Brant-Argyle School Handbook 2011 - 2012 in pdf format
STUDENT EVALUATION AND ASSESSMENT
PARENT / TEACHER CONFERENCES EXTRA FEATURES
ANY ELECTRONIC DEVICE(E.G. CELL PHONES, MP3 PLAYERS, iPODS, ETC.)
EARLY DISMISSAL / SCHOOL CLOSURE
VANDALISM / DAMAGE TO SCHOOL PROPERTY
BEHAVIOURAL EXPECTATIONS AT BRANT- ARGYLE SCHOOL
NOTICE TO ALL PARENTS & GUARDIANS
September, 2011
Dear Parents and Guardians:
Firstly I would like to extend a big hello and thank-you to everyone for their warm welcome to Brant-Argyle. I’m greatly looking forward to becoming a part of this very exciting multi-level learning environment.
The staff of Brant-Argyle school would like to welcome back all of our returning students and extend a special welcome to our seven new students. We are also very pleased to have Mrs. Ford filling in for Mrs. Fuerst while she is on her maternity leave. Mrs. Ford is returning to the Interlake School Division from a year of teaching in Egypt. All of these new faces in our halls will add more experiences and expertise to our learning environment.
As a school we will continue to move forward into the second year of our multi-level learning environment. We will also continue to implement the universal design concepts which were introduced last year. These are best practice teaching principles that are built on sound research. These practices exist in little pockets in many other schools. It is very inspiring to be part of a school that has the vision to embrace these concepts school wide.
There are many new initiatives to look forward to this year. We are the first school in the Interlake School Division to offer full day, every day Kindergarten. This program blends very well with the multi-level learning model and we look forward to having our Kindergarten learners with us every day. We are also looking to implement more agriculture into our classrooms. Our outdoor classroom is complete and a grant has been secured for a green house. Hopefully by next fall you’ll be able to taste the product of our learning.
Brant-Argyle has a good reputation for strong community support. There are many ways to get involved. Within the next two weeks a form will be coming home, asking for volunteers within the school. Please consider sharing your skills with us. You can also join the Brant-Argyle Advisory Council for School Leadership (BAACSL). This organization is a strong advocate for the school and they help to provide programming which might not otherwise be offered.
A multi-level learning environment is dependent upon good communication between all its members. If you have any concerns or questions, please do not hesitate to contact your child’s teacher or myself.
As a staff we look forward to another year of discovery and growth.
Yours sincerely,
Mrs. L. Perrella Principal
| Time | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 |
| 8:20 - 8:35 | Buses Arrive / Morning Recess | |||||
| 8:35 - 8:50 | School - Wide Fitness | |||||
| 8:50 - 8:55 | Transition / Attendance | |||||
| 8:55 - 9:00 | Assembly | |||||
| 9:00 - 9:50 | Period 1 | Period 1 | Period 1 | Period 1 | Period 1 | Period 1 |
| 9:50 - 10:40 | Period 2 | Period 2 | Period 2 | Period 2 | Period 2 | Period 2 |
| 10:40 - 11:25 | AM Nutrition ( 20 Minutes ) 6 - 8 Daily Physical Initiative ( 25 Minutes ) | |||||
| 11:25 - 12:15 | Period 3 | Period 3 | Period 3 | Period 3 | Period 3 | Period 3 |
| 12:15 - 1:05 | Period 4 | Period 4 | Period 4 | Period 4 | Period 4 | Period 4 |
| 1:05 - 2:00 | PM Nutrition ( 20 Minutes) Outdoor Recess ( 35 Minutes ) | |||||
| 2:00 - 2:50 | Period 5 | Period 5 | Period 5 | Period 5 | Period 5 | Period 5 |
| 2:50 - 3:40 | Period 6 | Period 6 | Period 6 | Period 6 | Period 6 | Period 6 |
| 3:40 - 3:50 | Transition / Agenda Completion / Reading Iniative | |||||
| 3:55 - 4:00 | Bus Departure / Town Dismissal | |||||
In the early years the school curriculum provides the opportunity for children to acquire those fundamental skills essential for their continuing education and the knowledge and attitudes necessary for self-development and participation in the wider society. Learning, however, cannot exist apart from the environment created for it. An environment that recognizes the rights and needs of others and stresses trust and respect for the individual enables the child to grow in self-confidence, self-discipline, self-direction, cooperation, independence, and responsibility.
