 6th 7th no 8th
6th 7th 7th no 8th
6th 7th 8th no second year 8th
Victory with Honor ndash Playersrsquo Code of Conduct
Play by the rules and pursue Victory with Honor
Remember the goals of the game are to have fun improve skills and feel good
Donrsquot play just to please your parents teacher or coach
Win and lose graciously
Treat all athletes as you would like to be treated
Cheer good plays by either team
Play the game with your best effort
Donrsquot be a showoff or a me-first player Work as hard for your team as you do for yourself
Cooperate with your teacher coaches teammates opponents and the officials
Donrsquot argue with officials or complain about calls
Control your temper Never retaliate when you feel wronged
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
16
DSMS Clubs Activities
DSMS Clubs Activities Currently the clubs at DSMS include the following Drama Instrumental Music Student Council Yearbook and
MESA (Mathematics Engineering and Science Achievement)
Purpose
Participating in clubs is a way to develop interests deepen friendships hone leadership abilities and show talents
DSMS clubs have a solid reputation Students joining a club should have motivation collaborative skills interest and
time Positively working with community members and parents is an expectation when participating in DSMS clubs
Approval for Club Activities Participation
An Agreement Form (mini-clearance) must be completed and submitted to the Student Services Office at the start of
the school year It will include basic information regarding emergency contacts allergies and the like Those students
who do not submit the proper documentation will not be allowed to travel As per DSMS Policy students with an
unexcused absence for one or more hours on the day of events games will not be able to participate
Eligibility
All of the eligibility rules stated for athletes apply to club activity members whenever participation travel during
school hours is requested
P ersonal
R esponsibility
I n
D aily
E ffort
Fees Required Fees
General Participation Fee $100
Lockers (school locks must be used) $500 (Payment due at registration)
Replacement Fees
Replacement Planner $500 (must have planner at DSMS daily)
Replacement ID card $500 (must have ID card at DSMS daily)
Optional Fees
Yearbook $3000 (optional to purchase)
Special Considerations
For families who have a particular financial hardship please contact DSMS administration
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
17
Student Services
Student Health
Health services provided by the school nurse who is a registered nurse (RN) include emergency care
immunizations acute illness management chronic medical condition monitoring counseling and referrals
At registration parents are required to complete the Emergency Information Card Since students will be
released only to those persons identified on the emergency card when a parent cannot be contacted
information on the card must be kept current If no emergency card is on file and the parent cannot be
contacted the student will not be allowed to leave campus It is the nursersquos responsibility to call parents in
case of illness or emergency rather than teachers or office staff This way the studentrsquos health is determined
from a medical standpoint
When an accident or sudden illness occurs the student should report directly to the health office Except in
emergency cases students must check out of class by obtaining a pass from their teacher prior to going to the
health office Under no circumstances may any student leave the school campus because of illness or injury
without first reporting to the health office
The school nurse (or other school personnel as designated by the principal) will supervise the administration
of medicines during school hours If medication is prescribed by the studentrsquos physician a written request
will be required from the parents or guardian for administrative purposes Prescription medications must be
contained in the original container The container must be labeled with physicians name patients name
name of medication dosage and frequency Students may not carry medicinesdrugs with them during the
school day These must be left with the school nurse Medication from Mexico will not be administered at
school
Students that have asthma are allowed to carry their inhalers with them only if a parent signs a medical
consent form
Food Service Eating Protocol
Southwest Foods offer a choice of breakfast and lunch entrees daily Breakfast and lunch are free for all
students in all schools in NUSD 1 Students are required to eat lunch inside the cafeteria before proceeding
outside to participate in recess
Students are expected to form proper lines clean their table and dispose of their trash Students are allowed
to bring their own sack lunches in lieu of eating the cafeteria food They may use the microwaves in the
cafeteria for said purpose Sack lunches must also be eaten in the cafeteria
Beginning the 2014-15 school year all students in 6th and 7th grade will eat 1st lunch and all students in 8th
grade will eat second lunch
Those in second lunch will report to the cafeteria and wait until the whistle is blown to go outside and play
Students are not allowed to receive fast food meals or organize birthday luncheons celebrations during
school hours Parental understanding is appreciated
Library
Students are welcome to use the library resources for research and reading for pleasure The library is
automated for book check-out Book catalogs are computerized to make research easier In addition print
material and online resources are available for student use
The library is open daily from 730 am until 330 pm The use of the library is a privilege and students are
expected to be responsible for items they use Students who do not behave appropriately will lose their
library privileges Passes are required during the school day No food or drink is allowed in the library
