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SOUTH HAMILTONCOMMUNITY SCHOOL

NEWSLETTER (www.s-hamilton.k�2.ia.us)

Inside this Issue:

October 20�5

Mr. Howard’s News - Page 1

2014-15 Annual Progress Report (APR) - Pages 2-5

District Notices - Pages 6, 9

School Nurse News - Page 6

7-12 Counselor News - Page 7

5-12 Music Program - Page 8

Rotary Leadership - Page 8

2015 Homecoming Court - Page 8

Bus Safety Guidelines - Pages 10-12

Special Ed Referral Process - Page 13

Elementary Notices - Page 14

Box Tops for Education - Page 14

5th Grade Concessions - Page 14

Early Childhood Book Offer - Page 15

Anti-Bullying/Harrassment Policy w/forms - Pages 16-21

October Elementary Menu - Page 22

October MS/HS Menu - Page 23

October Activity Calendar - Page 24

First and foremost, I would like to thank the good stakeholders of the South Hamilton Community Schools for approving the Voted PPEL and Bond Referendum measures on Tuesday, September 8th. The approval of these two long term funding sources will allow the district to move forward with the facilities repairs, upgrades, and additions required and proposed in the collective project plans. As I told a staff member last week, “The real work promptly begins, in that, it is now the district’s duty to move the endeavor from visions, ideas, proposals, and schematics delineated on paper - to a completed reality.”

Each of us would like to believe the entire project could be completed with little or no disruption, inconvenience, and/or alterations to the daily processes and physical placements within the district’s school buildings, however, the truth is…over the next 23 months there will be the need to make temporary modifications so that “schooling” can occur and the overall project may be accomplished in phases. Thus, this past week district staff members and the entities employed to design and carryout the work have been developing tentative timelines and action plans so that all have a better understanding as to what needs to be done so the project is started and completed on or before the targeted dates.

The following is a drafted timeline and is indeed subject to change, however, I believe it is the district’s responsibility to keep all patrons informed as to what is happening and proposed to happen with their local school facilities.

DRAFTED milestone design and work task dates for South Hamilton CSD Facilities Upgrading Project:

Pre-referendum and Design PhasesJuly 15, 2015 100% Schematic PhaseSeptember 1, 2015 100% Design DevelopmentSeptember 8, 2015 Bond Issue Vote - Measure was Successful!September 9, 2015 Design Team resumes work on the projectOctober 15, 2015 50% Complete Const. DocumentsNovember 15, 2015 80% Complete Const. DocumentsDecember 15, 2015 100% Consturction Documents

Bidding Phase of the ProjectJanuary 20, 2016 Bid Received

Construction Administration Phase of the ProjectFebruary 5, 2016 Contractor Bonds & Insurance ReceivedFebruary 20, 2016 Sign Contracts w/Owner & ContractorMarch 1, 2016 Contractor has written all Sub-Contracts and issued to sum-contractors April 1, 2016 Contractor has submitted all shop drawings for Architect/Engineer approvalMay 1, 2016 Architect/Engineer return all shop drawings for FabricationMay 15 - June 1, 2016 Contractors begin ConstructionAugust 15, 2017 Contractors complete ProjectSeptember 30, 2017 Project Closeout

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South Hamilton Annual Progress Report (APR) 2014-2015Each year the South Hamilton School District, like all school entities in the state of Iowa, must provide an Annual Progress Report (APR) to the public. This report contains data from Iowa Assessments and other district-wide assessments/reports. Specific Iowa As-sessment grade-level and additional trend-line scores and findings for review and comparison may be found at https://www.edinfo.state.ia.us/data/aprchart.asp?s=54860000. The following shows a cursory overview of student achievement as per the Iowa Assessments and current NCLB status.Mr. Ken Howard, South Hamilton CSD, SuperintendentIowa Assessments Districts are judged on their performance on Iowa Assessments, formerly known as ITBS and ITED, in the areas of reading, math and science for the total population of students and for our subgroups, students with IEPs and students who have low socio-economic status. The assessment is administrated once a year. Once data is received on these assessments, staff studies this data. From this process teachers and administrators seek out research based strategies and professional development opportunities to improve their instruction. As one reviews and analyzes the results for reading, math and science one will notice an inordinate number of the South Hamilton students are performing similar to or above students in the state of Iowa and our AEA, Prairie Lakes AEA. Below are the findings from our analysis of the Iowa Assessments. Please notice the findings have been divided into overall performance, SES (Low Socioeconomic Status) and IEP (Individualized Education Plan). We take great pride in our students and teachers for the hard work they put into their instruction, so our students are achieving at these levels. See data table on the following pages.Reading Findings

• Reading Data Comparison (District overall): 2nd through 11th grades were all above the State and AEA average. The 3rd, 4th, 5th, 7th, 8th and 9th grades scored 80 percent or above, and 10th and 11th above 90% indicating strong core instruction.• Reading Data Comparison (Free & Reduced Lunch): See Following Data Tables for Results • Reading Data Comparison (IEP): Sample sizes in the given grade levels not enough as per the state of Iowa-10 or more students-to determine appropriate data.

Math Findings• Math Data Comparison (District overall): 2nd through 6th and 8th & 11th grades were above the State and AEA average 5th, 6th, 7th, 8th, and 11th grades scored 80 percent or above and 3rd & 4th above 90% indicating strong core instrution.• Math Data Comparison (Free & Reduced Lunch): See Following Data Tables for Results• Math Data Comparison (IEP): Sample sizes in the given grade levels not enough at per the State of Iowa-10 or more students- determine appropriate data.

Science Findings• Science Data Comparison (District overall): 2nd through 6th and 8th & 11th, grades were above State and AEA average. 2nd, 3rd, 5th, 6th & 7th were 80 percent or above, and 3rd, 4th, 8th, & 11th above 90% indication strong core instruction. • Science Date Comparison (Free & Reduced Lunch): See Following Data Tables for Results • Science Data Comparison (IEP): Sample sizes in the given grade levels not enough as per the state of Iowa- 10 or more students – to determine appropriate data

SEE COMPLETE APR DATA CHARTS AND DEFINITIONS ON SOUTH HAMILTON CSD WEBSITE

2014-2015 AYP Notification

South Hamilton Community School District(District as a Whole)

2014-2015 AYP Determination

Participation Rate Annual Measurable Objective (AMO)

Reading MET MET

Mathematics MET MET

Other Academic Indicator: MET

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2014-2015 AYP Determination

Participation Rate Annual Measurable Objective (AMO)

Reading MET SINA-1

Mathematics MET MET

Other Academic Indicator: MET

2014-2015 AYP Determination

Participation Rate Annual Measurable Objective (AMO)

Reading MET Watch - Removed

Mathematics MET Watch - Removed

Other Academic Indicator: MET

South Hamilton Middle/High School

South Hamilton Elementary School

AYP - Definitions

Watch Status – Districts and schools identified as “watch” missed at least one of the AYP state targets for the first time. Watch status schools are not subject to NCLB sanctions; the designation serves as a reminder that missing AYP state targets in the same area next year could result in a SINA designation.