A major responsibility of the school, therefore, is the development
and maintenance of a learning environment that fosters the child’s
creativity, motivation, and confidence, as reflected in the child’s
increasing ability to:
1. Cooperate responsibly with peers and adults
2. Demonstrate independence while respecting the rights and feeling of
others
3. Accept errors as a natural part of the learning process
4. Demonstrate self-discipline in relationships with others and in the
performance of tasks
5. Derive a feeling of accomplishment and satisfaction from the school
experience
6. Search for and recognize beauty and value in humans
7. Demonstrate an acceptance and understanding of bodily changes
8. Cope responsibly and comfortably with change
The learning strategies and activities selected should seek to:
1. Diversify the activities of the child to provide for development
from all points of view - intellectual, emotional, social, physical, and
moral
2. Encourage each child to view learning as a process of discovery
3. Use real experience of simulations to build and extend the child’s
experience
4. Relate activities to the learning goals of the student
5. Encourage an integration of learning goals
- The Early Years Sourcebook K-2
- A Time for Learning a Time for Joy
The Kindergarten curriculum is an integrated program involving the following areas:
Language Arts provides children with experiences that develop language. The environment stimulates interest in language and books and seeks to expand the child’s experiences to increase vocabulary and concepts. The program develops basic cognitive, perceptual and physical competencies necessary for reading.
Oral Language Development
- Expresses thoughts and ideas clearly
- Awareness of rhyming words
- Awareness of beginning sounds
- Recites the alphabet
Reading
- Front to back of book
- Left to right progression
- Awareness of what a word is
- Distinguishes letters / numbers
Listening
- Interest in hearing stories
- Exposure to children’s literature
- Comprehends and predicts events in a story
- Exposure to predictable reading books with language patterns
Writing
- Ability to recognize name in upper and lower case letters
- Writes name using both upper and lower case letters
- Recognition of all upper and lower case letters
- Lots of exposure to written words
- Opportunity to make journals, books, etc.
- Develop fine motor skills for colouring, cutting, and printing
The mathematics curriculum centers around a “Hands On” approach. Children learn best by being able to manipulate and explore their environment. This helps to develop thinking skills and to internalize concepts before moving on to higher level thinking abilities. Topics in mathematics include:
Patterns and Relations
- Identify and create patterns arising from daily experiences
Statistics and Probability
-Collect and organize with assistance, data based on first-hand
information
Shape and Space
- Demonstrate awareness of measurement
- Sort, classify, and build real-world objects
- Describe, orally, the position of 3-D objects
Number
- Describe, orally, and compare quantities from 0 – 10, using number
words in daily expressions
- Demonstrate awareness of addition and subtraction
- Trees
- Colours
- Paper
- Myself and Others
- My School and Its Neighbourhood
- Changes in Me and My World
- Movement
- Fitness Management
- Safety
- Personal and Social Management
- Healthy Lifestyle Practices
- Exposure and awareness in these areas provide balance to an integrated program.
The English Language Arts program is geared to enable students to understand and appreciate language. There are five (5) general learning outcomes that are broad statements identifying the knowledge, skills and strategies, and attitudes that students are to become increasingly competent with throughout their school career. The outcomes include being able to:
- explore thoughts, ideas, feelings, and experiences
- comprehend and respond personally and critically to oral, literary, and media texts
- manage ideas and information
- enhance the clarity and artistry of communication
- celebrate and build community
Each of the aforementioned outcomes is to be achieved through a variety of listening, speaking, reading, writing, viewing, and representary experiences.
