From the Principal : Here we are at the end October already! We are a busy school

and so much has happened since we began in September. Many of our extra curricular activities

have already begun at Bogart. We had our Terry Fox Run and our first Good News Assembly. We were

looking for students who demonstrated Respect on a consistent basis. On Thursday Oct. 31,

Halloween at 8:45 a.m. we will be having our second GNA focusing on Responsibility. We had a

wonderful turn out for our “Meet the Teacher” evening and I would like to thank all the parents who

attended. Your support is key to your children’s success!

Our staff spent the first part of September assessing your child’s learning. We now have valuable data

that we will use to plan appropriate learning activities for your children. This, of course, is only the

beginning. Your children are assessed on an ongoing basis in relation to the expectations in the

Provincial Curriculum. As a staff, we will be focusing on literacy at Bogart. We have already begun the

process.

GROWING SUCCESS-ASSESSMENT, EVALUATION AND REPORTING IN ONTARIO

SCHOOLS

In 2007, the Ministry of Education initiated a pilot project to improve methods for communicating

meaningful information to parents about the achievement of their children in elementary schools. Nine

boards (including both English, and French, language) and 60 schools participated. The educators and

parents in these schools developed and pilot tested a total of 19 progress reports cards and an external

research team gathered feedback about them from teachers, parents, students, and principals. A draft

progress report card was then developed based on the positive features of the 19 formats pilot tested. For

several years, the government has heard from education stakeholders that the methods teachers use to

communicate with parents about the achievement of their children in the elementary grades could be

improved. The new policy which introduces a Fall progress report card and a revised provincial

elementary report card will improve the methods teachers use for communicating with all families. The

Elementary Progress Report (to go home on November 22nd, 2010) is intended to facilitate and increase

communications between parents and to be used as a means of identifying how their child is progressing

using a “very well, well or with difficulty rating”. It places a strong emphasis on the development of

students' learning skills and work habits. Students' achievement of six learning skills and habits will be

shown on the front page of the progress report card. These are: (1) Responsibility, (2) Organization, (3)

Independent Work, (4) Collaboration, (5) Initiative, and (6) Self-Regulation. The development of these

skills and habits will be reported as "excellent", "good", "satisfactory" or "needs improvement" and a

large space is provided for teacher comments about students strengths and areas for improvement. Look

for more information to be communicated soon!

EQAO Results

Listed below are the EQAO results for the 2012-2013 school year. The results show the percentage of

students are working at a level 3 or 4 in reading, writing and mathematics, those took the test from our

school in grades 3 or 6 classes last June. In response to these results and to the school wide classroom

assessments completed throughout the school this year, we will continue to focus on our Literacy as our

school priority.

Grade 3 2012-2013 Grade 6 2012-2013

Reading 72% Reading 82%

Writing 81% Writing 84%

Mathematics 81% Mathematics 70%

www.bogart.ps.yrdsb.edu.on.ca

Our Mission

We unite in our purpose to inspire and prepare learners for life in our changing world community.

Our focus

Academics, Arts, Athletics and the Environment

Responsibility

We are accountable for all our actions. We follow through on our commitments.

Mr. Robert Sandiford Principal

bob.sandiford@yrdsb.edu.on.ca Mrs Heather Stevens

Vice-Principal heather.stevens@yrdsb.edu.on.ca

Administrative Assistant Ms. Seanna Heard

Secretary Mrs. Karen Poland

Trustee: Martin Van Beek

(905) 727-3141

School Council Chair : Corinne Doyle Kristen Arkell

Superintendent: Mr. Chris Sarellas

(905)895-5155 Lead Caretaker

Mr. P. Yaneff Caretakers

Mr. J. Stankiewicz, Mrs. V. Opferkuch

Mrs. L. Case Phone: 905.836-8041 Fax: 905.836-1564

Website: www.Bogart.ps.yrdsb. edu.on.ca

Inside This Issue….. http://www.bogart.ps.yrdsb.edu.on.ca/SCHnews.htm

Principal’s / EQAO 1

Reports/ Daylight Saving\Hallways 2

Growing Success 3

Staff List 4

Exreme Weather 5

Halloween\BCSS 6

Halloween 7

Parent Information 8

Differentiate Instruction\Character 9

Attendance 10

Healthful Tips 1-15

Important Dates 15

Volume 2013-3 A regular publication of Bogart Public School

Remember !!!!!!!! Day Light Savings Time Ends @ 2:00 a.m.