Delay Status – Districts and schools identified as in need of assistance must meet state AYP requirements for two consecutive years before they can change status. Delay means that the district or school has met AYP goals for one year and is delayed at their current status until next year’s results are determined.

Participation Rate – The state required all school districts/schools to use the following steps to determine participation rate:1. Report the total number of all students and subgroups at grade level enrolled on the date of the general Iowa Assessments; combined with the Iowa Alternate Assessment.2. Report the total number of all students and subgroups at grade level administered the Iowa Assessments with or without ac commodations.The state collected participation rates at the building level as well as district level. Determining participation rate as part of AYP, Iowa uses a minimum size of 40 for all groups and subgroups at a school or district level. A school or district that reported fewer than 95% and had a subgroup of less than 40 was not considered as failing to meet AYP on the basis of participation rate.

Annual Measurable Objective (AMO) – Iowa’s accountability system requires all school districts/schools to annually demonstrate improvement towards the state’s annual goals in reading and mathematics. Because of the use of unified accountability trajectories by the state, all districts, subgroups within districts, all buildings, and all subgroups within buildings (of at least 30 students) are expected to attain the state’s trajectory. A proficiency index was used to combine achievement of students in all grades at a school or for districts (3-5, 6-8, and 11).

Other Academic Indicators: High School Graduation Rate – Both four and five year cohort graduation rates were used.K-8 Attendance Rate – Average daily attendance is defined as the aggregate days of K-8 student attendance in a school or school

district divided by the aggregate days of enrollment at grades K-8.

Districts must miss both state targets for graduation rate and attendance rate to miss AYP. In addition, districts must miss achievement targets at all levels (elementary, middle, and high school) to miss AYP.

SEE COMPLETE AYP DATA CHARTS AND DEFINITIONS ON SOUTH HAMILTON CSD WEBSITE

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Parents’/Guardians’Rights Notification

Under No Child Left Behind legislation, parents/guardians have the right to learn about the following qualifications of their child’s teacher: state licensure requirements for the grade level and content areas taught, the current licensing status of your child’s teacher and baccalaureate/graduate certification/degree. You may also request the qualifications of an instructional paraprofessional who serves your student in a Title I program. Parents/guardians may request this information from the Superintendent’s Office by calling (515) 827-5479 or sending a letter of request to Ken Howard, Superintendent, 315 Division St. Jewell, Iowa 50130.

2015-16 ATHLETIC PASSES2015-16 Athletic Passes can be purchased in the high school office. Student passes are $50.00 and adult passes are $100.00. New this year are family passes available at a cost of $225.00. The passes are good for home athletic events only, and cannot be used for post season/state events. The passes are good until the end of the 2016 baseball and softball seasons.

From the School NurseVicki Olthoff

Just a reminder – we do not keep stock pain reliever at the elementary building. If you filled out a form allowing permission for us to dispense Tylenol or ibuprofen, we only stock acetaminophen (generic Tylenol) in the MS-HS building. If your elementary child has frequent headaches & needs pain reliever on a regular basis, you must provide your own for us to keep here.

I’m in the tedious process of going through immunization records now. If I send a provisional certificate home with your child, please pay attention to the expiration date! You have 60 days to complete this before your child must be excluded from school per Iowa Law! Public Health will be here to audit records sometime this fall. With many new students this year & records trickling in (often NOT containing a transferred immunization card), it’s taking me a bit longer to look up in IRIS & run down records. I’ve sent several with 7th graders who have not received the mandatory Tdap.

If your Kindergarten or 3rd grade student has not turned in a completed vision screen form, there is still time. Likewise, for 9th grade & Kindergarten dental screen forms!

As always, if you have any questions or concerns, email me at school or call me at one of the buildings (MS-HS has voice mail, but I am at the elementary more often).

Infinite Campus - Parent Portals

Parents, did you know you can keep track of your student’s grades, lunch account balance, receive daily announcements, school dismissal/weather announcements and so much more with an Infi-nite Campus user account?

If you have not yet created an Infinite Campus parent user account, please call the MS/HS Of-fice or email lori_ratzke@s-hamilton.k12.ia.us.

NO SCHOOL - Wednesday, October 7th NO SCHOOL - Friday, November 6th

EARLY DISMISSALPARENT-TEACHER CONFERENCE

Monday, November 2nd and Thursday, November 5th middle/high school students will be dismissed at 3:05 p.m. and elementary students at 3:00 p.m. for Preschool through 12th Grade Parent-Teacher Conferences that begin at 4:30 p.m. each day.

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7-12 SCHOOL COUNSELORLindsay Gelder

TIMES WHEN YOUR CHILD MAY NEED TO SPEAK WITH THE SCHOOL COUNSELORSchool counselors are professional educators with a mental health perspective. Although not certified psy-chologists, they are trained in psychology. Counselors work with the entire school population on a variety of issues relating to academic, career, personal, and so-cial development. Your child may need to speak to the school counselor if he/she is:

• Dealing with the death of a family member or pet

• Having a hard time concentrating in class because of difficulties with friends, family, bullying or other so-cial issues

• Having stress or anxiety about an upcoming test, a home situation, or another concern interfering with his or her schoolwork

• Involvement in a behavior or discipline situation

• Planning for a career or college

At times like these, the school counselor can be a great resource, either by being there for a half-hour chat or by providing ongoing consultation as well as referrals for outside agencies. School counselors also assist students with solving problems concerning course selection and scheduling.

In addition to providing guidance for individual stu-dents, school counselors teach guidance curriculum to students in exploratory classes or seminars. Many parents and students have found their school counselor to be an invaluable friend, providing information on a variety of topics, from adjusting to school to improving study skills to planning for post-secondary school and a career. Parents know their child the best, but the school counselor can help you better understand your child as a student.

ACT TESTING FOR JUNIORS & SENIORSStudents who still need to take the ACT test, or wish to re-take the ACT test need to be aware of the recent test dates and registration deadlines. These dates are available in the counseling office. The next registration deadline is November 6th for the December 12th test date. Note: Registration is available past the deadline, but a late fee is required. Most juniors take the ACT test in the spring (after completion of Chemistry, Algebra II, and English 11), creating the opportunity for re-takes if necessary early senior year. To register for the ACT go on-line to www.actstudent.org/start.

PSAT TEST FOR JUNIORS The PSAT test is a pre-SAT and National Merit Qualify-ing Test for Juniors or underclassmen. On average, stu-dents who take the PSAT score 146 points higher on the SAT than those who do not. Even if your student is not planning on taking the SAT it still helps better prepare them for the ACT. The PSAT test will be on October 14th at 8:30 a.m. at Bethesda Lutheran Church.

JUNIOR YEAR COUNTDOWNOctober 2015• Take the PSAT for a fee of $15 on October 14th• Attend a college fair and talk with college representa-

tives to start researching potential colleges. Iowa Central’s College Fair will be held on Wednes-

day, September 30th from 9:00-10:30 a.m. The Golden Circle College Fair will be held on Sun-

day, September 27th from 12:30-3:00 p.m.• Visit with your school counselor to discuss ways to

increase your chances of being admitted to the col-lege of your dreams.