Language Arts in the multi-level classroom is integrated into all other subject areas. ELA outcomes are met as it is the basis by which all learning and assessment occurs.
The Grade 1-8 Mathematics program is composed of four (4) strands:
1. Patterns and Relations
- patterns
- variables and equations
- relations and functions
2. Statistics and Probability
- data analysis
- chance and opportunity
3. Shape and Space
- measurement
- 3-D objects and 2-D shapes
- transformations
4. Number
- number concepts
- number operations
Along with these strands, there is an emphasis on problem solving, which is to be woven among all four strands.
It is the intent of the math program to prepare students to use mathematics confidently to solve problems, communicate and reason mathematically, appreciate and value mathematics, and ultimately, become lifelong learners and mathematically literate adults.
These programs are designed to help the students come to a greater understanding and appreciation of the world in which we live.
Due to the uniqueness of the multigrade situation in our school it is often necessary to teach the curriculum of one grade during one school year, and the curriculum of the other grade in the following year. This year in Science the 3-5 class will be learning the grade 3 curriculum, while the 6-8 class will be taught the grade 8 curriculum. In Social Studies the 4/5 classroom will be learning the grade four curriculum, while the 6-8 class will be taught the grade six curriculum.
Social Studies and Science will be integrated at the K-2 level, while the 3-8 Social Studies and Science programs will be taught as separate courses.
Specific grade outcomes will provide the themes for units in the integrated classroom setting. The focus will be on authentic and ongoing assessment of the 0 cluster outcomes. These outcomes make up the K-4 report cards.
A French Exposure Program will be provided for Grades K-2. This is strictly an oral program that deals with basic vocabulary.
A Basic French Program is provided for Grade 3-8 students. It includes speaking, reading, and writing the French language.
Art and music are an integral part of the integrated classrooms. We have scheduled some separate class time for art and music as well. The multi-level philosophy encourages integration of Gardner’s Multiple Intelligences and art and music will play a large role in all class.
Under the new subject time guidelines issued by the Department of Education, Health is now considered a part of the Physical Education curriculum.
The health curriculum is integrated into all subject areas and the promotion of healthy habits is part of the sustainable development drive of the division and our school.
All students will participate in the program. Students in Grade 3-8 are encouraged to have a change of clothing for each physical education class. (T-shirt, shorts or sweats, and indoor non-marking gym shoes).
Some intramural programs are run in conjunction with the physical education program. The school also fields teams for divisional competitions in the sports of volleyball, basketball, curling, badminton, cross country, and track and field.
All grade 7 and 8 students will be enrolled in the Life Skills program in which they will spend time in Shops and Home Economics at Warren Collegiate. Student reporting will take place two (2) times during the school year after students have completed work in each area. Classes will be co-ed.
Students will be required to pay a lab fee for both programs which is payable to Warren Collegiate.
Students from Brant-Argyle School will travel to Warren Collegiate at 12:30 p.m. every Day Two (2) to use the facilities for the program. They will return at approximately 3:30 p.m.
Brant-Argyle School has a 0.20 resource teacher who provides
educational support for children who are experiencing difficulties in
the regular academic program. The resource teacher’s principal duties
are:
1. to diagnose individual education problems.
2. to prescribe special remedial measures.
3. to give direct assistance to students in need of special help.
4. to provide consultative services to staff and parents.
The student support team usually consists of the following persons:
1. Principal, or a designate who acts as a facilitator
2. Referring teacher
3. Resource teacher
4. Teaching assistant
5. Parents (if possible)
6. Other personnel as appropriate, for example, psychologist,
speech therapist, physiotherapist
The Student Support Team meets on a monthly basis to discuss student needs, develop programs, or make appropriate adjustments to previously developed programs. Notes are taken at the meeting so that everyone has written documentation of the plan developed.
We are committed to the team approach because each member brings information on student observations and expertise in assessment. Therefore, appropriate program plans can be developed.