Counseling
School counselors provide individual and group sessions on several issues to help students cope with challenging
obstacles that may impede school success For those students in need of clinical counseling or mental health services
parents are encouraged to seek assistance from local agencies The school counselors can facilitate this partnership
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
18
Discipline -- Rules Regulations Prohibited Items
Students are not permitted to carry cellular phones beepers laser pointers cameras ipods laptops or other
electronic devices on campus These items will be confiscated and turned over to school administrators for referral
processing Similar to Nogales High Schoolrsquos practices regarding studentsrsquo personal cell phones on campus we do
not allow them at DSMS during school hours (800 amndash315 pm) Teachers and staff are directed to send the phone
to the office with a note specifying details of the infraction Upon receipt of the phoneelectronic device
administration will take the following discipline measures
1st Offense Referral for documented warning Parent will be called wstudent present and technology will be
returned to student at the end of the day
2nd Offense Referral for second documented warning Parent will be called wstudent present and returned
to student after four weeks
3rd Offense Referral for third documented warning Parent will be called wstudent present and returned to
student at the end of the school year
Other Prohibited Items
Aerosol sprays (eg AXE deodorant and perfume) are not allowed outside the PE locker room areas If these
items are in possession or used outside that location they will be confiscated and returned to a parent after
four weeks This is a safety hazard for those with health conditions For that reason this will not be
negotiated
Gum is not allowed at school and on the busses
Permanent markers are not allowed at school and on the busses
Searches
ldquoSchool officials have the right to search and seize property including school property temporarily assigned to
students when there is reason to believe that some material or matter detrimental to health safety and welfare of the
students exists Items provided by the District for storage (eg lockers desks) or personal items [eg backpacks] are
provided as a convenience to the student but remain the property of the school and are subject to its control and
supervisionrdquo (NUSD Policy JIH J-3400)
School Behavior
DSMS students are expected to comply with all guidelines as set forth in the Nogales Unified School District 1 Behavior
Management Handbook for Students and Parents All staff members have the authority to ensure students follow these
guidelines Students with inappropriate behavior will be referred to administration Consequences for such behavior
range from a warning parent contact lunch detention after-school detention in-school suspension out-of-school
suspension or long-term suspension The severity of the infraction will determine the level of consequence Repeated
behaviors will result in heightened consequences
Activity Suspension
DSMS has activities dances field days and assemblies These activities are privileges provided to those students
who earn them Inappropriate behavior will result in activity suspension
Field Trips Off-Campus Club Opportunities
Similar to the No Pass No Play athletic policy students are not allowed to miss classes for a field trip music
competition or club opportunity unless they are eligible (no Frsquos on the Friday before the activity commences) This
does not pertain to Saturday events such as parades
Use of Playground Facilities
Use of playground facilities (before school and during lunches) includes the basketball courts and adjacent dirt area
It is prohibited to play on the grass or on the sidewalk areas in front of the library or offices
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
19
School Bus Rules
Students are assigned a bus according to house address for safety reasons they are not allowed to deviate from this
bus assignment Students attending DSMS under open enrollment are not allowed to ride NUSD 1 busses Questions
or concerns about bussing need to be directed to Citizens Bus Company at 281-0400
While riding the bus
Except for ordinary conversation students shall observe quiet conduct
Students shall stay in their seats while the bus is in motion
Students shall not throw waste paper or other items on the floor or out the window
No part of the body shall be extended through the bus window
Students must be quiet while a school bus is stopped for a railroad crossing
Students shall not leave the bus from the emergency door unless an emergency exists
Bus discipline and penalties
There is a no-tolerance policy for inappropriate bus activity due to the potential safety concern The driver is
in charge of the bus and the students Students shall comply promptly and cheerfully with the requests of the
driver
Students shall not run or push while entering or exiting the bus each step that is provided is to be used
Students causing a disruption will be suspended from riding the bus (2 weeks for the 1st infraction 4 weeks
for the second infraction for the remainder of the school year for the third infraction) DSMS personnel are
not responsible for transporting students to and from DSMS whose bus privileges have been suspended
Any damage to the bus will result in restitution (report to the sheriff department and payment for repair)
Office Protocol
Students are to use the front office entrance door when needing assistance with athletics (Ms Lysette
Cervantes) or from the principal (Ms Molera)
Students are to use the side office entrance door when needing assistance with attendance (Ms Isabel Clark)
or discipline (Ms Clark)
Students are to use the back office entrance door when needing assistance with counseling (Ms Padilla Ms
