Parents
Professionalism Perseverance Progress
October 2017
It is hard to believe that it is already October and that school has been in session for over six weeks! I am please to announce that we have had an extremely successful start of school including some incredible opportunities for out students to engage in the community through sports, after school activities, and our super fun Back to School Bash put on by the PTSA. Our data for the start of the last two school years in terms of attendance, grades, and behavior is the best that I have ever seen. Additionally, we had over 200 families attend parent teacher conferences, which I believe was another record set! Thank you for supporting your student and the school and I am looking forward to a great rest of the year!
Principal Becherini
General Information
- School Fees & Extracurricular Fees
- Title I
- Parents Right to Know letter | los Padres derecho a conocer la carta
- Parent Involvement
- School, Parent, Student Compact
- Student Code of Conduct | Código de Conducta del Estudiante
- Parent/Guardian SIS Access (HOW TO) | Cómo Registrarse Para el Acceso de Contacto
- Dress Code
- Student IDs
- School Fee Schedule
- Annual School Plan
- School Plan Summary
- End of Year Events
- Electronic Devices
- Bell Schedule
School Fees & Extracurricular Fees
Title I
What is TITLE I?
Title I is a federal education program under the No Child Left Behind Act of 2001. There are four parts to Title I : improving the academic achievement of the disadvantaged, even start family literacy, migrant education, and services for neglected or delinquent children and youth.
What are the goals of TITLE I?
The goals of Title I are to help students to achieve academic success in Reading/Language Arts and Mathematics; increase student performance in high poverty schools through school-wide reform; build teacher capacity through quality professional development; and enhance parents' abilities to help their children succeed through quality parental involvement activities.
Mound Fort is a Schoolwide Title I Program. That means:
The school uses Title I funds to supplement and improve the entire educational program of the school.
Title I funds are used to serve all children in order to raise academic achievement.
Title I funds will be used to provide additional assistance to all students who experience difficulties in meeting the State’s performance targets.
To be a Schoolwide Program:
The school must collect and analyze data that affects student achievement.
The school must develop a comprehensive site plan and annually review the effectiveness of the plan.
The school must assess student progress.
The school must involve parents in the decision making process.
The school must provide evidence based professional development for teachers.
The school must develop a plan for ensuring all teachers become highly qualified and successful in all subjects taught.
Title 1 School Improvement | de mejoría de la Escuela Titulo I
Parents Right to Know letter | los Padres derecho a conocer la carta
Parent Involvement
School, Parent, Student Compact
Mound Fort Junior High, Ogden City School, in alignment with regulations regarding programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), supports this compact outlining how parents, the entire district/school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the state’s high standards.
OSD 2018-19: Secondary School-Student-Family Compact
The compact outlines shared responsibilities for high student academic achievement and is developed jointly with parents, teachers, administrators, and if appropriate, students.
|
Student |
Parent/Family |
Teacher(s) |
Administration |
|
|
Attendance |
Attend at least 94% of school days |
Ensure student attends at least 94% of school days |
Mark attendance daily in SIS system |
Notify parent/ family when student is absent |
|
Curriculum |
Do assigned work completely and on time while striving for accuracy and excellence |
Be familiar with classroom assignments and due dates |
Provide high quality, engaging curriculum and instruction in a supportive and effective learning environment that enables students to meet the state’s challenging academic standards |
|
|
Homework/ Formative Assessment |
Spend at least 3 hours per week completing homework and studying. Includes Reading Plus and ALEKS |
Provide a distraction-free environment for homework/study time |
Provide timely feedback on homework and formative assessment |
Provide progress reports 3 times a semester |
|
Classroom Behavior |
Follow all reasonable requests made by faculty |
Be familiar with and support classroom expectations |
Establish, post, and enforce clear classroom expectations |
Support classroom expectations |
|
Schoolwide Behavior |
Follow all school rules per the student code of conduct |
Be familiar with and support school expectations |
Enforce school-wide behavior expectations |
Enforce school-wide behavior expectations |
|
Parent & Family Engagement |
Attend Parent-Teacher Conferences |
Regular, two-way communication through four parent teacher conferences and updates through Canvas |
||
|
Extra Assistance |
Attend offered tutoring and/or initiate tutoring |
Contact school with questions or concerns or to volunteer |
Provide time to tutor students and respond to parent questions |
Support tutoring and provide parent volunteer opportunities |
|
Grade Tracking |
Check grades and assignments at least weekly to ensure C’s and above in all classes |
Track student grades and assignments at least once a week to ensure C’s and above |
Enter tasks into SIS by time of assignment. Update grades meaningfully at least weekly |
Support students’ and families’ ability to track grades |
|
Academic Integrity |
Demonstrate by 1)completing own work 2) citing references 3) clarifying when collaboration was utilized |
Clarify with teacher(s) the appropriate level of parental assistance on individual assignments |
Explicitly review with students the concepts of cheating, plagiarism, citation, and appropriate collaboration |
Ensure academic integrity through investigating any potential issues involving cheating |
- School Responsibilities
- Parent(s) or Guardian(s) Responsibilities
- Student Responsibilities
- Acuerdo de Estudiante-Escuela-Padre (Tutor)
School Responsibilities
Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the state’s student academic achievement standards as follows: All Teachers and staff will:
- Encourage and support student learning by making informed decisions.