SENIOR YEAR COUNTDOWNOctober 2015• Seminars will participate in the Iowa College Appli-

cation Campaign from September 28 - November 1.• Talk to your admission counselors at the colleges to

which you’re applying to find out whether retaking the ACT or SAT would be advantageous.

• If you have not yet taken the ACT or SAT, register for the next available test.

• Begin writing essays for admission applications (for private colleges).

• Select at least three colleges to visit if you haven’t done so already. Download a Make the Most of Your College Visits worksheet at www.icansucceed.org

• Create an activities resume to share when requesting recommendations.

• Ask teachers, employers, or other adults to write letters of recommendations for your admission and scholarship applications.

MRS. GELDER’S WEBSITEPlease visit my new websites that are linked on the South Hamilton homepage.

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5-12 MUSIC PROGRAM

The 7-12 Music Program is off and kicking with a whole new staff and a very exciting first few weeks of school! Miss Alexa Gibbs is the new 9-12 band director. She graduated from Iowa State Universi-ty and has spent the last three years teaching 6-12 band at North Linn Schools. Mr. Myles Finn is the new 7-12 choir teacher here at South Hamilton, and he graduated from Wartburg College in May. Miss Kaily Macdonald graduated from Drake University in May, and she is the new 5-8 band director!

The high school band started off two weeks before school with marching band camp! They’ve been learning and perfecting their Katy Perry themed marching band show to perform for families, friends, and fans at home football games! The first concert for the high school band will be in the high school auditorium and gym on October 26th start-ing at 6:30 pm! We have also had students preparing to audition for the Iowa All-State Band and Choir. Those auditions are coming up on Saturday, Octo-ber 24th. Good luck to all those auditioning! It is neat to see how much growth happens in the first few months of school!

The Concert Choir has been preparing for this year’s October concert and has been perfecting the repertoire. Also, students who are auditioning for the 2015 All State Choir have been rehearsing to perfect this year’s all state music! Those select stu-dents have been singing pieces composed by Leon-ard Bernstein, Ivo Antognini, Moses Hogan, and are singing in three different languages: English, Latin, and Swahili. This process comes to apex at the Oc-tober 24th audition in Hampton. Mr. Finn hopes that by the end of the semester, students are able to explain, “Why we sing”. This building of a mantra is something Mr. Finn hopes carries out into the rest of the students’ activities.

This year’s musical, “Fiddler on the Roof”, has be-gun rehearsals and has been exciting the students for the November performances. Over the last few weeks we have been working on the first act and we will be starting the second act beginning October 1st! The thought of having a packed house for ev-ery show has given the students the determination it takes to make every rehearsal a strong one!

We’ve had a lot going on in middle school band these first few weeks! We kicked off the school year with some performances right away! First, on Friday, September 11, our seventy-five 7th and 8th grade band students joined the high school marching band in the performance of the Star Spangled Banner at the home football game. It was a great opportunity for the students to get a taste of march-ing band and what’s to come in the next few years at the high school level! Then, on Friday, September 18, our 6th graders performed a mini-concert during their third period class for a few elementary classes during our first “Feature Friday!” And last but not least, our 5th grade band members finally chose their instruments! On Tues-day, September 15, fifth graders and their families came to meet with Rieman Music from Fort Dodge to select their instruments! It’s been super fun to get started with them in their first experiences of band!

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WEBSTER CITY ROTARY LEADERSHIPCongratulations to the following students for being nom-inated by faculty to attend the 2015 Webster City Rotary Leadership Banquet:

Alesha Arnold Brady BergAbi Elsner Diana GarciaAlyssa Hegland Raquel HoltNoelle Houck Michael LewisLandon Quam Salena SchmitzMatthew Schroeder Trey Woodall

HOMECOMING 2015Congratulations to the 2015 Homecoming Court: Di-ana Garcia, Alyssa Hegland, Raquel Holt, Michael Lewis, Pattira (Pim) Pimpimol, Brady

Berg, Brian Greenfield, Colton Griffin, Landon Quam, and Trey Woodall. Coronation will follow the volleyball game on Thursday, October 1st, at approximately 8:30 p.m.

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SCHOOL CLOSING ANNOUNCEMENTSWhenever the district must call off a day or adjust the daily school schedule due to inclement weather or oth-er, the changes will be announced on: Radio Stations

KQWC (1570 AM or 95.7 FM),WHO (1040 AM),

Television ChannelsWHO (Channel 13),KCCI (Channel 8)

Emails and text messages will be immediately sent out to South Hamilton stakeholders who signed up for the KCCI service. (Signup is at http://www.kcci.

com/weather/closingssignup).WOI (Channel 5).

Information will also be posted on the South Hamilton website www.s-hamilton.k12.ia.us **Also note that you may set your preferences to re-ceive text messages directly from Infinite Campus by going into your parent account and adjusting your pref-erences on how you’d like to receive messages wheth-er it be through text, email or both. If you do not have a parent portal account, please contact Lori Ratzke at the MS/HS or by emailing: lori_ratzke@s-hamillton.k12.ia.us.

OPEN ENROLLMENT DEADLINEThe deadline for open enrollment applications for the 2016-17 school year is March 1, 2016. The deadline for new kindergarten students is September 1 of the year they are going to start school. Open enrollment ap-plications may be obtained from the superintendent of any school or on-line at www.educateiowa.gov (select the A To Z Index tab; then letter O; Open Enrollment). The form must be filed with both the resident and re-ceiving districts by March 1 of the year preceding the school year for which open enrollment is desired.

A high school student that open enrolls is ineligible for varsity athletic competition during the student’s first 90 consecutive school days of enrollment in the receiv-ing district.

Students who open enroll may be eligible for trans-portation assistance if they qualify under the federal income guidelines.

More information can be found in Iowa Code section 282.18 and 281—Iowa Administrative Code chapter 17, and the Open Enrollment Handbook on the Iowas Department of Education website (links to these sites are also available on the Open Enrollment page via the A To Z Index tab at www.educateiowa.gov). Feel free to call the school if you have any further questions about open enrollment.

UNAUTHORIZED MERCHANTS’ ALERT From time to time various sales representatives may call upon local businesses asking the proprietors to donate to a school-affiliated project. There are times in which the school may not even know of their exis-tence. If one is approached by a person or persons sell-ing items or services on behalf of the South Hamilton and there question about the legitimacy of the request, please contact the South Hamilton CSD business of-fice at 515-827-5479.

HOT LUNCH VERIFICATIONSSchool Food authorities (local schools) are re-sponsible for verification of incomes listed on free and reduced price lunch applications. A follow-up verification is required of local schools on 3% of all free and reduced price lunch applications. Af-ter randomly selecting 3% of the applications, we will ask for verification of income figures present-ed on the applications. Persons selected for this random verification will be notified by mail in the near future. Federal guidelines require the verifi-cation and local applicants selected are required to verify the information pertaining to income, household members, etc.