Romero)
Before School Protocol
Students that report before 730 am must report to the cafeteria where they will be supervised
At 730 am students will be allowed to play outside
At 745 am a whistle will be blown for students to walk down the hallway and retrieve materials from
lockers
After School Protocol
Students who are waiting to be picked up by parents are to sit on the benches under the canopy in front of
the school They may also wait by the curb for pick up Parents must pick up their children no later than 415
pm
To provide a safe and orderly environment students (including elementary aged children) are prohibited
from using the playground facilities after school
There is no parent pick up at the rear of the school with the exception of athletics (typically 515 pm or later)
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
20
Student Violence Harassment Intimidation Bullying
The Governing Board of the Nogales Unified School District believes it is the right of every student to be educated in a positive safe
caring and respectful learning environment The Governing Board further believes a school environment that is inclusive of these traits
maximizes student achievement fosters student personal growth and helps a student build a sense of community that promotes positive
participation as citizens in society To assist in achieving a school environment based on the beliefs of the Governing Board bullying in
any form will not be tolerated
Bullying Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation
andor harassment that
has the effect of physically harming a student damaging a students property or placing a student in reasonable fear of harm or
damage to property
is sufficiently severe persistent or pervasive that the action behavior or threat creates an intimidating threatening or abusive
environment in the form of physical or emotional harm
occurs when there is a real or perceived imbalance of power or strength or may constitute a violation of law
Bullying of a student or group of students can be manifested through written verbal physical or emotional means and may occur in a
variety of forms including but not limited to
verbal writtenprinted or graphic exposure to derogatory comments extortion exploitation name calling or rumor spreading
either directly through another person or group or through cyberbullying
exposure to social exclusion or ostracism
physical contact including but not limited to pushing hitting kicking shoving or spitting and damage to or theft of personal
property
Cyberbullying Cyberbullying is but not limited to any act of bullying committed by use of electronic technology or electronic
communication devices including telephonic devices social networking and other Internet communications on school computers
networks forums and mailing lists or other District-owned property and by means of an individuals personal electronic media and
equipment
Harassment Harassment is intentional behavior by a student or group of students that is disturbing or threatening to another student or
group of students Intentional behaviors that characterize harassment include but are not limited to stalking hazing social exclusion
name calling unwanted physical contact and unwelcome verbal or written comments photographs and graphics Harassment may be
related but not limited to race religious orientation sexual orientation cultural background economic status size or personal
appearance Harassing behaviors can be direct or indirect and by use of social media
Intimidation Intimidation is intentional behavior by a student or group of students that places another student or group of students in
fear of harm of person or property Intimidation can be manifested emotionally or physically either directly or indirectly and by use of
social media
Students are prohibited from bullying cyberbullying harassing and intimidating on school grounds school property school buses
at school bus stops at school sponsored events and activities and through the use of electronic technology or electronic
communication equipment on school computers networks forums or mailing lists
Disciplinary action may result for bullying which occurs outside of the school and the school day when such acts result in a
substantial physical mental or emotional negative effect on the victim while on school grounds school property school buses
at school bus stops or at school sponsored events and activities or when such act(s) interfere with the authority of the school
system to maintain order All suspected violations of law will be reported to local law enforcement
Students who believe they are experiencing being bullied or suspect another student is bullied should report their concern to any
staff member of the School District School personnel are to maintain appropriate confidentiality of the reported information
Reprisal by any student directed toward a student or employee related to the reporting of a case or a suspected case of bullying
shall not be tolerated and the individual(s) will be subject to the discipline set out in applicable District policies and
administrative regulations
Students found to be bullying others will be disciplined up to and including suspension or expulsion from school
Knowingly submitting a false report under Policy JICK or this exhibit shall subject the student to discipline up to and including
suspension or expulsion Where disciplinary action is necessary pursuant to any part of this policy relevant District policies shall
be followed
Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying
harassment is a violation of the law
JICK-EB July 2013
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
21
DSMS School Uniforms 2014-15
NUSD 1 affirms that a positive school learning environment is a major factor in sustained achievement There are a number of