As our division moves to outcome based assessment at all early and middle year grades, it is necessary to change our perspective on assessment and move away from test based assessment to a model of ongoing, authentic assessment. As part of this change in philosophy the division has changed the name of the Exam Week to Assessment Week.
The Grade 7 & 8 students will complete the Social Studies and Science Assessments the week of February 7-11. The grade 7 & 8 ELA Assessment will be carried out the week of May 16-19 and the Math Assessment will be done June 16 and 17.
There are a number of changes to the assessment process this year. The ELA will be completed in May instead of June so that students move away from the belief that once exams are done, all learning is done. When students work in an authentic assessment model, assessment is never done and having ELA assessment in May allows the students to complete another unit after the exam to ensure they are engaged until the end of June.
This year grade 7 & 8 students will have fewer days in school after the Math assessment in June. In the past grade 7 & 8 students have had up to 2 weeks in school after exams. Students at this level shut down after their final exams and class time is not as meaningful as it should be. Having only 4 days after the final exams allows enough time to have activities that are offsite and activity based, while making the best use of June class time.
There will be three reporting intervals during the school year for all students.
This year, Kindergarten will be using the divisional report cards developed by Kindergarten teachers within the division. In grades 1-4, students will be using the divisional Early Years Report card that has been designed by Early Years teachers in our division. Middle Years students, will also be using a divisional report card. The format for this report has been developed by a group of teachers from the Interlake School Division. All students will receive report cards in November, March and June. In April, students from Grade K-8 will present “portfolios” of their learning.
Conferences will be in held November for all parents/guardians. Parent conferences will be scheduled for March on request - by either parents or teachers. Final report cards will be sent out in June.
Parents are encouraged, where necessary, to contact the school on other occasions throughout the school year regarding academic and/or behavioral concerns.
We invite any questions on assessment at our Open House on September 29. Please plan to attend.
Parents are welcome to request either a personal interview or telephone conference (467-2683) with the teacher at any time during the school year. If it appears that a problematic situation is developing, engage in discussions with the teacher before it becomes serious; you do not need to wait for the scheduled blocks of interview time. Always talk the situation over with the teacher first. If you require further information or do not feel satisfied, discuss the problem with the principal.
There are primarily four purposes for parent-teacher
conferences:
1) to receive information about the child.
2) to give information about the child.
3) to mutually decide on future plans and changes which should be made
for your child.
4) to establish and maintain open lines of communication between
parents and teachers. It is important to keep in mind that you and the
teacher are in possession of valuable information regarding your child,
each from different viewpoints.
Before conference time, look at your child's notebook,
worksheets, quizzes and tests. Note areas that appear to be progressing
well, and areas of concern. Let your child's teacher know how your child
is responding to the school experiences of the current year. In
preparation for conferences there are a number of areas that parents may
wish to discuss during a conference.
1. What strengths does my child display in the
classroom?
2. Is any special help needed in any subject area?
3. How does my child feel about him/herself? Is he/she shy,
lacking in confidence?
4. Are there any problems with classmates?
5. How are study skills and work habits?
6. Does my child participate in class projects and class
discussions?
7. Does my child have all the necessary supplies and
materials?
8. What can we (parents and teachers) do that will help my
child complete this school year to the best of his/her ability? Other
questions or observations you might wish to comment upon....homework,
remedial help, enrichment, special interest, talents, etc.. Don't
hesitate to take your written notes or questions with you to the
conference.
Brant-Argyle School is very fortunate to have a well organized and up-to-date library facility in the basement. Over the past years many books have been added to our library. These additions have either been purchased with fundraising monies or have been donated by students or members of the community.
Volunteers have been, and will continue to be an integral part in the operation of our school. The students and staff appreciate the support and dedication of our volunteers. A letter to request volunteers will be sent home and a list will be compiled from those returned forms. Volunteers will be required to submit to a Criminal Records and Child Abuse Registry check.