DRUG FREE WORKPLACE All stakeholders are hereby notified that it is a violation of South Hamilton Board policy for any student, em-ployee or patron to unlawfully manufacture, distribute, dispense, possess, or use on or in the workplace any narcotic drug, hallucinogenic drug, amphetamine, bar-biturate, marijuana or any other controlled substance, as defined in schedules I through V of Section 202 of the Controlled Substances Act (21 U.S.C. 812) and as further defined by regulation at 21 CFR 1300.11 through 1300.15 and Iowa Code Chapter §204.

SMOKE & TOBACCO FREE POLICY All uses of tobacco and tobacco products, including smokeless tobacco, is prohibited in and about all of the district’s facilities, i.e. classrooms, offices, employee lounges and lunchrooms, gymnasiums, all other rooms and grounds (including outdoor athletic fields). The use of tobacco and tobacco products, including smokeless tobacco, is prohibited in all vehicles owned, leased, or operated by the district. Policy No. 905.3

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South Hamilton Bus and Transportation Student Safety Guidelines

SH Management Plan To Improve Student Behavior On The Bus

SOAR like a HAWK (Safely, Orderly And Respectfully. . . Here we Act With Kindness!)

Student Behavior Management Plan: One of the key elements in the South Hamilton Mission Statement is – to provide students a safe environment with high educational stands.

District leadership believes that we can support those key strategies by teaching and developing safe and appropriate bus riding behaviors by our students. To protect the safety (physical and emotional) of each individual student on the bus and to develop bus-riding behaviors that will be relevant and meaningful when the student is out in the community, student behav-iors will be expected to be safe, orderly and respectful.

The SH Behavior Management Plan is a three-part program that uses steps to help the bus driver and student to achieve that goal by developing and maintaining appropriate student behavior on the school bus. It consists of 1) Prevention Steps 2) Intervention Steps and 3) Consequences. The first steps of the program are to be administered by the bus driver. The final step of the safety program (consequences) is to be administered by the school administrator or designee.

Prevention: Prevention steps are used by the bus driver to educate the students about safe and appropriate riding behaviors, clarify the bus drivers’ expectations for the students, and assist students to understand how to successfully demonstrate safe riding habits every day.

Intervention: To help students stop unsafe or inappropriate behaviors or habits and assist them to identify the appropriate habit or behavior, the bus driver uses intervention steps. Intervention steps may also provide notification to the parent/guard-ian so that the parent can be involved in assisting the driver to change unsafe or inappropriate riding habits.

Consequences: If prevention and intervention steps are unsuccessful at improving the student’s behavior or safe riding habits, the bus driver submits a bus discipline form to the school administrator. The school administrator is then responsible for as-signing appropriate, effective consequences for the inappropriate behavior in an effort to affect the necessary improvement.

PREVENTION

Expectations: Bus drivers should clearly communicate expectations and reinforce them appropriately and often. Expectations should be based on the student transportation principles of what is “Safe, Orderly And Respectful.”

Seat Assignments: Bus drivers will learn the name of each student and their stop locations. Students will be assigned seats as part of the prevention. Assigned seating will help with

• Ownership of property surrounding the student seat area.

• Knowing if a student is/was on board.

• Knowing who is on board for emergency purposes. Emergency evacuation procedures.

• Increased structure, routine and consistency, especially during loading and unloading procedures.

School Bus Rules: Students and parents will annually receive a copy of the SH bus rules and guidelines. Bus drivers and teaching staff will explain bus rules to students starting the first day of school and continue the teaching process throughout the year to enhance the safety of the children being transported. When a bus driver talks about the expected behaviors, they will offer practical examples to help them be more consistent. We encourage all parents to review these rules with their chil-dren and help instill in their children the importance of safe, orderly, and respectful bus behavior. Continued on Page 11

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SH Bus Rules and Guidelines for Students Conduct on District Transportation:

1. All persons riding in school district vehicles shall adhere to the following rules. The driver, coach, sponsor or chap-erones are to follow the school bus discipline procedure for student violations of this policy. Video cameras may be in operation on the school buses.

2. The driver is in charge of the students and the vehicle, and the driver is to be obeyed at all times.

3. Students must all be seated before the bus starts. They must choose a seat and sit down promptly. Students are not al-lowed to save seats for others. Students cannot change seats during the trip unless told to do so by the driver. If voluntary seating becomes a problem, the driver is instructed to assign permanent seats on an arbitrary basis.

4. All passengers will enter and leave via the right front door. Students must wait patiently at the bus entrance until signaled to enter by the driver. The rear door is for emergencies only.

5. Students shall conduct themselves in an orderly manner in route to and from the bus stop and at the bus stop. There will be no fighting, chasing or throwing. Students shall keep their hands to themselves. Poking, punching and teasing are not acceptable school bus conduct. Students shall observe classroom conduct while riding the bus. While ordinary conversation is expected, there will be no excuse for boisterous and rowdy behavior. Violators will be warned once: a second offense may result in the loss of transportation services.

6. Students shall keep their feet off the seats and shall not put their heads or arms out of the windows. These standards must be observed at all times to ensure the safety of students.

7. Eating, drinking and/or chewing gum on the bus may not be permitted as per driver’s ruling. Wastepaper, lunch sacks, notices, etc. are to be picked up when exiting the bus.

8. The use and possession of tobacco, alcohol, controlled substances and “look alike” substances is prohibited on the school bus.

9. Weapons and other dangerous objects are prohibited on the school bus.

10. The Good Conduct Rule is in effect at all times.

11. Conversations with the driver shall be limited to that which is essential. Passengers shall not sit in the driver’s seat or touch the vehicle controls.

12. Permission to open windows must be obtained from the driver. Primary age children shall not adjust the bus windows.

13. Riders who damage seats or other equipment will reimburse the district for the cost of repair or replacement.

14. Animals are not to be transported on the school bus unless preapproved by administration and/or required to assist a stu-dent with disabilities.

15. Students must use their assigned, designated bus stops and are to travel between home and the point only. In most in-stances, students will not be required or permitted to cross a state highway.

16. All students who wish to get on or off at a stop that is not their own must have a written note signed by the parent and approved by school office personnel.

17. When a designated school bus stop becomes unsafe due to reduced visibility caused by fog, snow or other temporary weather conditions, the school bus will not stop to load or unload students. The student’s parent/guardian will be notified by telephone at the number listed on the district’s records. Students will be picked up or dropped off at the nearest atten-dance center. It is the parent/guardian’s responsibility to transport the student to/from the attendance center. We regret any inconvenience that may be caused by such an occurrence; however, the rule is established in the interest of the student’s safety and meets the requirements of Chapter 279.8 of Code of Iowa.

18. The South Hamilton Community School District has authorized the use of video cameras on school district buses. The video cameras may be used to monitor student behavior to maintain order and a safe environment on the school buses. Students and parents are hereby notified that the content of the videotapes are confidential student records and will be retained with other student records. Videotapes will be retained if necessary for use in a student disciplinary proceeding or other matter as determined necessary by the administration. Parents may request to view videotapes of their child if the videotapes are used in a disciplinary proceeding involving their child.