variables that contribute to a positive school climate such as safety discipline and school unity The district believes that wearing
a school uniform is one way to support all three of these elements School uniforms which refer to wearing the same style and
color of attire create a safer environment because they identify students as well as non-school persons who may visit campus
Uniforms create a more disciplined environment by reducing negative competition over dress style allowing school unity and
eliminating factors that can create economic and social divisions among individuals This allows students to become more
conscious of shared goals such as meeting academic standards developing self-confidence and creating a sense of belonging
Wearing school uniforms creates and maintains a positive learning environment to which student achievement is the highest
priority
Tops Sweatshirts
Solid purple or white
Short-sleeved or long-sleeved (no tank tops or spaghetti straps)
DSMS logos are encouraged Other logos are prohibited
Shirts are recommended to be tucked in while on school campus
During the academic day (800 am - 315 pm) outerwear (eg winter coats sweatshirts sweaters) can be worn inside
only if solid white or purple (with no logos other than DSMS logos) All other colors must be stored in the locker during
that time frame However in inclement weather students can wear any colored jacket outside during lunchtime Upon
re-entering the building after lunch however students must store their outerwear in their locker before going to class
Bottoms
Solid khaki (pants shorts skirts and skorts)
Dresses jumpers and leggings may be purple white or khaki
Pants shorts skirts skorts dressesjumpers must be longer than the fingertips when arms are at your side
Shoes
Shoes sandals boots flip-flops (no slippers permitted)
No color requirement is mandated
General Guidelines
Oversized or undersized clothing is not allowed
Sweatpants or pajama bottoms are not allowed
Bandanas are not allowed
Sunglasses or caps are not allowed unless medically prescribed
PE clothing must be appropriate in style Inappropriate styles language symbols or displays are not allowed
If belts are worn they must not display gang drug initials or alcohol insignias Belts must be appropriately sized and
may not extend more than two (2) inches beyond the first belt loop
Necklaces must be tucked inside the uniform shirt
School uniforms must be worn every day of the year unless indicated otherwise on the school calendar
School uniforms must be worn at all field trips and school-sponsored events Athletes may wear their school-sponsored
uniforms to school on game days when eligible
Violation of dress code results in borrowing clothing from the office contacting parents to bring a change of clothing or
receiving a referral
Special Considerations
For families that have financial hardship please contact the DSMS Parent Engagement Coordinator Through personal donations
and local grants earmarked for this purpose families in need may receive uniforms and supplies
NUSD School Uniform Regulation JICA-RB
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
22
DSMS Policies Procedures Attendance Policy
Based on educational law ldquoA child who is habitually truant or who has excessive absences may be
adjudicated an incorrigible child as defined in ARS 8-201rdquo In other words attending school is the law
Students and their parents are subject to arrest by the County Attorneyrsquos Office if excessive absences are
recorded (Required attendance is 162 180 full school days ndash ARS15-802)
Excessive absences (10 or more consecutive days) will result in being dropped from DSMS
Students may not leave campus during the school day unless parents first report to the attendance office
Parents must sign a release form from the office before their child is permitted to leave campus during school
hours Students will only be released to the persons indicated in the demographics page or emergency card
Parents must report an absence due to illness to the attendance secretary
Parents who pick up their children must do so by 415 pm at the front of the school Those picking up
student-athletes must use the back parking lot after practice games conclude
Tardy Policy
Tardy policies are established by individual classroom instructors for the first four tardies Tardies thereafter will be
handled by administration excessive tardies may result in out-of-school suspension
Pre-Arranged Absences
If it is absolutely necessary for a student to be absent on a specific date(s) advance arrangements must be made to
excuse these absences Otherwise they are regarded as personal business which are unexcused The procedure for
pre-arranging an absence is
Obtain a pre-excused absence form from the attendance clerk and fill out all pertinent information
(1) Take this form home for parents to complete authorize (2) Take this form to the principal for approval
and (3) Take this form to each teacher for hisher approval comments and homework assignments
When form is completed return it to the attendance clerk who inputs into the system and provides a copy to
the student
Identification Cards
Every student will be issued an identification card bearing hisher name and student number Students must have the
school ID at all times They are required for library check-out lunch bus and Internet access If an ID is lost or stolen
a replacement ID will cost $500 and must be purchased processed with the Student Services Clerk Ms Lysette
Cervantes
Changing Classes
Students are not allowed to change teachers or classes throughout the school year unless parents request a change of
levels (ie honors vs regular) This request must be made in writing to the counselor and will be considered at
Quarter 1 or Semester 1 only Level changes are not allowed Semester 2 A request to change teachers will only be
considered once a meeting with the principal (or designee) parents teacher and student has occurred
