Boone Elementary

Boone Elementary Mission Statement

Our mission is to teach our school community how to ROAR with:  

Respectful Relationships   

Outstanding Academics 

Accountability

Responsibility  

ARRIVAL & DISMISSAL PROCEDURES

Arrival

• The school day begins at 8:20 a.m. This is when students need to be in their seats, ready to learn!  Breakfast is served from 8:00 to 8:20. In order to provide proper supervision, the doors to Boone Elementary will not open until 8:00 a.m.  If you bring your child to school, you may drive around the circle driveway and drop your child off in front of the building.  There will be someone to greet your child at the door (inside or outside).  Your child will go immediately to their classroom upon arrival. If your child needs to eat breakfast, they need to report to the cafeteria before going to class.
• Please refrain from parking in the circle driveway prior to 7:45 a.m. due to before school activities.
• Buzz-in security has been placed in all elementary buildings in the District.  Boone Elementary doors will be locked at 8:20 a.m. Each day, parents and visitors will need to push the Buzz-in bell for admittance to the school office.
• Students who arrive after 8:20 a.m. will need to be accompanied by an adult and signed in at the office.
• If you want to walk your child into the building in the morning during the first two weeks of school, we ask that you park in the parking lot, walk your child into the front lobby, and then allow them to proceed to the classroom. We ask that, for the safety of all students, parents do not walk to the classroom. 

Dismissal

• Students leaving Boone Elementary as car riders will only be allowed to leave with adults that have the proper pick-up tag or adults who can present an ID to verify that they are on the child’s list as one the designated people to pick up.
• Regular dismissal will be at 3:20 p.m. for all bus riders. Any transportation changes are to be made before 2:00 p.m.  On early release days, any transportation changes are to be made before 12:00 p.m.   In case of an emergency, necessary changes after 2:00 p.m. (or 12:00 p.m. on early release days) must be made through an administrator.
• No student is to be dismissed early except in case of an emergency. No student is to leave school early without checking out through the office.  Students leaving early must be signed out in the office by a parent, guardian or a previously designated person. A parent, guardian, or designated person must have identification to check out a student. All visitors need to sign in at the office.
• Important:  Your child should know where you are and if you will be home to receive them at the end of the school day or in the case of an early dismissal or emergency. Kindergarten and 1st grade students need someone at the bus stop to be let off the bus. 

 

Attendance

Our goal is for students to be at school 90% or more of the time.  If your child will be absent from school, please contact the office at (636) 528-1560.  Absences will impact your child’s attendance even when a doctor’s note is provided, however, it is appreciated for documentation of the absence.

 

Listening Position:

• On your bottom
• Voices OFF (silent)-Level 0
• Active listening
• Hands folded
• Eyes on speaker

Quiet Sign:

• 4 fingers in the air (ROAR with all 4 has two meanings: Respectful Relationship, Outstanding Academics, Accountability, and Responsibility as well as monitoring hands, feet, eyes, and mouth.)
• Common Language:
• Were you ROARing? 
• If not:
  • How were you not showing Respectful Relationship, Outstanding Academics, Accountability, and Responsibility?
    • How will this look next time? (practice appropriate response with student)

• Setting the Expectations:

• The first week of school will consist of lessons and practice of expectations.
• Boot Camps after winter and spring break to remind students of the expectations.

ROAR with All Four Matrix

Updated August 2024

RESPECTFUL RELATIONSHIPS ~ OUTSTANDING ACADEMICS ~ ACCOUNTABILITY ~ RESPONSIBILITY

Tiger R.O.A.R. Behavior Matrix 

Respectful Relationships, Outstanding Academics, Accountability, Responsibility

 

Location	Indoor Arrival and Dismissal	Hallway	Bathroom	Playground	Cafeteria	Focus Room	Office	Assemblies	Field Trips	Bus	Pick Up
	Voice Level 1 Manners  Have all of your materials with you  All items remain in your bookbag	Voice Level 0 LIne Basics  Stay with the class Follow adult directions Hold items appropriately	Voice Level 0 GO, FLUSH, WASH, LEAVE  Respect Privacy Pick up paper products	Voice Level 3 Include Everyone Share and pick up equipment Dress for the weather  Prompt Line Basics	Voice Level 2 Line Basics Manners Stay seated while eating  Raise your Hand for questions	Voice Level 0 Manners  Wait Patiently  Follow adults' directions	Voice Level as instructed  Manners  Wait patiently	Volice Level 0 Body Basics Participate Appropriately	Voice Level as instructed  Manners  Stay with the group Follow ROAR Expectations  Represent our school in a positive manner	Voice Level as instructed  Manners  Seat to seat; Back to back  All items remain in the backpack	Voice Level as instructed  Manners  Wait patiently  Stay seated while waiting  Follow adult directions