Continued on Page 12

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INTERVENTION

Bus Drivers may use the interventions listed below during the intervention step of the process. A minor offense is considered inappropriate or unsafe student behavior that may be improved with minor assistance from the driver.

Documentation: Bus drivers will maintain daily written documentation of all occurrences in the driver daily logbook.

Verbal reminder: Bus drivers will remind the student of the bus rule(s) not being followed.

Seat reassignment: A student’s assigned seat may be changed by the bus driver when such change may help the student to demonstrate appropriate riding behaviors and/or allow the driver to more effectively monitor that student behavior. (The as-signment of seats at the beginning of school may be part of the prevention step.)

Talk individually with student & parent/guardian - courtesy call: Bus drivers will talk individually with the student to deter-mine what steps could be taken to help the student demonstrate appropriate and safe riding behaviors. Bus drivers will also call the parents/guardians to notify them of the student’s inappropriate behavior, with a request for help to achieve appropriate behavior.

Parent/Guardian notified in writing: Bus drivers will complete a Parent Notification Form, which includes written documen-tation of the student’s inappropriate behavior, with all steps taken by the driver documented on the form. The form will be taken home by the student to be signed by parent/guardian and returned to the bus driver within two (2) school days. A phone call to the parent/guardian should be made if the form is not returned by the second day.

Any or all of the aforementioned steps may be bypassed when a student’s actions are illegal or judged by the driver to be so unsafe or disrespectful that immediate corrective action is required.

Violations that should be considered major offenses include, but are not limited to the following:

• Drugs (includes alcohol, cigarettes, lighters)

• Throwing objects off the bus

• Fighting (trying to intentionally hurt someone, not pushing or shoving)

• Weapons, dangerous instruments, and explosive/implosive devices

• Threat/bullying (verbal and physical threats)

• Sexual harassment

Such violations should be reported immediately to the school administrator on a Bus Discipline Form.

CONSEQUENCES

When student behavior escalates beyond a driver control or is not improved after using the appropriate intervention steps, the bus driver will submit a bus discipline form to the school office.

Bus Discipline Form sent to school administrator: Reasons for sending the form to an administrator• Behavior escalates beyond a driver control or is not improved after using the appropriate intervention steps.

• Major offense.

The school administrator will assign appropriate consequences based on a) the severity of the misbehavior and b) number and frequency of the student bus referrals. The goal of assigning consequences is to bring about the desired student behavior on the school bus, and the transportation department supports any consequence that achieves that goal.

Recommended Guidelines:

Elementary School Middle School High School1st Referral 1 Day Bus Suspension 3 Day Bus Suspension 3 Day Bus Suspension

2nd Referral 3 Day Bus Suspension 5 Day Bus Suspension 8 Day Bus Suspension

3rd Referral 5 Day Bus Suspension 10 Day Bus Suspension 12 Dau Bus Suspension

4th Referral 10 Day Bus Suspension 15 Day Bus Suspension Bus Suspension for Remainder of School Year

5th Referral Bus Suspension forRemainder of School Year

Bus Suspension forRemainder of School Year

Possible Consequences forthe Following School Year

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SOUTH HAMILTONSPECIAL EDUCATION REFERRAL PROCESS

Level IThe culture of the South Hamilton School District calls for all teachers to make whatever arrangements are neces-sary in order to help individual children succeed. Each teacher in the district receives an accommodation checklist that provides him or her with ideas that might help students experiencing difficulty. Examples of accommodations might be seat placement in the room, peer tutoring, study skills training, sending weekly progress sheets and ad-ditional praise. At this level there is collaboration between the classroom teacher, the student involved, and the parents.

* Collaboration between teacher, student, & parent (informal-discussion)• Parent contact (phone call, meeting, etc.)• Implemented various interventions (see Success form)

Level IIIf the student is not making progress in the area of concern, a problem-solving team, made up of classroom teach-ers, guidance counselor, at-risk coordinator, building principal, parent(s) of the student involved, and potentially the student themselves, get together to generate new ideas and interventions to help the student be successful in the classroom and support the classroom teacher. The at-risk coordinator/principal assigned to an individual building facilitates the process.

* Collaboration between teachers, and other professional (teachers, counselor, support staff)• Academic Referral communication is used as indicator of such collaboration.• Use of problem solving steps.

Level III At this level, the problem-solving team also includes more specialized staff. Along with the classroom teacher, guidance counselor, at-risk coordinator, building principal, parent(s) of the student involved, and potentially the student themselves, we include the AEA Special Education Consultant, Psychologist, representatives from outside resources and Social Workers. This team might recommend various services that are available to children in the district; such as, Special Needs Program, Gifted and Talented Program, Title 1 (K-4), etc.

*Utilization of this team for problem solving among team members. Last comprehensive step to re solve concern prior to formal evaluation.

• AEA consultants• Other resources

Level IVSometimes students are identified that need additional resources or changes in the curriculum in order to suc-ceed. When this happens, South Hamilton’s philosophy does not change from all the levels of service mentioned above. South Hamilton staff will provide all options to make students successful, independent learners who will be productive in the real world. It is at this level that one may be referred to the special needs program. Students receiving special education and their parents are afforded certain rights and procedural safeguards.

* Formal Educational Evaluation/Assessment for the Special Needs Program.

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ABSENCESIf your child is absent from school, please contact the elementary office at (515) 827-5096. If you do not contact the school, the secretary will contact you to account for your child’s absence.

TEACHER WEBSITESTeachers in the elementary are posting their classes daily assignments and homework on their teacher websites this year. Parents can access the website and find out what assignments their children have by following these steps:

1. Go to the South Hamilton School website- www.s-hamilton.k12.ia.us

2. Click the “Faculty” link3. Choose your child’s teacher and click their link4. Click “website/blog” on the teacher page

If your child has more than one teacher go back to Faculty page and repeat steps 2-4.

BREAKFAST Breakfast is served at the elementary beginning at 7:55 a.m.(Cost $1.55) and beginning at 8:00 a.m. in the MS/HS building (Cost $1.60). All students are welcome to eat breakfast at school.

“BOX TOPS FOR EDUCATION” South Hamilton Elementary students are collecting “Box Tops For Education” logos on Big G cereal boxes. We would like you to help us in the effort. Here is all you have to do:

• Clip and save the “Box Tops For Education” logo located on top of your Big G cereal boxes.

• Send the logos to school with any student or bring them into the office.

• Our school will earn cash from General Mills for each logo collected.

We have earned over $10,500 since 2002. Our goal for this year is $3,000. All money earned this year will go toward improvements to the playground!!!!

5TH GRADE CONCESSIONSThe South Hamilton fifth grade students are operating a concession stand in the elementary gym this fall. They are selling popcorn, candy, and beverages during Junior High Volleyball games. The students are learning how to count money correctly, greet customers, and provide good customer service. The money raised will be used to help fund their trip to the Henry Doorly Zoo in Omaha next May. The fifth graders invite everyone to come and watch the Junior High games and support the concession stand.