Passes
The only pass accepted to the restroom office library and health office is the planner If students lose their planner
they will be charged $500 for a DSMS replacement planner or they may purchase their own from a vendor
Campus Safety
As required by federal law and the NUSD 1 School Board the following emergency practice drills will be conducted
Campus Evacuations ndash once each semester
Bus Evacuations - once each semester
Lockdown Drill ndash once each semester
Fire Drill ndash once each month
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
23
Miscellaneous
Lost Stolen or Damaged Personal Property
The school district does not carry any insurance which covers replacement or repairs to lost stolen or damaged
property (such as musical instruments electronic devices personal phones etc) belonging to an individual student
teacher or staff member Individuals are responsible for any personal property that is brought to school However
Lost and Found is located in the hallway outside the assistant principalrsquos office Since all students should respect the
property and privacy of others the following regulations are expected to be observed
Students are not permitted to tamper with another students locker lock musical instrument art project or
school equipment
Any damage or breakage whether accidental or not is to be reported to an Administrator immediately
Students may be liable for disciplinary action including but not limited to payment for the lost or damaged
object including a report with the Sheriffrsquos Office
Assemblies
DSMS students must behave courteously at assemblies Students must give full attention to the performers or
presenters and show appreciation only through clapping hands Whistling shouting and foot stomping is not
appropriate Visitors often form a lasting impression of our school and community by our behavior at assemblies
Guest SpeakersVisitors
All guest speakers and visitors must check in at the front office
Visitors
School-aged visitors (eg friends cousins siblings) are not allowed on campus during regular school hours
Recycling
Soda tabs are collected year round by Student Council members Benefits go to the Ronald McDonald House
Box Tops for Education
Students are encouraged to submit Box Tops to 1st Hour teachers who submit them to Ms Clark for processing
Proceeds benefit DSMS students and programs
Escrip Program
Those parents who shop at Safeway and have a club card can earn money for DSMS See Mrs Clark to find out how a
percentage of your spending gets donated to our school
Telephone Messages
Telephone messages will not be delivered to students unless there is an emergency and the caller is willing to state
the emergency Students may use the phone in the office before school during lunches and after school
Playground Equipment Playground equipment will be distributed and collected by the school security officer or designee (at lunch time but
not before school) Students will submit their ID to the adult to check out campus playground equipment Equipment
must be returned for the ID to be returned
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
24
Narrative Writing (Q1-Real Q4-Imagined)
Narrative writing conveys experience or summarizes events either real or imaginary and uses time as its
deep structure It can be used for different purposes such as to inform instruct or entertain Modes
include personal narratives vignettes journals creative fictional stories memoirs drama autobiographies
anecdotes and poetry
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing Is it to entertain Sadden Celebrate
STEP 3
Identify the mode Is it a personal narrative vignette journal creative story drama or poem Be clear on
this so you know what format and voice to use Typically narrative writing uses 1st person point of view
STEP 4
Organize your narrative writing placing the details andor plot in a logical order Refer to the Ideas and
Organization sections of the Narrative Writing Checklist to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section The
goal in narrative writing is to show rather than tell It is recommended to make the reader experience the
story If you are truly describing the setting (time and place) characters (individuals) and plot (sequence
of events) using vivid detail and dialogue--as quality narrative writing requiresmdashboth the writer (you) and
reader (audience) will be moved to tears laughter or anguish
STEP 6
Edit your rough draft using the Narrative Writing Checklist Then write the final draft using good
penmanship
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
25
Narrative Writing Checklist (Q1-Real Q4-Imagined)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents an interesting and valuable story lesson
_____ has a clear storyline or message
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that sets the stage for the story
_____ addresses one central idea description or dialogue in each body paragraph (in narrative writing
paragraph length may vary)
_____ includes sentences that are in the best order
_____ includes a clear conclusion that properly closes the story
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice or private voicemdashdepends on the story being told
_____ describes people places or events vividly
_____ shows sincerity maturity and the ability to show (rather than tell)
WORD CHOICE
_____ contains specific words that are descriptive and poignant
_____ contains colorful words and lively verbs
_____ contains language that is appropriate to the storyrsquos context
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the narration
_____ uses transitional words among sentences as appropriate to the narration
_____ displays varied sentence beginnings to impact meaning
_____ displays varied sentence lengths to impact meaning
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ starts new paragraphs with each new speaker (if using dialogue)