Parents/Guardians will be notified of all impending field trips, as well as any costs that may be incurred. A permission slip, signed by the parent/guardian, will be required in order for a student to be allowed to participate.
Please ensure that forms and money for the field trips are returned to the school by the due date. It is important that students do not jeopardize the valuable experience offered by taking part in field trips. If you (or your child) have lost a form or can’t afford to send the money at that particular time, please contact the principal to make special arrangements. All calls are confidential. Thank you for your assistance.
A Hot Lunch Program will be offered throughout the year. Details of these lunches will be sent home throughout the school year as they are planned.
Calendars will be sent home, one per family and normally with the youngest, at the beginning of each month. These will provide notification of any upcoming events. Newsletters about happenings or upcoming events taking place in and around the school will also be sent out monthly.
Course fees and/or rental fees for courses such as life skills, arts, crafts, music, etc. may be requested of students. Where funding is required for extra-curricular activities, field trips, or arts/crafts students will be assessed a fee.
The school purchases students’ agendas in September for all students in Grades K-8. The fee this year is $6.00 for an agenda.
A bussing fee of $1.00 for trips within the division or $2.00 for trips outside the division, may be charged to students who participate in extra-curricular or field trips.
The schools in the Interlake School Division recognize that it may be necessary for students to be in possession of electronic devices for personal use or for communication with family. However, the educational integrity of the school and privacy of others must be protected at all times; therefore, the following conditions will apply:
1. All electronic devices must be turned off and stored in backpacks, locker, or purses – not in pockets during school hours. Unless otherwise directed by a teacher.
2. Inappropriate use of electronic devices in the classroom will result in the electronic device being confiscated by the teacher/administrator. Should an electronic device be confiscated, a parent/guardian will have to come to school to pick it up.
3. During school outings and field trips electronic devices may be used on the bus only and stored in backpacks before leaving the bus.
4. The school assumes no responsibility, in any circumstances for the loss, destruction, or theft of an electronic device brought to school or to any school-related activity.
General school rules and behavioural expectations are set to establish a school atmosphere, which is conducive to learning and student safety. Each individual is expected to behave in a responsible manner and must equally respect the rights and properties of others. Unacceptable behaviour will not be tolerated.
Textbooks, workbooks, and library books, are provided for student use. Students who lose or abuse books will be expected to reimburse the school directly for the loss or damage incurred.
Binders, notebooks, etc., should be kept neat and free from scribbling.
Students are expected to have a second pair of shoes at school for indoor and gym use. Indoor shoes should have non-marking soles so that they do not leave marks on the floor.
Students are expected to dress in a manner appropriate for school. Hats, caps and toques are not to be worn inside the school. Clothing that is too tight, too short, or too revealing is not acceptable school attire.
Nutrition Break will be from 10:40 - 11:25 a.m. (20 minutes inside and 25 minutes outside for kindergartens - grade 5) Grades 6-8 will be inside for 20 minutes and will be involved in 25 minutes of Physical Education Initiative.
During the winter, we monitor the temperature and wind conditions through Environment Canada. If the temperature goes below -25° C, including windchill, students will remain indoors, or may go outside for a maximum of ten minutes. It is extremely important that all children are clothed properly for outdoor conditions.
To ensure the safety of our students, teachers provide playground supervision at recesses, while our noon hour supervisors, are on duty over the lunch hour. Students who behave in a fashion that could prove dangerous to themselves and/or others will be asked to go have a time-out or visit the principal’s office, if the infraction is deemed serious.
a) Parents and children are welcome to use our playground when there are no children outside. Please do not visit supervisors as they need to remain focused on the safety of their students.
Doors will be open at 8:40 a.m. School Wide Fitness is between 8:35 a.m. – 8:50 a.m. Doors will be locked between 9:00 a.m. and 4:00 p.m. Attendance/Transition is between 8:50 -8:55 a.m. Assembly and Opening Exercises are between 8:55 – 9:05 a.m. Classes begin at 9:05 a.m. Bus students will be dismissed when all buses have arrived (approximately 3:55 p.m.). Any students not travelling on a bus will remain in their homerooms until all buses have left the school yard. They will be dismissed at that time. Please pick your children up outside after dismissal whenever possible. Attempt not to interrupt classes.