�5

South Hamilton Early Childhood CommitteeThe South Hamilton Early Childhood Committee offers free age-appropriate children’s books to those who request them. The committee’s goal is to provide books to all young children so that their love of reading is developed at an early age. Parents or guardians will also receive information about developmental milestones.

If you have a child, birth through age 5, who will be attending South Hamilton, return the completed form to South Hamilton Elementary, 315 Division, Jewell, IA 50130, or send to school with an older child.

Parent’s name:

Address:

City Zip Phone

Child’s Name Birthdate Gender

Child’s Name Birthdate Gender

Check one:

I will pick this up at the elementary office

I would like to pick this up for me.

Stop by our

Monster Book Fair

Monday, Nov. 2&

Thursday, Nov. 5

in the Elementary Library!

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Code No. 405.8 Page 1 of 2

ANTI-BULLYING/HARASSMENT POLICY

Harassment and bullying of students and employees are against federal, state and local policy, and are not tolerated by the board. The board is committed to providing all students with a safe and civil school environment in which all members of the school community are treated with dignity and respect. To that end, the board has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to deal with incidents of bullying and harassment. Bullying and harassment of students by other students, by school employees, and by volunteers who have direct contact with students will not be tolerated in the school or school district.

The board prohibits harassment, bullying, hazing, or any other victimization of students, based on any of the following actual or per-ceived traits or characteristics, including but not limited to age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status. Harassment against employees based upon the employee’s race, color, creed, sex, sexual orientation, gender identity, national origin, religion, age or disability is also prohibited.

This policy is in effect while students or employees are on property within the jurisdiction of the board; while in school-owned or school-operated vehicles; while attending or engaged in school-sponsored activities; and while away from school grounds if the mis-conduct directly affects the good order, efficient management and welfare of the school or school district.

If, after an investigation, a student is found to be in violation of this policy, the student shall be disciplined by appropriate measures which may include suspension or expulsion. If after an investigation a school employee is found to be in violation of this policy, the employee shall be disciplined by appropriate measures which may include termination. If after an investigation a school volunteer is found to be in violation of this policy, the volunteer shall be subject to appropriate measures which may include exclusion from school grounds. “Volunteer” means an individual who has regular, significant contact with students.

When looking at the totality of the circumstances, harassment and bullying mean any electronic, written, verbal, or physical act or con-duct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment that meets one or more of the following conditions:

• Places the student in reasonable fear of harm to the student’s person or property;• Has a substantially detrimental effect on the student’s physical or mental health;• Has the effect of substantially interfering with the student’s academic performance; or• Has the effect of substantially interfering with the student’s ability to participate in or benefit from the services, activities, or privileges provided by a school.

“Electronic” means any communication involving the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means. “Electronic” includes but is not limited to communication via electronic mail, internet-based communications, pager service, cell phones, electronic text messaging or similar technologies.

Harassment and bullying may include, but are not limited to, the following behaviors and circumstances: • Repeated remarks of a demeaning;• Implied or explicit threats concerning one’s grades, achievements, property, etc.• Demeaning jokes, stories, or activities directed at the student and/or• Unreasonable interference with a student’s performance.

Sexual harassment of a student by an employee means unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:

• Submission to the conduct is made either implicitly or explicitly a term or condition of the student’s education or benefits; • Submission to or rejection of the conduct is used as the basis for academic decisions affecting that student; or • The conduct has the purpose or effect of substantially interfering with the student’s academic performance by creating an in timidating, hostile, or offensive education environment.

In situations between students and school officials, faculty, staff, or volunteers who have direct contact with students, bullying and harassment may also include the following behaviors:

• Requiring that a student submit to bullying or harassment by another student, either explicitly or implicitly, as a term or condi tion of the targeted student’s education or participation in school programs or activities; and/or• Requiring submission to or rejection of such conduct as a basis for decisions affecting the student.

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Page 2 of 2

Any person who promptly, reasonably, and in good faith reports an incident of bullying or harassment under this policy to a school official, shall be immune from civil or criminal liability relating to such report and to the person’s participation in any administrative, judicial, or other proceeding relating to the report. Individuals who knowingly file a false complaint may be subject to appropriate disciplinary action.

Retaliation against any person, because the person has filed a bullying or harassment complaint or assisted or participated in a harassment investigation or proceeding, is also prohibited. Individuals who knowingly file false harassment complaints and any person who gives false statements in an investigation shall be subject to discipline by appropriate measures, as shall any person who is found to have retaliated against another in violation of this policy. Any student found to have retaliated in vio-lation of this policy shall be subject to measures up to, and including, suspension and expulsion. Any school employee found to have retaliated in violation of this policy shall be subject to measures up to, and including, termination of employment. Any school volunteer found to have retaliated in violation of this policy shall be subject to measures up to, and including, exclusion from school grounds.

The school or school district will promptly and reasonably investigate allegations of bullying or harassment. The Principal or designee will be responsible for handling all complaints by students alleging bullying or harassment. The Principal or desig-nee will be responsible for handling all complaints by employees alleging harassment.

It also is the responsibility of the superintendent, in conjunction with the investigator and principals, to develop procedures regarding this policy. The superintendent also is responsible for organizing training programs for students, school officials, faculty, staff, and volunteers who have direct contact with students. The training will include how to recognize harassment and what to do in case a student is harassed. It will also include proven effective harassment prevention strategies. The su-perintendent will also develop a process for evaluating the effectiveness of the policy in reducing bullying and harassment in the school district.

The board will annually publish this policy. The policy may be publicized by the following means:• Inclusion in the student handbook,• Inclusion in the employee handbook• Inclusion in the registration materials• Inclusion on the school or school district’s web site, and a copy shall be made to any person at the central administra tive office at 315 Division St., Jewell, IA.

Approved 4/06 Reviewed: 3/10 Revised 7/07 Reviewed: 2/14 Revised 5/08

Legal References: 20 U.S.C. §§ 1221-1234i (2004). 29 U.S.C. § 794 (1994). 42 U.S.C. §§ 2000d-2000d-7 (2004). 42 U.S.C. §§ 12001 et. seq. (2004). Senate File 61, 1st Regular Session, 82nd General Assembly, (2007). Iowa Code §§ 216.9; 280.3 (2007). 281 I.A.C. 12.3(6).