 

VOICE LEVELS 

• 0 = No Talking ( Sient) 
• 1= Whisper (Shh) Voice 
• 2= Indoor (talking) Voice 
• 3= Outdoor (loud) Voice 

 

LINE BASICS 

• Voice Level: 0
• Face forward, single line, and walk
• Stay to the right on the 2^nd tile 

 

BODY BASICS

• Stay in your space
• Look, listen, and think 
• Mouths closed
• Body Quite 

 

MANNERS

• Wait for your turn
• Request, don’t expect 
• Make eye contact 
• Use “please”,” thank you”, “excuse me”, and sincere apologies

 

If a student is not ROARing, the following continuum will be used:

 

Warning

The first time the student is not ROARing, the adult will give the student a verbal warning.  The adult may say something like, “Are you ROARing? To ROAR right now means to…” or “Showing self-control means you are listening to the speaker.  Are you showing self-control?”  If the student can ROAR, they may stay in their seat.  However, if the student cannot ROAR after this warning, the student may be asked to go to the Think Seat.

 

Think Seat (located in each classroom)

Each teacher will have a spot in the classroom for the Think Seat.  There will also be Think Seats in the halls, on the playground, and in the cafeteria. While in the Think Seat, the adult will continue activities with the other students.  The student will be asked to sit quietly and continue learning while also thinking about what happened.  The teacher may also give the student his/her work to complete.  When the adult feels the student is calm and ready to discuss the behavior/incident, the adult will begin processing with the student. When processing, the adult will ask the student reflective questions about what happened and go through the apology process. The Think Seat is focused on learning to make better choices; it is not punitive.  If the student continues to be a disruption to the class while sitting in the Think Seat, the student will be asked to move to a Focus Room.  Multiple related incidents throughout the day could result in a discipline referral, which will result in going straight to the office.

 

Focus Room (a predetermined neighboring classroom)

The Focus Room is another classroom in the same grade (if available).  While there, the student will be asked to sit quietly and think about what happened.  The teacher may give the student their work to complete. Once the Focus Room teacher feels that the student is ROARing and is ready to return, the student will return to the classroom Think Seat to process with the adult in there. If the student continues to be a disruption to the class while sitting in the Focus Room, an administrator will take the student from the Focus Room and escort them to the office.

 

Office

If the student has been a disruption in the Focus Room, they will be taken to the office.  The student may sit quietly until they are ready to ROAR again.  Administration will speak with the student about their choices and make a phone call to the parents/guardians.  Administration will use discretion to determine if other consequences should be given to the student, depending on the choices the student has made.  Then, the student may go back to the classroom.  If the student is a disruption again in the classroom that same day, he/she will automatically return to the office.

 

Communication Tools regarding ROAR behavior plans

Think Seat Report:

If a student has to go to the Think Seat, Focus Room, or office at any time during the day, the teacher will fill out a Think Seat Note that will go home with the student.  This note is a communication tool between the teacher and the parent.  It is meant to allow the parent to understand the reflection conversation that took place at school regarding their child’s behavioral choices.  It is different from an Office Discipline Referral (see below).  The child’s parent/guardian is to sign and return the next school day.  If the child has work that was not completed as a result of his/her choices, it may be attached to the report to be completed at home and returned the next school day.

 

Office Discipline Referral:

Students will receive an office discipline referral if they have inflicted physical harm to another student or adult, if they are displaying extreme disrespect, if they are being an extreme disruption to the learning environment, if they refuse to go to the Think Seat or Focus Room, or if they violate any of the expectations outlined in the Troy R-3 Student Code of Conduct.  Parents will be notified via a phone call, email, and/or a copy of the office discipline referral.

 

 

 

 

School Counselor

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

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

The counseling program includes: 

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

Staying Connected at Boone Elementary 

Facebook 

Follow Boone Elementary’s Facebook page for updates. 

 

ParentSquare 

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

Boone Elementary Website 

Keep up to date with Boone Elementary’s Website.

District Website 

Lincoln County R-III School District Website. 

 

SCHOOL-WIDE TITLE I

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

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

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

 

Parent-School Compact

School-wide Title I Reading Program

Learning Compact

Parent

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

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

Student

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

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

Teacher

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

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

 

Reading Services Personnel Information

Parents Right to Know

         At the beginning of each school year, a participating school district must notify the parent/guardians of each student attending a building that receives reading services funding that the parents/guardians may request, and the district will provide in a timely manner, information regarding the professional qualifications of their child’s classroom teachers.