- Respectfully, frequently, and accurately inform parents of their child’s progress.
- Have high expectations for students and be committed to continuous growth for the teacher, staff, and the school.
- Respect cultural differences of students, their families and other staff members.
- Help students resolve conflicts in positive, nonviolent ways.
- Coordinate efforts with other staff to support the success of each child.
- Create a caring, inclusive, stimulating, and safe school/classroom setting.
Hold parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement.
- Conferences held twice per year at each building. Notification will be sent with information about the conferences.
- Conferences can be arranged at a mutually agreed upon time with the teacher and parent/guardian. Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows:
- Progress reports o (mid-term (October, January, March)
- Grade reports are distributed to parents/guardians at the end of each marking period.
- Electronic Parent Portal (SIS) updated (SIS will be updated weekly, parents will contact principal if not updated), providing parents with access to students’ grades and attendance information. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows:
Parents may email or call teacher at any time.
o A staff contact list is available on our website
o Parents may contact the teacher directly or the main office to schedule an appointment with staff Provide parents opportunities to volunteer and participate in their child’s class and to observe classroom activities, as follows:
o Parents will be invited and encouraged to visit and volunteer through monthly principal newsletter
o Parents are welcome to email or call teacher for volunteer opportunities
o Parents may contact main office to learn about volunteer opportunities
o Parents may volunteer to help with field trips, classroom activities, clubs, etc.
Parent(s) or Guardian(s) Responsibilities
I/we will support our children’s learning in the following ways:
- Monitor attendance
- Ensure homework is completed
- Participate, as appropriate, in decisions relating to my child’s education
- Attend scheduled conferences and appointments
- Promote positive use of my child’s extracurricular time.
- Stay informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate.
- Serve, to the extent possible, on policy advisory groups
Student Responsibilities
As a student I will share the responsibility to improve our academic achievement and achieve the state’s high standards. Specifically, I will:
- Always perform my best in my work and in my behavior.
- Work cooperatively with my classmates and teachers.
- Show respect for myself, my school, teachers, and others.
- Obey the school and bus rules.
- Take pride in my school and school work.
- Come to school prepared with my homework and supplies
- Believe that I can and will learn.
- Give my parents/guardians all notices and information
Acuerdo de Estudiante-Escuela-Padre (Tutor)
La escuela, alineado con las normas relativas a los programas financiados por el Título I, Parte A de la Ley de Educación Primaria y Secundaria (ESEA) (niños participantes), apoya este acuerdo que explica cómo los padres, todo el personal del distrito / escuela , y los estudiantes compartirán la responsabilidad de mejorar el rendimiento académico del estudiante y los medios por los cuales la escuela y los padres construirán y desarrollarán una asociación que ayudará a los niños a alcanzar los altos estándares del estado.
Responsabilidades de la escuela
Proveer un plan de estudio de alta calidad e instrucción en un ambiente de aprendizaje propicio y eficaz que permita a los niñosparticipantes a cumplir los estándares académicos del estado de la siguiente manera: Todos los maestros y personal:
• Fomentar y apoyar el aprendizaje del estudiante, tomando decisiones de inform.
• Respetuosamente, informar a los padres con frecuencia, y con precisión sobre el progreso de sus hijos.
• Tener altas expectativas para los estudiantes y estar comprometidos con el crecimiento continuo del profesor, el personal, y la escuela.
• Respetar las diferencias culturales de los estudiantes, sus familias y otros miembros del personal.
