PERMISSION FORMS: STUDENT & PARENT SIGNATURES

Transcription

1 PERMISSION FORMS: STUDENT & PARENT SIGNATURES Throughout the STUDENT PLANNER there are sections of information for students and parents to read. Please read each section carefully. When the 3 sections below have been read and signed, please carefully remove this page from the STUDENT PLANNER and give it to your homeroom teacher. STUDENT NAME HOMEROOM TEACHER NAME By signing below, we acknowledge that we have read the Thorn Lodge STUDENT PLANNER. Peel District School Board s Code of Conduct. Peel District School Board s INTERNET RULES AND RESPONSIBILITIES. Parent/Guardian Signature Student Signature Date Each student at Thorn Lodge needs to either stay at school every day for lunch, or walk to their home or a babysitter s home every day. Please refer to the LUNCH TIME POLICY section of the STUDENT PLANNER, and indicate which option the student will choose for the school year. Please check only one of the options. LUNCH OPTION A: My son/daughter will eat lunch at school every day during the school year. LUNCH OPTION B: My son/daughter will go home every day for lunch under supervision. Parent/Guardian Signature Student Signature Date Please refer to the WALKING TRIPS section of the STUDENT PLANNER. I give permission for my son/daughter to participate in community excursions which will involve walking off school grounds. Parent/Guardian Signature Student Signature Date

2 Please provide contact information. Thank-you. INFORMATION ITEM NAME HOME CELL WORK PARENT/GUARDIAN NUMBER 1 PARENT/GUARDIAN NUMBER 2 EMERGENCY CONTACT

3 2730 Thorn Lodge Drive Mississauga, ON L5K 1L Attendance Phone: Mission: Our mission is to build an inclusive learning community that inspires a love of learning and promotes respect for all. This will allow our students to achieve their personal potential and become responsible global citizens. Vision: Our school will be a place where we: Celebrate individual differences and student success Differentiate instruction to meet the needs of all learners Provide students with a variety of authentic experiences Encourage a strong partnership between school and community To realize our mission and vision we value: Teamwork Initiative Growth Effort Respect STUDENT NAME HOMEROOM TEACHER NAME W E L C O M E T O T H O R N L O D G E P U B L I C S C H O O L The Thorn Lodge staff values the role that parents and families play as partners in their child's education and encourages open two-way communication so that the best possible learning opportunities can be provided for each student. We know that the best education for our children comes through the cooperative efforts of home and school. This student agenda/handbook should serve as a valuable communication tool to open those lines of communication. Take time to read this handbook portion of the agenda as it has been prepared to help you understand more about Thorn Lodge Public School. Our monthly newsletter and Friday File will also keep you informed about other school activities and will provide you with current information during the school year.

4 ABSENCE REPORTING PROGRAM: SAFE ARRIVAL PROGRAM If your child is going to be absent from school or late due to an appointment, please call the Safe Arrival Line at before 8:30 a.m. When you call, speak slowly and state: the date, your child s name, spelling the last name, teacher s name, reason for absence and the expected length of absence. The answering machine allows you to leave a message at your convenience. Parents who do not telephone the Absence Reporting Program will be called at home or at work to confirm that their child is at home. Students are not required to bring a note from home to explain why they were absent if the Absence Reporting Program has been notified. ATTENDANCE / PUNCTUALITY & EXTENDED VACATIONS Regular attendance and punctuality are essential for success at school and in life. Children should not come to school unless they are healthy enough to go outside at recess and at lunch time for some fresh air. Parents are asked to plan extended family trips and excursions that coincide with school breaks. Absences impact on a student s ability to successfully achieve grade level learning expectations. The school does not provide homework for students on prolonged family vacations. For your child's education, we request you keep them in class so they have an opportunity to master the curriculum. LATES Students are expected to be on time and prepared for classes. Punctuality is a characteristic which we expect of our students, unless there is a legitimate reason for the late arrival. Students should report to the office when they arrive at school late; this permits us to revise the attendance records. When children have an unreasonable number of lates, parents will be advised by a phone call or a letter. SIGNING IN AND SIGNING OUT To be excused from school, a student must present a note from the parent/guardian, explaining the reason for being excused. The note should be given to the homeroom teacher. Students must sign out at the office and when returning from the appointment they should sign back in. Parents who wish to pick up their child before regular dismissal times are requested to report to the office and the student will be called down to sign out. Please plan your appointments and commitments to minimize the times that you need to send your child late or sign them out early. DRESS CODE Students are asked to dress in a manner that demonstrates respect for themselves and others. All clothing should cover your body and all undergarments adequately. GYM CLOTHES Physical Education is a very important part of a healthy lifestyle. All students must wear an appropriate change of clothing for gym classes including T-shirt, shorts (or track pants), sweat socks and running shoes (non black soles or no-marking black soles). Students should have a bag to store and carry their gym clothing to and from school. Do not wear jewelry or leave money or valuables in the change room. Please write your child s name on all their belongings to assist in the identification of lost items. BUS STUDENTS Safety on our school buses is a primary concern so we insist that our students listen to the bus driver. Students must take a seat promptly when they board the bus and remain seated for the duration of the route. Students will be picked up and dropped off at designated stops only. The safety of the child is the responsibility of the parent until pick up time and after the drop off time. In this regard, school bus drivers taking Kindergarten students to their bus stops are instructed to return Kindergarten students to the school if a parent, designated adult or older sibling, is not there to meet a child at the bus stop. A parent will be notified when a student misbehaves. There is a zero tolerance for inappropriate student behaviours which may cause a distraction for the bus driver and therefore create an unsafe situation for all riders. Continued problems on the bus may lead to suspension from using the bus service.