All students are expected to be responsible for the completion of assignments in and out of class. Failure to complete homework and daily assignments may result in a loss of marks or students being unprepared to learn new material. It is expected that all students will take pride in their work and put forth their best effort at all times. All assignments are expected to be completed on or before the due dates. Assignments which are not completed satisfactorily may be returned to the student so that he/she can have the opportunity to redo them.
In order to ensure the curriculum is covered in a multi-grade classroom, it is essential that all students complete their homework on time. In order to assist teacher to provide an education that prepares Brant-Argyle students for his school and post secondary education, a Homework Policy is in place.
1. Students will come to class prepared.
2. Students will complete homework as assigned.
3. Students have the opportunity to meet with their teachers at the first nutrition break.
4. Students have the opportunity to work with a peer tutor if they are struggling with the material.
5. It is the student’s responsibility to catch up on missed work when absent.
6. Students will use their agenda in every class to record assignments and due dates.
7. Parents will check agendas and sign them daily. Teachers will sign agendas daily.
Teachers will make every attempt to ensure that time is given in class for assignments. It is up to our students to use that time wisely so they are not overwhelmed with homework. Please contact the school if your son/daughter is having difficulty completing assignments.
As per Interlake School Division policy #5.16 regarding the administration of medication, please note the following:
Non-prescription drugs are considered medication and should not be administered by school staff.
If, under exceptional circumstances, a child is required to take prescribed medication during school hours and the parent cannot be at school to administer the medication, the principal or his/her designate only will administer the medicine in compliance with the procedures that follow:
- A written authorization by the parent or guardian is required before prescribed medicine can be given during the school day.
- The medicine bottle must carry the official label from the pharmacist stating the child’s name, physician’s name, the name of the drug, the dosage to be administered, and if possible, the time of day it is to be given.
- It is the responsibility of the parent or guardian to see that the medication is delivered safely to the school office.
- The medication must be kept in a safe place in the school and administered by the principal or his/her designate.
Occasionally, we find that cases of communicable diseases occur in our school. These include lice, pink eye, and different skin infections. When we discover such cases, we may contact the Public Health nurse to receive further information that we in turn will pass on to the parents/guardians should it be necessary. The Interlake School Division is working closely with Interlake Regional Health Authority to ensure that a plan is in place in case of an outbreak of H1N1. Please watch for regular information, which will be sent home with your son/daughter.
The Child Welfare Act states “…every person who, in the course of his/her professional or official duties, has reason to suspect that a child has suffered or is suffering from abuse that may have been caused or permitted by a person who has had charge of the child, shall report the suspected abuse to a child caring agency.” If staff members at Brant-Argyle School have reasonable cause to suspect child abuse, the case will be referred to the Department of Community Services and/or the R.C.M.P.
Attendance is important to school success. If your child/children is/are going to be absent, please inform the school. You may do this by sending a note the day before, or by phoning the school at 467-2683. If we are not notified, we will make an effort to ascertain the reason for the child’s absence, in case anything has happened on the way to school. Please cooperate with us in this program, as it is very effective in protecting your child/children.
Tardy students are expected to report to the office upon arrival at school.
Students, who must leave school early for medical or dental appointments, etc., are requested to bring a note from home to the classroom teacher. Progress in school is dependent on the completion of daily assignments, readings, and activities. Students who fall behind often have difficulty catching up. Students wishing to go home for a book, homework, or other supplies must have permission from the principal. When picking up students, parents are requested to notify the homeroom teacher.
Notes from home are required for the following:
1. in case of an absenteeism
2. to go to the store or the post office
3. to change buses
4. when student(s) are to be picked up by someone other than a
parent/guardian
5. when early dismissal is required (When picking up students,
parents are required to report to the office.)