• Ayudar a los estudiantes a resolver conflictos en forma positiva, no violentas.
• Coordinar esfuerzos con el resto del personal para apoyar el éxito de cada niño.
• Crear un ambiente de interés, estimulo, y seguridad escolar/ salón de clase.
Llevar a cabo conferencias de padres y maestros donde este acuerdo se discutirá en lo que se refiere al logro individual del niño.
- Las conferencias se celebran dos veces al año en cada edificio. Se enviara notificación con información sobre las conferencias.
- Las conferencias se pueden hacer de mutuo acuerdo, con tiempo, con el maestro y el padre / tutor
Proporcionar a los padres informes frecuentes sobre el progreso de sus hijos.
Específicamente, la escuela proporcionará reportes de la siguiente manera:
- Los informes de progreso serán enviados a los padres dentro de dos semanas después de cada trimestre. Los padres pueden ponerse en contacto con la oficina si no se reciben esos reportes.
- Las notas de calificaciones se distribuyen a los padres / tutores al final de cada período de calificaciones.
- El portal electrónico de Padres (SIS) se actualizará semanalmente proporcionando a los padres acceso a las calificaciones de sus estudiantes y la información de asistencia. Los padres pueden comunicarse con la oficina si las calificaciones no se actualizan con regularidad.
Proporcionar a los padres acceso razonable al personal.
En concreto, el personal estará disponible para consultas con los padres de la siguiente manera:
- Los padres pueden enviar por correo electrónico o llamar al maestro en cualquier momento.
- Una lista de contactos personal está disponible en nuestro sitio web.
- Los padres pueden ponerse en contacto con la oficina principal para hacer una cita con el personal
Proporcionar a los padres oportunidades para servicio voluntario y participación en la clase de sus hijos y observar las actividades del salón, de la siguiente manera:
- Los padres serán invitados y alentados a visitar y voluntarizarse a través del boletín principal mensual.
- Los padres son bienvenidos a enviar correos electrónico o llamar al maestro para oportunidades de voluntariado.
- Los padres pueden ponerse en contacto con la oficina principal para aprender acerca de oportunidades de voluntariado.
- Los padres pueden ser voluntarios para ayudar con las excursiones, actividades de clase, clubes, etc.
Responsabilidad de los padres:
Yo/nosotros apoyaremos el aprendizaje de nuestros niños de las siguientes maneras:
- Revisar la asistencia.
- Asegurar que se cumpla con la tarea.
- Participar, según corresponda, en las decisiones relativas a la educación de mi hijo
- Asistir a conferencias y citas programadas.
- Promover el uso positivo del tiempo extracurricular de mi hijo.
- Mantenerme informado sobre la educación de mi hijo y comunicado con la escuela de inmediato al leer todos los avisos de la escuela o del distrito escolar ya sea recibido por mi hijo o por correo, y responder, según corresponda. Servir, en la medida posible, en grupos de asesoramiento.
Responsabilidades del Estudiante:
Yo, como estudiante, comparto la responsabilidad de mejorar mi rendimiento académico y alcanzar los altos estándares del estado. En concreto, yo:
- Siempre hare lo mejor en mi trabajo y en mi comportamiento.
- Trabajare cooperativamente con mis compañeros y profesores.
- Mostrare respeto por mí mismo, mi escuela, maestros, y otros.
- Obedeceré las reglas de la escuela y del autobús.
- Estaré complacido de mi escuela y del trabajo escolar.
- Asistiré a la escuela preparado con mi tarea y artículos necesarios.
- Creer que puedo y voy a aprender.
- Dar a mis padres / tutores todos los avisos e información.
Student Code of Conduct | Código de Conducta del Estudiante
Parent/Guardian SIS Access (HOW TO) | Cómo Registrarse Para el Acceso de Contacto
HOW TO REGISTER FOR CONTACT ACCESS
Contacts with web access to their children may create their own account to access all of their associated children’s academic information. If you do not already have an account created by yourself, then click on Request a USERNAME from the SIS Login screen. As shown below.
You will then need to know one of your children’s Student ID along with their associated date of birth. Then click on “Lookup Student” .
The next screen will present the available contact names. Click on the contact that represents your name. Then type in a username that you would like to use as your login. Also type your password you would like to use and confirm the password. And finally check the box that certifies you are who you say you are. Then click “Create Account”.