 

Qualification of Reading Services Teachers

Beginning with the 2005-2006 school year, each district needed to ensure that all teachers were highly qualified. Staff qualifications for reading services are as follows:

• All reading services teachers must have a baccalaureate degree and a Missouri teacher’s certificate for the grade level(s) to which assigned
• Reading services teachers must have Reading Specialist certification or a Master’s Degree in Reading
• Language arts and math teachers, or those providing tutoring, must have appropriate grade level certification.

Qualifications for Reading Services Paraprofessionals

Districts are encouraged to continue the requirement that all paraprofessionals newly hired have a minimum of 60 semester hours of college credit with a certified transcript on file.

 Troy R-3 School District Reading Services staff meets or exceeds the above listed federal requirements.

 

Missouri Department of Elementary and Secondary Education

 

No Child Left Behind Complaint Procedures

The Federal No Child Left Behind Act of 2001 (NCLB), Title IX Part C. Sec. 9304(a)(3)(C) requires the Missouri Department of Elementary and Secondary Education (DESE) to adopt procedures for resolving complaints regarding operations of programs authorized under the Act, including Title I, Title II, Title III, Title IV (Part A), Title V, Title VI, and Title VII and Title IX (Part C).

 

Who May File a Complaint?

Any local education agency (LEA), consortium of LEAs, organization, parent, teacher, or member of the public may file a complaint.

 

Definition of a Complaint

There are both formal and informal complaint procedures.

A formal complaint must be a written, signed statement that includes:

1. An allegation that a federal statute or regulation applicable to the state educational agency (SEA) or a local education agency (LEA) program has been violated

2. Facts, including documentary evidence that supports the allegation, and

3. The specific requirement, statute, or regulation being violated.

 

Alternatives for Filing Complaints

It is federal and state intent that complaints are resolved at a level nearest the LEA as possible. As described below, formal complaints filed with the SEA will be forwarded to the appropriate LEA for investigation and resolution. Informal complaints made to the SEA will be subject to an initial investigation by the SEA, but will be forwarded to the LEA if a formal complaint evolves. Precise processes in both instances are described below.

 

Informal and Formal Complaints Received by the Local Education Agency

Informal and formal complaints filed with the LEA concerning NCLB program operations in that LEA are to be investigated and resolved by the LEA according to locally developed procedures, when at all possible. Such procedures will provide for:

1. Disseminating procedures to the LEA school board,

2. Central filing of procedures within the district,

3. Addressing information complaints in a prompt and courteous manner,

4. Notifying the SEA within 15 days of receipt of written complaints,

5. Timely investigating and processing of complaints within 30 days, with an additional 30 days if exceptional conditions exist,

6. Disseminating complaint findings and resolutions to all parties to the complaint and the LEA school board. Such findings and resolutions also shall be available to parents, teachers, and other members of the general public, provided by the LEA, free of charge, if requested, and,

7. Appealing to the Missouri Department of Elementary and Secondary Education within 15 days, decision being given to the LEA. This 15-day implementation period may be extended at the discretion of the SEA Division Director. The complaint or the LEA may appeal the decision of the SEA.

 

Formal LEA Complaints

1. Record: The SEA will record the source, the nature of the complaint, including the applicable program involved in the complaint, statute violated and facts on which the complaint is based.

2. Decision: The SEA decision will be rendered within 15 days of the complaint receipt. The LEA will be promptly notified of the SEA’s decision.

3. Appeal: The LEA may appeal the decision of the SEA to the SEA review board within 30 days of receipt of the decision. Procedures under the “Appeal to the State Agency Review Board” section will be followed.

4. Second Appeal: An applicant has the right to appeal the decision of the SEA Review Board to the U.S. Secretary of Education. The applicant shall file a written notice of appeal with the Secretary within 20 days after the applicant has been notified by the SEA of its decision.

 

Complaints Against LEAs Received from the United States Department of Education

1. Complaints against LEAs received from the U.S. Department of Education will be processed as though they had been received initially at the SEA.

2. A report of final disposition of the complaint will be filed with the U.S. Department of Education.

3. These procedures shall not prevent the SEA from partially or wholly interrupting funding of any LEA IASA program or taking any other action it deems appropriate.

Procedure Dissemination

1. This procedure will be disseminated to all interested parties through the agency webpage at http://dese.mo.gov and to subscribers to the Federal Programs listserv.

2. This guidance will be distributed through regional and statewide meetings with Federal Program Coordinators. LEAs are asked to incorporate the elements of the complaint procedure into their own policies and procedures.

3. DESE will also keep records of any complaints filed through this policy.