All notes must be dated and signed by a parent or guardian.
The school will be evacuated ten (10) times during the school year in order to follow proper Fire Drill procedures as set out in policy by the Interlake School Division. Students are expected to exit and re-enter the building in a quiet and orderly fashion.
Gum chewing will not be allowed in Brant-Argyle School. No sunflower seeds allowed.
The Lost and Found Box is located in the gymnasium. Students will be asked to identify lost items on a regular basis during assembly. Periodically, any clothes or belongings left unclaimed in the Lost and Found Box will be donated to a charity.
Our staff will attend to all minor accidents. However, should a
child receive a more serious injury, the following procedures will be
followed:
(a) Parents/guardians or the designated emergency contact person will
be notified. If possible, they will transport the child to the family
doctor or to the hospital.
(b) Should no one be available for us to contact, we will transport
the child to the Stonewall Hospital for emergency medical assistance.
(c) Should we believe that ambulance service is required, we will not
hesitate to call one.
Most accidents that occur in our school are of a nature that our
staff can handle. We do, however, want parents to understand that we
will move very quickly to ensure the speediest of medical attention
should a serious accident occur.
Once school has started in the morning, it is highly unlikely that it will be closed early. Sending home busses early is a major undertaking. Many of our bus drivers hold down other jobs making it difficult for them to leave. As well, making alternative arrangements with parents during the school day is hard to do. If weather becomes an issue, students will remain at the school until a parent and/or designate can pick them up. If previous arrangements have not been made, the child will remain at the school. Children will be provided for if such an occurrence arises. If it should become necessary to close the school and send the children home early, we have a system whereby every home or the alternate contact person is contacted before the students leave the school. We ask that parents be sure the school has the name of a person, preferably on the same bus route, to whom we can send their children if school is closed early and the parents are not at home. This especially applies to the young children (K-6) who would otherwise go home to an empty house.
If environmental conditions are such that there is a possibility that the school will be cancelled please listen to one of the radio stations listed on the bus cancellation information sheet provided by the Interlake School Division and located near the end of this handbook.
Students shall be held responsible for damage to school property resulting from willfulness, neglect, or inappropriate action. Restitution for all damages may be required.
Brant-Argyle students and staff will show respect for:
1) Ourselves by
- Being on time
- Eating healthy meals and snacks
- Dressing for the weather
- Demonstrating proper personal hygiene
- Being responsible for knowing where we are to go after school
- Thinking safety first
2) Others by
- Keeping our hands and feet to ourselves
- Using appropriate language
- Treating others the way they would like to be treated
3) Learning by
- Being prepared for class (supplies and homework)
- Using appropriate listening and audience skills
- Respecting others right to learn
- Daily use of our agenda books (3-8)
4) Property by
- Keeping our desk and belongings organized
- Keeping our school and playground clean
- Not defacing school property
Since the classroom teacher handles most student misbehaviours, the classroom teacher speaks with the student about his / her behaviour. The teacher has at his / her disposal several classroom strategies that may be used to acquire and maintain positive acceptable student behaviour. These strategies include in no specific order, and not limited to, the following:
- reminders
- verbal reprimand
- removal of privileges
- phone calls home / parental contact
- completing behaviour analysis sheet
- detention – recess, noon hour, after school
- mediation – involved parties come up with solution
- withdrawal from the classroom setting
- other effective strategies
Minor incidences will be dealt with within the classroom. Teachers will notify parents when the teacher feels that students misbehaviours are effecting the learning environment for themselves and/or their classroom.
For misbehaviours for which the student is sent to the office, the student will meet with the principal. Consequences are determined and include in no specific order, but not limited to, the following:
- reminders
- verbal reprimand
- removal of privileges
- telephone calls home / parental contact
- completing behaviour analysis sheet
- detention - recess, noon hour, after school
- mediation - involved parties come up with solution
- withdrawal from the classroom setting
- placed on probation
- restitution - paying for damages through time or money
- request for a formal interview
- behavioural intervention plan
- suspension
- student services involvement
- RCMP involvement
- recommend expulsion
- other effective strategies
A record of students’ misbehaviours is kept on file at school.