That is it. Your account is now created and you can login with these credentials to view your children’s grades, attendance, tardy, missing assignments, email the child’s teacher, update your address, phone number and contact information. You can also subscribe to receive daily or weekly emails with grades, attendance, tardys and missing assignments.
Contactos con acceso web para sus hijos. Puede crear su propia cuenta para acceder a la información académica de sus hijos.
Contactos con acceso web para sus hijos. Puede crear su propia cuenta para acceder a la información académica de sus hijos.
Si no tiene una cuenta creada por usted, entonces de clic en "Request Username" desde la pantalla de inicio de sesión SIS como se muestra abajo.
Necesitará saber el número de ID de su hijo(s) y la fecha de nacimiento . Despues de clic en “Lookup Student”
La siguiente pantalla mostrará los nombres de contacto disponibles. Haga clic en el contacto que representará su nombre. A continuación escriba un nombre de usuario que desee utilizar como nombre de usuario. Escriba su contraseña y confirmela escribiendola de nuevo. Después de clic en el cuadrito blanco donde certifica que usted es quien dice ser. Para finzalizar haga clic en “Create Account”
Eso es todo. Su cuenta ya está creada y puede acceder para ver las calificaciones de sus hijos, asistencia, retardos, tareas no entregadas, correo electrónico del maestro(s), actualizar su información de contacto, tal como dirección, teléfono, etc. También puede subscribirse para recibir diaria o semanalmente las calificaciones, asistencia, retardos y tareas no entregadas.
Dress Code
Mound Fort Dress Code
The purpose of the district dress standard is to provide guidance for students to attend school in appropriate clothing that is safe, neat, clean and modest.
A student who wears clothing that exposes his or her chest, shoulders, midriff, lower back, or other parts of the body will immediately be asked to change his or her clothes. No spaghetti strap, it must be 4 fingers across the shoulder. Refusal to do so will be considered an act of insubordination.
Headgear, such as caps/hats, bandanas or sunglasses are inappropriate to wear indoors at school unless the student obtains prior written approval of the principal or the principal’s designee for an appropriate uniform. Footwear is required to be worn. Offensive or obscene clothing will not be worn at school including slogans or logos that depict, controlled substances, alcohol, drugs, tobacco, foul profane, vulgar or abusive language, sexual overtones or violence.
Students at Mound Fort may not wear pajamas, slippers, gloves, loose chains, notched eyebrow, or gang attire. Underclothing should not be seen.
Students who wear inappropriate clothing will be asked to change into appropriate attire or call home and have someone bring them something appropriate to wear. They will wait in a designated area until appropriate clothing is found.
Student IDs
Mound Fort Student IDs
Students are issued an ID and lanyard for the school year. IDs are required to be worn throughout the entire school day around the student’s neck. Keep track of them because they will be needed for our extravaganzas, field trips, to ride the bus and lunch. If you do not have your ID, you will be ask to step to the back of the lunch line, you will get a lunch whether you have your ID or not. If lost, a new ID can be purchased for $5.00 from the front office.School Fee Schedule
Annual School Plan
Annual Plan - English
| Ogden School District will Increase High School GRADUATION RATE to 76% by 2018; 88% by 2022 Ogden School District will Increase k-12 LITERACY PERFORMANCE to 36% by 2018; 50% by 2022 | |||||
| MOUND FORT JUNIOR HIGH 412 Professionalism - Perseverance - Progress | |||||
| School Vision and Mission 2017-2018 | |||||
| Vision: Mound Fort is a safe environment where all stakeholders take ownership and accountability for academic achievement, personal success and school pride. Mission: Through effective collaboration we provide an encouraging and safe learning environment to empower our students to achieve their goals and reach their potential. | |||||
| Annual School Plan Overview | |||||
| Schools must prepare plans with critical stakeholders for ongoing progress and improvement in meeting the diverse needs of our students to become truly, demonstrably, college/career/community ready. Plans must also be shared with the public on the school website and in at least one public meeting. All comprehensive school plans will share specific elements and all comprehensive school plans will be linked to the critical actions in the 90 day action plan. Indicate the goals you will address in your 90 day action plan. | |||||
| Five Year Plan Priorities: | |||||
| What systems, structures, goals will be achieved at the end of each year? These are your broad school priorities (listed on your 90 day plan) and you should not have more than three per year. These are the big areas of work to ensure your school is on track to reach your goals and contribute to the district wide graduation and literacy goals. | |||||
| 17-18 Priority(ies): | refine initial level behavior/academic systems; Reading focus across the curriculum along with 7th grade project based learning for end of year project; 80% of 9th Grade Cohort has all credits for graduation; 30% of school proficient in reading and writing | ||||