Morse v. Frederick, 127 S.Ct. 2618 (2007)

Cross References: 502.2 Student Conduct

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Code No. 405.8E1

ANTI-BULLYING/HARASSMENT COMPLAINT FORM

Name of complainant:

Position of complainant:

Name of student or employee target:

Date of complaint:

Name of alleged harasser or bully:

Date and place of incident or incidents:

Nature of Discrimination or Harassment Alleged (Check all that apply)

Age Physical Attribute Sex

Disability Physical/Mental Ability Sexual Orientation

Familial Status Political Belief Sociao Economic Backgroung

Gender Identity Political Party Preference Other - Please Specify:

Marital Status Race/Color

National Origin/Ethic Background/ Ancestry Religion/Creed

Description of misconduct:

Name of witnesses (if any):

Evidence of harassment or bullying, i.e., letters, photos, etc. (attach evidence if possible):

Any other information:

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature:

Date: / /

��

Code No. 405.8E2

ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM

Name of witness: Position of witness: Date of testimony, interview: Description of incident witnessed: Any other information: I agree that all of the information on this form is accurate and true to the best of my knowledge. Signature: Date: / /

20

Code No. 405.8E3

DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM

Name of complainant:

Name of student or employee target:

Grade and building of student or employee:

Name and position or drade of alleged perpetrator/respondent:

Date of initial complaint: Nature of Discrimination or Harassment Alleged (Check all that apply)

Age Physical Attribute Sex

Disability Physical/Mental Ability Sexual Orientation

Familial Status Political Belief Sociao Economic Backgroung

Gender Identity Political Party Preference Other - Please Specify:

Marital Status Race/Color

National Origin/Ethic Background/ Ancestry Religion/Creed

Summary of investigation:

I agree that all of the information on this form is accurate and true to the best of my knowledge.

Signature:

Date: / /

2�

Code No. 405.8R1

ANTI-BULLYING/HARASSMENT INVESTIGATION PROCEDURES

Individuals who feel that they have been harassed should: • Communicate to the harasser that the individual expects the behavior to stop, if the individual is comfortable doing so. If the indi vidual wants assistance communicating with the harasser, the individual should ask a teacher, counselor or principal to help. • If the harassment does not stop, or the individual does not feel comfortable confronting the harasser, the individual should:

-- tell a teacher, counselor or principal; and-- write down exactly what happened, keep a copy and give another copy to the teacher, counselor or principal including;

o what, when and where it happened;o who was involved;o exactly what was said or what the harasser did;o witnesses to the harassment;o what the student said or did, either at the time or later;o how the student felt; and o how the harasser responded.

COMPLAINT PROCEDURE

An individual who believes that the individual has been harassed or bullied will notify the principal, the designated investigator. The alternate investigator is the school nurse or counselor. The investigator may request that the individual complete the Harass-ment/Bullying Complaint form and turn over evidence of the harassment, including, but not limited to, letters, tapes, or pictures. The complainant shall be given a copy of the completed complaint form. Information received during the investigation is kept confidential to the extent possible.

The investigator, with the approval of the principal, or the principal has the authority to initiate an investigation in the absence of a written complaint.

INVESTIGATION PROCEDURE

The investigator will reasonably and promptly commence the investigation upon receipt of the complaint. The investigator will interview the complainant and the alleged harasser. The alleged harasser may file a written statement in response to the com-plaint. The investigator may also interview witnesses as deemed appropriate.

Upon completion of the investigation, the investigator will make written findings and conclusions as to each allegation of ha-rassment and report the findings and conclusions to the principal. The investigator will provide a copy of the findings of the investigation to the principal.

RESOLUTION OF THE COMPLAINT

Following receipt of the investigator’s report, the principal may investigate further, if deemed necessary, and make a determina-tion of any appropriate additional steps which may include discipline.

Prior to the determination of the appropriate remedial action, the principal may, at the principal’s discretion, interview the com-plainant and the alleged harasser. The principal will file a written report closing the case and documenting any disciplinary ac-tion taken or any other action taken in response to the complaint. The complainant, the alleged harasser and the investigator will receive notice as to the conclusion of the investigation. The principal will maintain a log of information necessary to comply with Iowa Department of Education reporting procedures.

POINTS TO REMEMBER IN THE INVESTIGATION

• Evidence uncovered in the investigation is confidential.• Complaints must be taken seriously and investigated. • No retaliation will be taken against individuals involved in the investigation process • Retaliators will be disciplined up to and including suspension and expulsion.

CONFLICTS

If the investigator is a witness to the incident, the alternate investigator shall investigate.

22

Hawk Power Breakfast! Hey Students: Help our athletes celebrate Homecoming week by joining us for a Hawk Power Breakfast.

On Friday, October 2nd, High School Football Players, Coaches, Cheerleaders, Cross Country Team, Volleyball Team and Managers will join the Elementary Students for breakfast in the Elementary Cafeteria.

Breakfast will be served from 7:45 a.m. to 8:15 A.M. Come have your Homecoming Tshirt signed by your favorite South Hamilton Hawk.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OCTOBER

2015 ELEMENTARY

MENU

PLEASE BE AWARE THAT THE MENU MAY CHANGE AT ANY TIME DUE TO AVAILABILITY OF PRODUCT Please visit http://southhamiltonschool foodservice.weebly.com/ for any menu changes

Salad Bar included daily with choice of fresh fruit, canned fruit and fresh veggies. Lettuce available daily to make a salad

1 Breakfast: Pancake Sausage Stick WG Stuffed Crust Cheese or Sausage Pizza Corn Spinach Salad Frosted Graham Cracker Treat Alt: Fruit and Yogurt Parfait

2 POWER BREAKFAST Straw Hat Baja Veggies Shredded Lettuce, Diced Tomatoes, Salsa and Sour Cream Strawberry Mango Slushie Alt: Mr Rib

5 Breakfast: French Toast Sticks Breaded Cheese Sticks w/ Marinara Sauce Oven Roasted Veggies Alt: General Tso w/ Rice

6 Breakfast: Breakfast Pizza Chicken Fajita Tortilla Chips Fajita Veggies Texas Relish Pumpkin Muffin Alt: Taco Salad

7 NO SCHOOL 8 Breakfast: Sausage and Egg Biscuit Chicken Tenders Mashed Potatoes WG Homemade Bread Alt: Chicken and Noodles over Mashed Potatoes

9 Breakfast: Long John Macaroni and Cheese Shrimp Mates Peas Banana Bread Alt: Soup w/ Cheese Filled Breadstick

12 Breakfast : Mini Cinnamon Rolls Flying Saucer Chilled Pears Sliced Apples WG Homemade Bread Alt: Philly Steak Sandwich

13 Breakfast: Breakfast Sandwich Crispy Chicken on a Bun Broccoli w/ Cheese Sauce Cottage Cheese WG Cookie Alt: Tuna Noodle Casserole

14 Breakfast: Cereal w/ Toast Corn Dog Tator Tots Yogurt w/ Blueberries Banana Bar Alt: Tator Tot Casserole

15 Breakfast: Pancake Sausage Stick Chili Baby Carrots Applesauce Cinnamon Roll Alt: Baked Potato w/ Ham and Cheese Sauce

16 Breakfast: Long John French Bread Cheese Pizza Corn Caesar Salad Apple Crisp Alt: Italian Deli Sandwich

19 Breakfast: Mini Bagels Popcorn Chicken Mashed Potatoes Gravy WG Dinner Roll Alt: Cook’s Choice

20 Breakfast: French Toast Sticks Tomato Soup Toasted Cheese Crackers Broccoli Salad Alt: Turkey Pot Pie

21 Breakfast: Cereal w/Toast Pizza Crunchers Corn Marinated Veggies Apples w/ Caramel Sauce Alt: Potato Bacon Soup w/ Breadstick

