Handbook

Mission, Vision, & Common Agreements

Mission

To promote a safe, successful, and rigorous academic community for diverse learners.

Vision

To implement research-based learning strategies that are continually adjusted to improve student performance and the instructional program.
To create an environment that has clear, articulated focus for student achievement.
To provide a structured and developmentally appropriate curriculum.
To facilitate the teaching and learning strategies of acquiring, questioning and evaluating.
To promote opportunities for social, emotional and physical growth of every individual.
To provide avenues for students, staff, and parents to explore learning and foster the desire to learn more.
To inspire community involvement through collaboration and responsibility.
To provide professional development for staff that is aligned with Mason's focus and expectations.

Common Agreements

Staff will strive for excellence as they work collaboratively and collegially towards goals set in the district and building initiatives.
Staff will respond to students who need enrichment, providing a rigorous educational opportunity for all students.
Staff will work collaboratively in Professional Learning Communities in an ongoing process to achieve improved results for the students they serve.
Staff are dedicated to becoming instructional leaders in their area of expertise, including identified student models such as Math, Science, and Springboard
Staff are committed to staff, students and parents by using effective communication skills, employing a positive team approach to problem-solving, and striving for a professional learning environment for all.

Attendance

School attendance is one of the major factors that impacts student progress. There is a direct relationship between a student’s absences and their struggles in school. Attending school every day and being on time are the first steps to school success.

If your child will be arriving at school late or departing early for any reason, please let us know by calling our attendance link at 253-571-7086.

More Attendance Information

Atheltics

Dress Code

Mason Dress Code Guidelines

No exposed skin from the collar bones to three inches above the knees and no see-through material.

Tops

No tears, holes, or cuts below collar bone and no tank tops or crop tops, undergarments should not be showing

Bottoms

Shorts - no higher than 3 inches above the knee
Dresses or skirts - no higher than 3 inches above the knee
No rips, tears, holes, or cuts higher than 3 inches above the knee

Footwear

Must have toe covering and back/heel straps and soles
No heels/soles higher than 2 inches
No flips fops, sandals, slides, slippers, or wheeled shoes
No wooden, metal or plastic/rubber shoes
Croc style shoes OK if the heel strap is worn- not approved for PE

Jewelry & Accessories

Must be safe, non-suggestive and not disruptive
No spiked dog collars, chains, wristbands, or gloves
No chains, bandanas, or straps hanging out of pockets or pants
Sunglasses should not be worn in the building

All clothing items can never promote or reference the following:

Alcohol, bigotry, drugs, gangs, racism, sex, suicide, tobacco, vandalism, vapes, and/or violence

Mastery Rubric	Advanced	Proficient	Developing	Emerging	Insufficient Evidence	Missing
Rubric Level	100	90	77	65	55	50
Rubric Range	100-95	94-85	84-70	69-56	55-51	50-0

Mastery represents 100% of the grade and is communicated with the following rubric language:

Advanced: Students at the advanced level have achieved the grade level standards and are able to apply and adapt them to multiple situations. They can draw on their understanding to solve real problems that show a level of creativity and sophistication. These students can self-assess and seamlessly relate material to previously presented concepts.
Proficient: Students at the proficient level independently demonstrate competence within the standards. These students have met the standards and can select the appropriate strategy for most situations and circumstances. With assistance, students can occasionally apply their proficiency to previously presented concepts. Students have fully met the expectations of the intended learning.
Developing: Students at the Developing level inconsistently demonstrate an understanding of the grade level standards and require assistance and guidance to reach full proficiency. Connections to previous concepts are minimal or inconsistent. A developing student will occasionally reach the proficient level on some standards but will also show learning at the emerging level. These students will have a limited conceptual understanding of the concepts.
Emerging: Students at the Emerging level demonstrate a very basic understanding of the grade-level standards and concepts. These students are at the beginning stages of learning. Explanations are task specific and inconsistent. They show little connection, if any, to previous concepts. These students operate on a recall/replicate level.
Insufficient Evidence: Students at the Insufficient Evidence level have not submitted enough evidence to justify moving to another level. This could be due to whole pieces of evidence missing or the evidence submitted is incomplete or incorrect.
Missing: Missing work

Practice

Practice provides feedback for student progress and is communicated with the following rubric language:

Completed
Insufficient Evidence
Missing

In This Section