| 18-19 Priority(ies): | refine secondary behavior/academic systems; Reading focus across the curriculum along with 7th and 8th grade project based learning for the end of year project; 85% of 9th Grade Cohort has all credits for graduation; 35% of school proficient in reading and writing | ||||
| 19-20 Priority(ies): | refine intervention behavior/academic systems; Reading focus across the curriculum along with 7th, 8th and 9th grade project based learning for the end of year project; 90% of 9th Grade Cohort has all credits for graduation; 40% of school proficient in reading and writing | ||||
| 20-21 Priority(ies): | refine behavior/academic systems based on previous years data; Reading focus across the curriculum along with 7th, 8th and 9th grade project based learning for the end of year project within the community; 93% of 9th Grade Cohort has all credits for graduation; 45% of school proficient in reading and writing | ||||
| 21-22 Priority(ies): | refine behavior/academic systems based on previous years data; Reading focus across the curriculum along with 7th, 8th and 9th grade project based learning for the end of year project within the community; 97% of 9th Grade Cohort has all creditsfor graduation; 50% of school proficient in reading and writing | ||||
| Annual School Commitments: | |||||
| These commitments will be shared with all stakeholders as each falls under the "Parents' Right to Know" category. They will need to be translated, posted on your website and disseminated widely. Each necessitates implementation, monitoring, and resource allocation. Not all will have gpals and actions evidenced in your 90 day plans for improvement, however. All actions should be aligned, however, and help your school achieve it's desired outcomes this year. | |||||
| PD Focus (1-2 SMART steps required for all schools for Title IIA) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| G1 | yes | Title IIA | Support AVID site team in their development and preparation for AVID Schoolwide; Conduct month site meetings where we track student progress for those students in AVID elective classes | ||
| L1 | yes | Focus / Title IIA | Provide School Wide ongoing PD on Reading Plus Software for use in advisory classes to track student performance over the first 90 days; Mini PD's during faculty meeting on vocabulary and reading strategies accross the content areas | ||
| O1 | no | Title IIA | Develop teacher leadership capacity by participating in UVA throughout the school year; Develop leadership specific PD for SLT | ||
| Parent Involvement Focus (1-2 SMART steps required for all schools) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| G2 | no | None | Adjust parent teacher conference so that two of the four are ran through advisory; Advisory teachers will meet with parents for 75 minutes and introduce them to each other and also show them how their students are performing credit wise and literacy wise. | ||
| L2 | yes | Title I (Parent earmark) | Provide parents with access and information to Reading Plus and encourage parents to track their students progress. | ||
| O2 | |||||
| Academic System Focus (at least one SMART step per tier for all schools) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| T3a | yes | Tier One - Literacy, Reading and Vocabulary strategies are provided to faculty through targeted PD by SLT; Observation of these strategies implemented in classrooms through learning walks and admin observations | |||
| T3b | yes | Title | Tier Two - FLEX rotations - Students will be selected by teachers based on standards deficit in order to provide a six day reteaching of those standards to ensure mastery. | ||
| T3c | yes | Land Trust / Title | Tier Three - Credit Recovery for students who were not successful during FLEX. Intensive focus on 9th grade. | ||
| Behavior System Focus (at least one SMART step per tier for all schools) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| T4a | Tier One - SUPER Expectations Posters and Training have been updated for this year; train all students on the school wide expectations; CHAMPS schoolwide | ||||
| T4b | Tier Two - ChAT team will be working with tier 2 students and identifying students who may benefit from a champion teacher or additional supports; social skill classes may be assigned to students identified as tier II where their progress can be more closely monitored. | ||||
| T4c | Tier Three - ChAT team will assign case managers students to work with; Social Skill classes will be filled with students who are identified as tier III; FLEX classes will be taught to small groups of students using second step lessons; students progress will be monitored and tracked | ||||
| English Language Learning System Focus (at least one SMART step required for all schools with ELLs) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| G5 | yes | Intense focus on placement of students to ensure that students are placed by ability and not grade level. Strong focus on students who are 8th grade going into 9th as the test changes for high school students | |||
| L5 | yes | Provide school wide PD during faculty meetings on appropriate ESL strategies that can support ESL students in the classroom; track ESL failing reports | |||
| O5 | |||||