5 WALKING TRIPS Occasionally, teachers will take their classes on an excursion in the community. A teacher will accompany the students at all times, and the excursion will take place during regular school hours. This will include any excursion within walking distance of the school, which may take place throughout the school year. LUNCHES We encourage a well balanced meal that will give your child the proper nutrition. We are committed to making Thorn Lodge a healthy place to learn and grow. A signed note by parents/guardians is required if you are changing your normal routine (e.g. child stays at school for lunch and has permission to go home). Appropriate lunch behaviour is expected by all including proper eating and table manners, remaining seated and following directions. Students can participate if they choose in monthly Pizza and Sub days. Special lunches are announced to parents and children through a school notice and are marked on our monthly calendar.. Milk tickets are sold on a weekly basis every Tuesday from 8:45-9:00 a.m. in the front foyer. A sheet of 8 tickets costs $6.00. MEDICATION It is the policy of the Peel District School Board that school staff not be involved with the administering of medication. Parents must assume the responsibility of making arrangements that will eliminate the need for school personnel to be involved. If in the opinion of a doctor, a particular student requires medication during school hours in order to remain in attendance, a special application form, available from the school office, must be completed by the parent and authorized by the doctor. (This includes inhalers needed for the treatment of asthma.) This application must be processed and approved prior to the administration of the medication, and must be updated each year. Upon approval, parents are asked to bring the medication to the office rather than sending it with the child. LOST & FOUND It is suggested that all student possessions be labeled to ensure easy detection. The lost and found box is located by the library. Students and families are encouraged to look through the lost and found for missing items. Valuable articles which are found should be turned in and may be claimed at the office. Students are advised not to bring valuable articles such as IPods, video games, cards, toys, games, cell phones and jewelry to school or to carry any substantial amounts of money. The school cannot take responsibility for any items which are lost or stolen. Note: At different periods in the year, the lost and found box will cleaned out and all items will be sent to charities. VISITORS TO THE SCHOOL All visitors, guests and volunteers are requested to report to the office before proceeding elsewhere in the school. Visitors are asked to wear a visitor's tag while in the school or on school property. VOLUNTEERS Volunteers in the school provide additional human resources for improving instruction and developing a better understanding and support for the work of the school. Assistance can be provided in many ways; in the school library, listening to students read, supervising on class trips, preparing learning materials to name a few. If you have the time and interest to become a volunteer, please contact the school. To volunteer at any school in Peel, you will need to have a current Criminal Record Check completed. The necessary form is available at the school. Once you have completed the form and dropped it off at the appropriate police headquarters you must allow 6-8 weeks for it to be processed.

6 CLIMATE FOR LEARNING AND WORKING All students have the right and responsibility to learn and all teachers have the right to teach without distraction. Acceptable behavior and self management are the responsibility of all members of the Thorn Lodge team staff, students, parents, community. Through open communication, cooperation, and teamwork, the home and school will help all students achieve and succeed. We value teamwork, initiative, growth, effort and respect (T.I.G.E.R). Each value is connected to a learning skill(s). At our monthly Climate Assembly, one value will be recognized and students meeting the criteria will receive a U Earned It. Our goal is to promote a positive school climate. Consequences of Unacceptable Behaviour It is expected that all students will follow the expectations outlined. Consequences for inappropriate behavior are handled individually according to the specifics of each situation. Fair, logical and consistent consequences are applied. Depending on the circumstance, any or some of the following consequences will occur: detention counseling by school staff personal contact with parents withdrawal from class loss of privileges school and/or community service restitution, verbal or written apology suspension of varying length based on severity of infraction We believe we can all be part of the solution. PREMIER AT HOME Premier Assistive Technology has created a wide assortment of tools that make your computer read to you. Peel District School board has made these programs available for you to use at home. Have your computer read your favourite web page, PDF file, , homework, or even read a book. There is also a program on this site that will let you convert your documents into audio files so you can listen to them on your MP3 player. These tools are also great for proofreading and editing your homework. You can go to and download and install the products you need. The limitation is that these programs can only be installed on computers owned by the student, parents of the students, or Peel board staff. Please honour this. How do I get the software? 1. Go to Enter the login information. 2. Type in the following Login Name and password and click the LOGIN button. LOGIN Peel PASSWORD access 3. From this screen you may select information on Getting Started or select one of the tabs for Products, Start Downloading, Support or Contact Premier Literacy. You will also see the Peel board logo on this page.

