Find teachers in adams 50 district

If a child needs to be given prescription medications at school, the medication should be sent in the original container. All dispensing of medication requires a signed request from the parents and student's physician. Directions must also be included. The medication will remain in the office, where the student will come to take it. We discourage students from bringing personal items to school. The school will not assume responsibility for personal items that are lost, stolen, or otherwise damaged.

Cell phones may not be used in the building at any time.


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Infractions of these rules will result in the items being confiscated by the office personnel. When registering, students and parents will be issued a student ID number and password. If the access information is ever misplaced, please contact our office to receive that information again.

Teachers and students will not be called from class to answer the telephone except in cases of emergency.


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Telephone messages will be delivered to the classroom as soon as possible. Students must have permission from the classroom teacher to use the phone. Please plan ahead and make all after school arrangements ahead of time. Cell phones will be confiscated if seen or heard, and the following return schedule applies:. School hours are from to Kindergarten through fourth grades have an early out on Fridays at pm.

Kindergarten will be held from to for the am. Lincoln Elementary comprises three-hundred eighty students enrolled in kindergarten through fourth grade. Madison County has the highest poverty rate in the State of Idaho, with twenty-one percent of the nearly eight-thousand families below the poverty line. The rural setting surrounds the city of Rexburg with wheat and potato fields. Settled by Mormon pioneers, the political climate remains highly conservative.

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Ethnic diversity at Lincoln Elementary is relatively low, but because of high numbers of BYU-I students from around the world bringing their families to Rexburg while attending the university, our school racial composition is higher than sister schools in the district. Percentages are congruent with those of the entire state of Idaho.

Student turnover, or mobility rate, is about nine percent. Thirty-six percent of the student population qualifies for free or reduced lunch support. With the assassination of Pres. John F. A proposed bond in August of passed with eighty-one percent approval. Parents in the Lincoln Elementary attendance zone voted with an approval rate of above eighty-six percent in favor of bond passage. Such is the importance placed upon education at Lincoln and throughout the Madison School District. The school and community pride themselves in a strong sense of family.

A significant number of parents are connected with the university, either as faculty or staff, and thereby emphasize and support academic achievement as well as excellence in arts, science, and physical education. Winning the academic award, given to teams having the highest GPA, has been an ongoing tradition for the district. To many in the community, it is prized above the basketball state championship itself.

District philosophy aligns with our school position with supporting policies.

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A Madison School District policy prohibits school activities on Monday nights so that families can have at least one night together with their families without any competing school activities. These educators utilize research-based instructional approaches and qualitative data to meet the needs of every learner in their classrooms.

This instructional approach emphasizes high expectations of academic growth. Parent involvement at Lincoln is both a blessing and a challenge. Whenever school productions or presentations are staged, the number of parents, grandparents, cousins, aunts, and uncles in the building is staggering, stretching our physical facilities to the extreme.

Special education in tumult as Adams 14 faces resignations, parent complaints

A significant challenge is adequate parking for all the vehicles. Even during an average day, adequate parking spaces are difficult to find. Hope is on the horizon with the passage of the district school bond last August.

A plan is in place to remedy this challenge. One of the most amazing characteristics of Lincoln Elementary is the number of teachers who take part of their summer vacation to visit the home of each child assigned to their classroom the following year. It begins in kindergarten where teachers prepare a special packet of activities for their new students to complete before school even begins. These teachers wrote a grant providing small backpacks for each new student.

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The assigned materials are placed inside the backpacks and delivered to the home of each child. Pictures of the children are taken and posted in the hallway outside their new classroom door. Upon attending the Back to School open house the day before school begins, students already have a bond with their teachers making the first day of school so much more enjoyable and relatively stress-free. Educators focus on developing reading, writing, speaking, and listening skills in all content areas.

Every subject integrates skill development and understanding from other content areas. This interdisciplinary approach promotes engagement, maximizes learning experiences, and develops critical skills necessary for lifelong learners. Curricular adoptions are recommended after extensive evaluation by parents, teachers, administrators and board members.

Materials must demonstrate standard alignment, sensitivity to cultural diversity, accessibility for a range of learners, a variety of assessment measures, and coherent sequencing. Subsequent to purchase, teachers begin the intricate process of scrutinizing the program for areas of deficiency. This continuous curriculum revision and approval process through reflective practice and responsiveness to students is ongoing. Each year, teachers contribute one week of their summer vacation to curricular alignment. During this week, teacher professionals develop a scope and sequence that determines standards emphasis, lesson development, and content coverage.

Teachers share current pedagogical practices and improve unit plans. As part of the discourse, educators plan curricular frameworks that ensure adequate coverage of critical content standards. Learning outcomes are analyzed and adjusted to appropriately demonstrate core competencies for each grade and subject.

In kindergarten through second grades, teachers seek to build foundational reading skills through print concepts, phonological awareness, phonics, word recognition, and fluency. In second through fourth grades, an emphasis is placed on word analysis, decoding words for meaning, fluency, and comprehension. Recently, the teachers experienced a desire to provide students with increased exposure to nonfiction text. Their purpose was to develop critical reading skills and thoughtful engagement while exposing students to global experiences. Science and Social Studies are integrated into the language arts block.

Number sense and place value understanding are consistently developed as a prerequisite, foundational skills necessary to the conceptualization of successive mathematics standards.

In third and fourth grades, educators predominantly engage students in activities to promote mastery of multiplication and division concepts, skills, and problem-solving competence. Additionally, third and fourth-grade students acquire the ability to represent and express fractions as numbers. Fluency and accuracy are practiced daily and students are promoted through a school-wide recognition system sponsored by parents. During summer collaboration they adjust the curriculum to provide coherent instructional outcomes for their respective grade levels.

Reading, writing, speaking, listening, and science are integrated into every math unit as well. Social studies and science are integrated into daily language arts and mathematics instruction. Students in third and fourth grade participate in science and social studies lessons with literacy interwoven. Third-grade students are instructed in foundational skills of life science. Fourth-grade students engage in a study of the solar system, states of matter, and earth science. For social studies, third-grade students study their community, including the history and culture of the Rexburg City and Madison County.

Furthermore, students explore a unit on citizen responsibility.