| Comprehensive School Counseling System Focus (at least one SMART step required for all schools; secondary schools must reference their annual data project) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| G6 | yes | Track number of students that are earning credit and ensure that by the end of the year at least 80% of students are on track for graduation. | |||
| L6 | yes | Support students in their use of Reading Plus and monitor their placement for schedules to ensure appropriate placement in ELA and Reading classes. | |||
| Extended Day/Exenteded School Year System Focus (at least one SMART step required for schools with IGP funds; recommended for all schools with MOUs with extended day partners; optional for all others) | |||||
| Target Indicator | 90 Day Action Yes/No | Funding Source(s) | SMART Step(s) | ||
| G7 | yes | IGP/USTAR | Provide after school support in core content subjects to help aide in Tier II or Tier III academic recovery. Provide various extentions to challenge students abilities in core content areas specifically related to STEM. | ||
| L7 | yes | IGP | Provide opportunities for students access computers to utilize Reading Plus . Provide various extensions to challenge students ability in literacy. | ||
| School Specific Supplemental Grant Focus (1-2 SMART steps required for each grant you implement at your school) | |||||
| USTAR Grant - Provide one science 8 Double Dose class and one math 8 Double Dose class to support bubble students; Provide after school tutoring for two hours per week in science and math | |||||
| Other | |||||
| Other | |||||
| *Goals need to be written in the SMART goal format and need to include the funding source(s) making the goal attainable. Each goal has a corresponding number that will be listed on your budget/plan summary page | |||||
Plan Escolar Anual - Espanol
School Plan Summary
End of Year Events
Mound Fort Junior High
Upcoming Events
| Date | Event | Time out of School |
| March 9 | DDD | Early out at 1:15 p.m. |
| March 16 | End of 3rd Term | Early out at 1:15 p.m. |
| April 2 thru April 6 | Spring Break | No School |
| April 18 | Parent Teacher Conf. | 3:45 to 7:15 |
| May 22 | Locker Clean Out | 3:05 |
| May 23 | Pass out Year Books | 3:05 |
| May 24 | Lagoon Day | 3:05 for all students who did not go to Lagoon Students who went to Lagoon, pick up at the school at 5:00 p.m. |
| May 25 | Last Day of School | Early out at 12:00 p.m. |
Electronic Devices
Electronic Devices
We strongly recommend that you do not bring your devices to school. Bluetooth speakers are not allowed and will be taken away. If there is a concern that it has been stolen, please report it to the school officer right away. The school is not responsible for any lost or stolen devices.
Devices (phones, IPod, etc.) are not allowed during class time including earbuds. These devices may only be activated in non-instructional time (between classes, lunch time and after school).
Students in violation will have the device confiscated and only returned to the parent/guardian. Repeated violations will result in further disciplinary actions.
Bell Schedule
Mound Fort
Bell Schedule
_______________________________
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Monday, Tuesday, Wednesday, Thursday “A & B Day” |
Friday “A & B Day” |
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Class Period |
Time |
|
Class Period |
Time |
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Warning Bell |
8:00 |
|
Warning Bell |
8:00 |
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1st |
8:05 - 9:20 |
|
1st |
8:05 - 9:00 |
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|
2nd |
9:25 - 10:40 |
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Advisory |
9:05 - 9:40 |
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1st Lunch 3rd Class |
10:40 - 11:10 11:15 - 12:30 |
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2nd |
9:45 - 10:40 |
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3rd Class 2nd Lunch |
10:45 - 12:00 12:00 - 12:30 |
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1st Lunch 3rd Class |
10:40 - 11:10 11:15 - 12:10 |
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4th
|
12:35 - 1:50
|
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3rd Class 2nd Lunch |
10:45 - 11:40 11:40 - 12:10 |
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5th |
1:55 - 3:10 |
|
4th |
12:15 - 1:10 |
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|
|
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5th |
1:15 - 2:10 |
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Communicating With Ogden School District
Ogden School District and its schools support conservation through decreased use of paper communication and increased use of electronic communication. Electronic communication is particularly vital in the event of an emergency.
Parents and guardians are urged to provide a phone number (preferably a cellular phone number) and an email address to their student's school and to update the school any time the phone number or email address changes.
Parents and guardians who do not currently have an email account can learn how to create a free email address by clicking here.
Las instrucciones en español para crear una dirección de correo electrónico gratuita se pueden encontrar haciendo clic aquí.