22 Breakfast: Breakfast Burrito Pasta w/ Marinara Meat Sauce Green Beans, Tossed Salad, Tropical Fruit, Garlic Bread Alt: Pasta w/ Chicken Alfredo Sauce

23 Breakfast: Long John Teriyaki Chicken Brown Rice Oven Roasted Veggies Biscuit w/ Jelly Alt: Hawaiian Flatbread

26 Breakfast: Mini Cinnamon Rolls Personal Cheese Pizza Corn Caesar Salad WG Cookie Alt: Cook’s Choice

27 Breakfast: Breakfast Pizza Goulash Green Beans Caesar Salad Cinnamon Bread Alt: Cheese Quesadilla

28 Breakfast: Cereal w/ Toast Crispito Tortilla Chips Refried Beans Peanut Butter Crunch Bar Alt: Hot Ham and Cheese

29 Breakfast: Pancake Sausage Stick Uncrustable PBJ w/ Chicken Noodle Soup Crackers Alt: Mandarin Orange Chicken w/ Rice

30 Breakfast: Long John Pork Tenderloin Broccoli w/ Cheese Sauce Cottage Cheese Fresh Fruit/Veggies Alt: BBQ Chicken on a Flatbread

Meals are offered to all participants without discrimination based on race, color, national origin, sex, age or disability, creed, sexual orientation, gender identity or religion. The same meals are offered to all participants of approximately the same age according to program requirements. Menu items in italics represent alternative lunch selections for students in grades 4-6. Fruit and/or vegetable selections and low-fat milk are included with each meal. Nutritional analysis of menus is available by contacting: Terri Cook, Food Service Director @ 827-5418 or e-mail: terri_cook@s-hamilton.k12.ia.us

2�

Hawk Power Breakfast! Help our athletes celebrate Homecoming week by joining us for a Hawk Power Breakfast.

On Friday, October 2nd, High School Football Players, Coaches, Cheerleaders, Cross Country Team, Volleyball Team and Managers will join the Elementary Students for breakfast in the Elementary Cafeteria.

Breakfast will be served from 7:45 a.m. to 8:15 A.M. Come have your Homecoming T-shirt signed by your favorite South Hamilton Hawk.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OCTOBER

2015 MS/HS MENU

PLEASE BE AWARE THAT THE MENU MAY CHANGE AT ANY TIME DUE TO AVAILABILITY OF PRODUCT Please visit http://southhamiltonschool foodservice.weebly.com/ for any menu changes

Salad Bar included daily with choice of fresh fruit, canned fruit, and fresh veggies. Lettuce to make a salad is available daily.

1 Breakfast: Pancake Sausage Stick WG Stuffed Crust Cheese or Sausage Pizza Corn, Spinach Salad Frosted Graham Cracker Treat Alt: Fruit and Yogurt Parfait

2 POWER BREAKFAST Mr. Rib on a WG Bun Touchdown Tri Tator Tossed Salad Strawberry Mango Slushie Alt: Beef Stew in a Breadbowl

5 Breakfast: French Toast Sticks General Tso w/ Rice Oven Roasted Veggies WG Homemade Bread Fortune Cookie Alt: Bosco Cheese Stick w/ Marinara Sauce

6 Breakfast: Breakfast Pizza Chicken Fajita Tortilla Chips, Fajita Veggies Texas Relish Pumpkin Muffin Alt: Beef Pot Pie

7 NO SCHOOL 8 Breakfast: Sausage and Egg Biscuit Chicken and Noodles Mashed Potatoes Banana WG Homemade Bread Alt: Enchilada

9 Breakfast: Pancakes w/ Egg Macaroni and Cheese Shrimp Mates, Peas Banana Bread Alt: Soup w/ Cheese Filled Breadstick

12 Breakfast : Mini Cinnamon Rolls Flying Saucer Chilled Pears Sliced Apples WG Homemade Bread Alt: Philly Steak Sandwich

13 Breakfast: Breakfast Sandwich Crispy Chicken on a Bun Broccoli w/ Cheese Sauce Cottage Cheese WG Cookie Alt: Tuna Noodle Casserole

14 Breakfast: Cereal w/ Toast Corn Dog Tator Tots Yogurt w/ Blueberries Banana Bar Alt: Tator Tot Casserole

15 Breakfast: Pancakes Chili Baby Carrots Applesauce Cinnamon Roll Alt: Baked Potato w/ Ham and Cheese Sauce

16 Breakfast: French Toast Sticks w/ Egg Patty French Bread Cheese Pizza Caesar Salad Corn Apple Crisp Alt: Deli Sub Bar w/ Cup of Vegetable Cheese Soup

19 Breakfast: Mini Bagels Popcorn Chicken Mashed Potatoes Gravy WG Dinner Roll Alt: Cook’s Choice

20 Breakfast: French Toast Sticks Tomato Soup Toasted Cheese Crackers Broccoli Salad Alt: Taco Pizza

21 Breakfast: Cereal w/ Toast Pizza Crunchers Corn Marinated Veggies Apples w/ Caramel Sauce Alt: Potato Bacon Soup w/ Cheese Filled Breadstick

22 Breakfast: Breakfast Burrito Pasta w/ Marinara Meat Sauce Green Beans, Tossed Salad Tropical Fruit Garlic Bread Alt: Pasta w/ Chicken Alfredo Sauce

23 Breakfast: Pancakes w/ Egg Patty Teriyaki Chicken Brown Rice Oven Roasted Veggies Biscuit w/ Jelly Alt: Hawaiian Flatbread

26 Breakfast: Mini Cinnamon Rolls Personal Cheese Pizza Corn Caesar Salad WG Cookie Alt: Cook’s Choice

27 Breakfast: Pancake Sausage Stick Goulash Green Beans Caesar Salad Cinnamon Bread Alt: Cheese Quesadilla

28 Breakfast: Cereal w/ Toast Crispito Tortilla Chips Refried Beans Peanut Butter Crunch Bar Alt: Hot Ham and Cheese on a WG Bun

29 Breakfast: Pancake Sausage Stick Mandarin Orange Chicken Brown Rice Oven Roasted Veggies Fortune Cookie WG Bread Alt: Uncrustable PBJ w/ Soup

30 Breakfast: French Toast w/ Egg Patty Pork Tenderloin Broccoli w/ Cheese Sauce Cottage Cheese Fresh Fruit/Veggies Alt: BBQ Chicken on Flatbread

Meals are offered to all participants without discrimination based on race, color, national origin, sex, age or disability, creed, sexual orientation, gender identity or religion. The same meals are offered to all participants of approximately the same age according to program requirements. Menu items in italics represent alternative lunch selections for students in grades 4-6. Fruit and/or vegetable selections and low-fat milk are included with each meal. Nutritional analysis of menus is available by contacting: Terri Cook, Food Service Director @ 827-5418 or e-mail: terri_cook@s-hamilton.k12.ia.us

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