7 ALL STAR READING STRATEGIES FOR PARENTS The All Star Reading strategies encourages primary students to become more self-directed, and to take responsibility for constructing reading and writing strategies that work for them. CHECK OUT THE BOOK: This strategy reinforces the understanding of how to approach a book. (e.g. Where is the front cover? Where is the title?) Pass the book to your child and ask them to show you the parts of the book. WHICH WAY DO YOU GO? This strategy helps young readers recognize that the print is read from left to right. Finger pointing/following the words is helpful. Try: 1. "Hitchhiking" - the child's finger sits on an adult's finger as it tracks the print. 2. Put a mini sticker on the child's following finger to encourage proper tracking. LOOK AT THE BOOK: Preview the book, cover to cover before reading. The child is encouraged to guess the content of the story and predict possible vocabulary. I LIKE IT. LET'S READ IT AGAIN: Previously successful books are reread prior to discussing and attempting new reading. This serves to confirm reading vocabulary and more importantly encourages a feeling of well-being as a reader. SHADOW ME: With shadow reading, the parent reads at the same time as the student. The parent slowly lowers his/her voice and allows the child's voice to be louder. When unknown words are encountered the child will hear the parent say the word and will be able to continue to read the story without stopping the flow of reading. READ AND DO: Find something with simple instructions to make (e.g., a recipe, a craft, a science experiment). "Read and Do" it together. READ AND THINK: Reflect on the reading experience. Was it fun? How did you feel? What did you do to help yourself? Talk about strategies that were successful for the child. TELL A STORY: Children enjoy telling stories about an experience such as a birthday or family trip. Encourage your child to tell their story in sequence (e.g., "What happened first, what happened next, what was the last thing that happened?"). LOOK CAREFULLY AT EACH WORD: Have the child carefully look at simple sentences to see if what they are actually reading matches the print. (e.g., I saw cat a and a dog. I saw a cat and a dog.) LOOK AT THE PICTURES: The student is encouraged to refer to or look at accompanying pictures to help uncover/decode the story print. SOUND IT OUT: The student is encouraged to use letter sounds or sound combinations that they know to work through the unknown word and assist prediction. MOVE ON: If a student stops at a particular word while reading a passage, they should be encouraged to skip the unknown word and move-on through the passage, thereby allowing the context of the print to prompt prediction for the unknown word. The passage is then re-read to confirm. GIVE ME A CLUE: When encountering an unknown word the student can ask - Give me a clue? The parent responds with either a language clue such as, it means the same as...or a non verbal clue, e.g., the word is back and the parent touches the student's back, OR a sounds like/rhyming clue. WORK POWER WITH RHYMING PARTS: Find words in the story that have common clusters of sounds (e.g., an, at, ip, og) 1. Ask the child to think, say, & print words, then highlight the parts of the words that are similar (e.g. man, ran, fan). 2. Play listening games with the words. What word does not belong (e.g., cat, mat, cap).

8 R E A D I N G S T R A T E G I E S The ability to read is vital. It paves the way to success in school, which can build self-confidence and motivate your child to set high expectations for life. BEFORE READING: Ask the following questions before the child begins to read a piece of writing: What do you already know about this topic? What do you think this book will be about? (Prediction) What do you want to find out? The child can skim the text to find: who, what, where and when about the topic DURING READING: While the child reads keep in mind the following ideas to do: Stop and Think Find the main idea Stop while reading to check comprehension Think about what you've read when you finish reading Ask the following questions during reading: Did the story remind you of anything you know about? What did you wonder about while you were reading? What do you think might happen next? What do you see in your head as you read this? What do you understand now that you didn't understand before? AFTER READING: Once the child has finished reading a selection, do the following activities (to reflect on and respond to text): Identify and extract important information Summarize, make judgments and generalizations Ask the following questions after reading: Was it fact or fiction? Explain What's the main idea? Why did the writer write it? What was the author s message? CONNECTING READING TO WRITING The child can write a journal response to any of the above questions. Re-write the ending of the text (how they would want it to end). Re-write the story from a different character s perspective. (Point of view) Find 10 words from the reading selection and define them. Put the words into sentences. Write out the prediction before reading. Write a summary of the book: characters, setting, plot, problem, solution. After reading a selection, write what you think will happen next. Retell what you read. Write a character interview (pretend you are interviewing the main character).