Example
After hearing my mother shout my middle name I knew I was in serious trouble ldquoClaire Marie
Lucasrdquo she bellowed ldquoCome here immediatelyrdquo
ldquoIrsquom on my way Momrdquo I dutifully responded as my heart and mind raced frantically thinking of
an excuse for this ill-timed incident that surely displeased her
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
26
Informational Explanatory Writing (Q2)
Informational Explanatory writing provides information that makes the reader understand something
Academic informational explanatory writing includes literary analysis scientific reports historical
reports summaries speeches and editorials
STEP 1
Choose a topic that you know something about or have an interest in that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to explain Inform Teach
STEP 3
Identify the mode Is it an analysis report summary or speech that you are writing Be clear on this so
you know what voice to use
STEP 4
Organize your informative explanatory writing placing the information in a logical order Refer to the
Ideas and Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
Example 1 After mixing the sugar and eggs you must
Example 2 In his discussion of plant cells Williams (2002) supports this finding
STEP 6
Edit your rough draft using the InformationalExplanatory Writing Checklist to be sure you have all the
necessary elements Then write the final draft using good penmanship
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
27
Informational Explanatory Writing Checklist (Q2)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting and valuable information to help the reader understand something
_____ has a clear message purpose that informs or explains something
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the purpose of the writing
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ presents ideas in a logical way to increase understanding
_____ includes a clear conclusion that restates the purpose of the writing
VOICE
_____ is slanted appropriate to what is being narrated (experienced)
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that best inform or explain
_____ contains colorful words and lively verbs that increase understanding of topic
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the informational
explanatory writing
_____ uses transitional words among sentences as appropriate to the informational explanatory writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
28
Argument Writing (Q3)
There are three purposes to Argument writing (1) to change the readerrsquos point of view (2) to bring about
some action on the readerrsquos part and (3) to ask the reader to accept the writerrsquos explanation or evaluation
of a concept issue or problem using reason and logic to demonstrate the validity of the writerrsquos claim
Examples might include
Making claims about the worth or meaning of a literary scientific or historical work(s)
Defending interpretations or judgments with evidence from texts students are writing about
Using informational text drawn from social studieshistory to analyze evidence from primary and
secondary sources to advance a claim that is best supported by evidence
Using informational text drawn from science to make claims in the form of statements or
conclusions that answer questions or address problems
STEP 1
Choose a topic worthy of argument
STEP 2
Consider the situation
Clarify your thinking
Construct a claim (thesis statement)
STEP 3
Collect evidence
Consider key objections and develop a counter argument
Craft your argument Take a stance and stay with that viewpoint Keep it scholarly
Confirm your claim Use anecdotes quotations examples statistics and other relevant information
to give your arguments weight
STEP 4
Organize your essay in this way
Introduction
Claim statement (thesis)
Background information
Reasons and evidence
The opposing view and refutation
Conclusions
STEP 5
Edit your rough draft using the Argument Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
29
Argument Writing Checklist (Q3)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why)
_____ presents interesting valuable and evidence-based information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
ORGANIZATION
_____ includes a strong introduction that identifies the claim statement (thesis)
_____ contains reasons and evidence as well as opposing viewpoints and refutation
_____ addresses one central idea (5-8 sentences per body paragraph) in each body paragraph infusing
quotations information from text and outside sources as applicable
_____ arranges sentences charts andor graphs in the best order to increase understanding
_____ arranges sentences in the best order to support argument
_____ includes a clear conclusion that restates the claim
VOICE
_____ uses evidentiary slant in writing to enhance argument
_____ uses public voice as opposed to private voice
_____ shows that the writer really understands the topic
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that enhances position
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the argument writing
_____ uses transitional words among sentences as appropriate to the argument writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution (if applicable)
_____ displays varied sentence beginnings to impact argument
_____ displays varied sentence lengths to impact argument
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from the text or outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page (if applicable) in APA format (see pp 32-33 of this planner)
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
30
Functional Writing (integrated throughout the school year rather than taughttested a particular quarter)
Functional writing provides information that makes that is day-to-day and timely Workplace functional
writing includes emails notes blogs applications resumes manuals and memos Everyday functional