Riding the school bus can be a new and exciting experience for many children. In most cases, it’s the first time children have traveled on their own, away from the watchful eyes of their parents. That’s good, because it helps kids gain a sense of independence as they learn to act safely and responsibly.
School buses are an extremely safe form of transportation, about thirty (30) times safer than passenger cars. However, accidents do happen. According to a 1996 study by the American Academy of Pediatric, the majority of accidents occur outside the bus, where children can be struck by the bus or by motorists illegally passing the bus.
A ten (10) foot area known as the Danger Zone surrounds all school buses. In this area, it can be difficult for the driver to see, especially the small children. The most dangerous parts of the Danger Zone are immediately in front of the bus and from in front of the rear wheels back to the rear of the bus.
Multiple side-view and crossover mirrors, and crossing-control arms all help increase the driver’s field of vision and add to the safety of the children. Crossing-control arms are six (6) foot gates, attached to the front bumper of the bus, that are designed to keep children far enough in front of the bus for them to be seen by the driver while they cross the road. The most effective safety measure, however, is for you to teach your children how to avoid the Danger Zone.
School bus drivers are trained professionals with a very demanding task. The driver must pay attention to constantly changing traffic conditions, the children on the bus, the children entering and exiting the bus at each bus stoop, and the schedule the bus is on. Teach your children to behave responsibly on the bus to help make the ride safer.
In your own vehicle, recognize YOUR responsibility when you approach a stopped school bus. Come to a complete stop, watch for children near the road, and don’t pass the bus while it’s stopped.
You, or a caregiver, should be at the bus stop or at home when your child gets off the bus. If that’s not possible, make sure your child knows exactly what to do - continue straight home, wait for you, call come one, go to a neighbour’s house, or whatever you’ve arranged beforehand.
And once again, be sure your children understand to whom they should and shouldn’t talk to when they’re on their own.
Remember to make sure that your child wears the right gear for walking to and from bus stops in bad weather. But to make sure that the clothing your child wears won’t get caught anywhere on the bus:
- Have children wear outer garments that have no drawstrings, toggles, straps, sashes, or belts that hang loosely.
- Avoid loose fitting coats and capes, and oversize or baggy clothing.
Purchase backpacks that fit snugly against your child’s body.
If your child is new to riding the bus, or if you’re not sure he knows the safety rules discussed in this article, walk him through the steps. Teach him how to get to and from the bus stop, as well as on and off the bus; also explain what’s expected of him as he rides the bus.
- Be at the bus stop on time.
- Stand well away from the curb or edge of the road; wait quietly for the bus.
- Wait for the bus to come to a complete stop before boarding.
- Don’t crowd your friends getting on or off the bus; board and exit one at a time.
- Never play or stand in the aisles; go to your assigned seat and sit down. Riding on the bus
- Stay in your seat, facing forward.
- Don’t stick anything out the windows.
- Listen to the bus driver; follow his/her directions.
- Talk quietly with your fiends.
- Don’t throw things in the bus.
- Observe the eight (8) Bus Ridership Rules posted at the front of the bus.
- Avoid the Danger Zone, because it’s difficult for the driver to see you in this area.
- Take ten (10) giant steps beyond the front bumper of the bus before you turn to cross the road. This lets the driver maintain eye contact with you while you cross.
- Look both ways before crossing the street, and wait for diver’s signal.
- NEVER cross the road behind the bus!
- Keep away from the bus if you drop or forget something.
Student school bus safety is the Interlake School Division
Transportation Department’s highest priority! Working together we
can ensure a safe and accident free year. Should you have any
questions or concerns regarding transportation, please contact
Ken Krulicki, Transportation Supervisor at 467-8730. Let’s have a great
school year!