writing includes recipes letters directions and instructions As the name implies functional writing is
what we do every day to function in our lives
STEP 1
Choose a topic that you know something about that relates to the assignment
STEP 2
Identify the purpose of the writing and the audience for the writing Is it to guide Inform Teach
Remind
STEP 3
Identify the mode Is it a recipe letter directions email note blog application resume or manual that
you are writing Be clear on this so you know what voice to use
STEP 4
Organize your functional writing placing the information in a logical order Refer to the Ideas and
Organization sections of the Checklist Rubric to be sure you have all the necessary elements
STEP 5
Write the rough draft Be mindful about transitions at the beginning of each new paragraph section (ie
After mixing the sugar and eggs you must )
STEP 6
Edit your rough draft using the Functional Writing Checklist to be sure you have all the necessary
elements Then write the final draft using good penmanship
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
31
Functional Writing Checklist (integrated throughout the school year rather than taughttested a particular quarter)
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ presents interesting and valuable information
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates own ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that identifies the topic and 3-5 ideas
_____ addresses one central idea in each body paragraph (if applicable)
_____ arranges sentences are in the best order to increase understanding
_____ presents ideas in a logical way to increases understanding
_____ includes a clear conclusion that restates the topic and 3-5 ideas
VOICE
_____ is slanted to inform or direct
_____ shows that the writer really understands the topic
_____ shows sincerity maturity and logic
WORD CHOICE
_____ contains specific words to increase understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the functional writing
_____ uses transitional words among sentences as appropriate to the functional writing
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
32
Research Writing (integrated throughout the school year rather than taughttested a particular quarter)
Research writing provides information in a clinical way It states the facts with some analysis of those facts
Research writing sometimes has an argumentative slant yet it typically is presented in 3rd person point of
view as opposed to 1st person point of view Research writing shorter in length is referred to as a
documented essay
STEP 1
Choose a topic that you are interested in that relates to the assignment
STEP 2
Construct the opening paragraph by provided an attention-getter Be sure to identify why this topic is
important to research and your purpose for examining this topic Also write a thesis sentence that is
located as the last sentence of the opening paragraph The thesis must clearly state the 3-5 sub-topics that
you will address in your research paper
STEP 3
Write the body of the paper (a minimum of three paragraphs)
DO NOT PLAGIARIZE Be sure to use your own words to transition from idea to idea Analyze the
quotations information you include do not simply regurgitate
If using charts or graphs insert them directly in the paper as opposed to providing appendices
When using information from outside sources be sure to cite within the paper using APA style
Here are examples to illustrate what that looks like
Here is an example of information that is paraphrased
The accountability movement demands instructional and curricular leadership by the principal
(Glatthorn amp Jailall 2009)
Here is an example of prior attribution that is paraphrased
According to Leithwood and Jantzi (2008) the principal must give feedback and encouragement
offer intellectual stimulation provide individualized support set attainable instructional goals and
model best practices
Here is an example of information that is directly quoted
Thus the importance of this paradigm is to ldquounderstand human ideas actions and interactions in
specific contexts or in terms of the wider culturerdquo (Glesne 2011 p 8)
Here is an example of prior attribution that is directly quoted
Shore (2005) an expert in school safety suggests ldquoSchools must also educate parents about
cyberbullying focusing on what they can do to help their children use the Internet in a safe and
responsible mannerrdquo (p 25)
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
33
STEP 4
Write a conclusion that provides a brief overview of the subject Then write a sentence per sub-topic that
summarizes the main points In the final few sentences try to take it to a new level You might suggest
how a person might apply the research to the home community or world You never want the reader to
say ldquoso whatrdquo after reading your research paper Ask yourself that question and answer it in a profound
way Warning this will require some thinking and ingenuity on your part If you learn how to so this you
will be well prepared for high school and college level writing where you will expand these notions
considerably
STEP 5
Include a Works Cited or References page even if only citing 2-3 sources The sources used in the research
paper must be alphabetically listed Here are examples
Here is an example of a book
Glatthorn A A amp Jailall J M (2009) The principal as curriculum leader Shaping what is taught and
tested United States Corwin Press
Here is an example of an article in a magazine journal or periodical
Leithwood K A amp Jantzi D (2008) Linking leadership to student learning The contributions of
leader efficacy Educational Administration Quarterly 44(4) 496-528
Here is an example of a website
US Census Bureau (May 2011) The hispanic population 2010 census briefs Retrieved on June 24 2011 from
httpwwwcensusgovprodcen2010briefsc210br-04pdf
STEP 6
Edit your rough draft using the Research Writing Checklist to be sure you have all the necessary elements
Then write the final draft using good penmanship
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
34
Research Writing Checklist
How can you tell if something you write displays the traits of good writing It should meet the following
standards
IDEAS
_____ answers the 5 Wrsquos of writing (who what where when why) although typically the what and why
(and why not) are expanded upon in research writing
_____ presents interesting and valuable information from multiple perspectives
_____ has a clear message and purpose
_____ holds the readerrsquos attention
_____ relates othersrsquo ideas and supporting details in a clear manner
ORGANIZATION
_____ includes a clear beginning that introduces the topic states why it is important and has a thesis
_____ addresses one central idea (5-8 sentences) in each body paragraph (a minimum of three)
_____ arranges sentences in the best order to increase understanding
_____ presents research ideas are in a logical way to increase understanding
_____ includes a clear conclusion that restates the topic main ideas of sub-topics and a connection to the
world at large
_____ includes a Works Cited or References page that follows APA guidelines (unless your teacher has
recommended MLA guidelines)
VOICE
_____ uses informative slant (possibly argumentative depending on the topicassignment)
_____ shows that the writer really understands the topic and believes the research is sound
_____ shows scholarship and maturity
WORD CHOICE
_____ contains specific words that inform and analyze research to enhance understanding
_____ contains colorful words and lively verbs that are poignant and precise
_____ contains language that is scholarly and age appropriate
SENTENCE FLUENCY
_____ uses transitional phrases at the beginning of paragraphs as appropriate to the research writing
_____ uses transitional words among sentences as appropriate to the research writing
_____ navigates the inclusion of outside information through effective paraphrase direct quotation or
prior attribution
_____ displays varied sentence beginnings to impact understanding
_____ displays varied sentence lengths to impact understanding
CONVENTIONS
_____ follows the basic rules of grammar spelling capitalization punctuation and paragraphing
_____ uses APA guidelines (unless your teacher requires MLA guidelines) when citing ideas or sentences
from outside individuals or experts (see pp 32-33 of this planner)
_____ includes a Works Cited or References page in APA format (see pp 32-33 of this planner)
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
35
6-Trait Writing Ideas
Juicy details
Clarity and purpose
Fresh and original
Organization
Beginning middle end
Sequencing
Logical order
Voice
Pizzazz
Individuality
Suits audience and topic
Word Choice
Lively verbs
Specific and precise
Variety
Sentence Fluency
Well-built sentences
Varied beginnings
Rhythm and flow
Conventions (Editing)
Spelling Punctuation and capitalization
Grammar and paragraphing
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
36
DSMS Every Day Bell Schedule
created June 2014
1st Hour 800 ndash 854
2nd Hour 858 - 952
3rd Hour 956 - 1050
Lunch 1050 -1123 amp 4th Hour 1127 ndash 1221
4th Hour 1054 - 1148 amp Lunch 1148 - 1221
5th Hour 1225 ndash 119
6th Hour 123 ndash 217
7th Hour 221-315
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
37
DSMS Early Release Bell Schedule
created June 2014
1st Hour 800 - 837
2nd
Hour 841 ndash 918
3rd
Hour 922 - 959
5th
Hour 1003-1040
Lunch 1040-1117 amp 4th
Hour 1121-1158
4th
Hour 1044-1121 amp Lunch 1121-1158
6th
Hour 1202-1239
7th
Hour 1243-120
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
38
Miscellaneous Bell Schedules
Morning Academic Assembly
Assembly 800-900
1st Hour 910-953
2nd Hour 957-1040
3rd Hour 1044-1127
Lunch 1127-1207 amp 4th Hour 1211-1254
4th Hour 1131-1214 amp Lunch 1214-1254
5th Hour 1258-141
6th Hour 145-228
7th Hour 232-315
Afternoon School-wide Activity
1st Hour 800-845
2nd Hour 849-934
3rd Hour 938-1023
Lunch 1023-1059 amp 4th Hour 1103-1148
4th Hour 1027-1112 amp Lunch 1112-1148
5th Hour 1152-1237
6th Hour 1241-126
7th Hour 130-215
Activity 215-315 created June 2014
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
39
DSMS Testing Bell Schedule Formative assessments
created June 2014
Testing 800-920
1st Hour 920 ndash 1002
2nd Hour 1006 ndash 1048
3rd Hour 1052 ndash 1134
Lunch 1134 -1211 amp 4th Hour 1215-1257
4th Hour 1138-1220 amp Lunch 1220-1257
5th Hour 101 ndash 143
6th Hour 147 ndash 229
7th Hour 233 ndash 315
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
40
DSMS Final Semester Exam Bell Schedule
Testing Day 1 (Dec 16 2014 and May 19 2015)
1st Hour 800-915
2nd Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
3st Hour 1200-115
Testing Day 2 (Dec 17 2014 and May 20 2015)
5th Hour 800-915
6th Hour 920-1035
Lunch 1035-1110 amp 4th Hour 1115-1155
4th Hour 1040-1120 amp Lunch 1120-1155
7th Hour 1200-115
Note 8th graders will be released May 20 2015 1130 am
Their final exam testing dates will be adjusted accordingly
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
41
Additional Bell Schedules
Mini-Class Sessions (Dec 18 2014 and May 21 2015)
1st Hour 800-830
2nd Hour 834-900
3rd Hour 904-930
4th Hour 934-1000
5th Hour 1004-1030
6th Hour 1034-1100
7th Hour 1104-1130
Last Day of the Semester (Dec 19 2014 and May 22 2015)
1st Hour 800 Mini-activity (TBA)
915 Gem and Sparkle Awards Ceremony in Gym
1015 Games Activities Yearbook Signing
1130 Dismissal
created June 2014
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up
42
Mrs Molerarsquos Closing Catch Phrases
Read while you wait
At DSMS we love math
High expectations Accountability No excuses
Be respectful Be responsible Be a positive role model
Think college
Live to learn learn to live
Donrsquot forget to buckle up