November 3, 2013.

History of Daylight Saving Time

Daylight Saving Time is a change in the standard time of each time zone. Time zones

were first used by the railroads in 1883 to standardize their schedules. According

to the The Canadian Encyclopedia Plus by McClelland & Stewart Inc., Canada's "[Sir

Sandford] Fleming also played a key role in the development of a worldwide system of

keeping time. Trains had made obsolete the old system where major cities and regions

set clocks according to local astronomical conditions. Fleming advocated the adoption

of a standard or mean time and hourly variations from that according to established

time zones. He was instrumental in convening an International Prime Meridian .

Conference in Washington in 1884 at which the system of international standard time

-- still in use today -- was adopted."

Progress Report

Date Action

November 11-14 , 2013 Report Cards go home ( *Wednesday, November 13)

Interviews in the evening of November 14th and on November 15th, 2013 (PA Day)

Term 1 Report Date Action

February 10 – 14, 2014 Report Cards go home (* February 14, 2014)

Term 2 Report Date Action

Week of June 23, 2014 Report Cards go home (* June 26, 2014)

Keeping our Hallways Clear and Safe

Since it is now the end of the second month, we would appreciate you saying “goodbye” to your child(ren) outside before they enter the school and refrain from coming indoors with them unless you are volunteering or if you have an emergency situation you need to discuss with office staff. After school, please make arrangements with your child to meet them outside of their dismissal doors. This will expedite our exit and entry in the school, as well as alleviate congestion in our hallways and after school since our students will soon be starting to wear their bulky winter clothing. Any visitor to the school, be them parents, workers, board support staff, must go through the office and sign in. If you would like to speak to the teachers, please make an appointment with the teacher, the teachers’ voicemail or your child’s agenda (note) and we will try and get back to you ASAP. Parents who are visiting the school for special night time events such as interviews, plays, presentations, School Councils, etc. do not have to go through the office. Please, do not be offended if staff ask you to wait at the office or outside of the school !

Purpose of the Growing Success Policy Document

The purpose of this newsletter is to provide parents/guardians with a brief overview of the recently released Ministry document entitled

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools.

The purpose of the new assessment, evaluation and reporting policy document is to: update, clarify, and consolidate and co-ordinate policy;

and achieve fairness, transparency, equity, and consistency across the province in the assessment, evaluation and reporting of student learning.

7 Fundamental Principles of Assessment

Growing Success is based on seven fundamental principles of assessment.

To ensure that assessment, evaluation, and reporting are valid and reliable, teachers use practices and procedures that:

1. are fair, transparent, and equitable for all students;

2. support all students, including those with special education needs, those who are learning the language of instruction (English or French), and

those who are First Nation, Métis, or Inuit;

3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and

preferences, needs, and experiences of all students;

4. are communicated clearly to students and parents* at the beginning of the school year or course and at other appropriate points throughout

the school year or course;

5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full

range of their learning;

6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; and

7. develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

*Refers to parents and guardians

Learning Skills and Work Habits

The development of learning skills and work habits is an integral part of a student’s learning.

Teachers are expected to instruct, assess, evaluate and report on the following learning skills and work habits:

1. Responsibility

2. Organization

3. Independent Work

4. Collaboration

5. Initiative 6. Self-regulation

Evaluation and Determining a Report Card Grade

Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the grade/course,

and often at the end of a period of learning.

Teachers will consider all evidence collected through observations, conversations and student products. Interpretation of evidence should

reflect the most recent and consistent level of achievement.

The teacher will consider: all assignments for evaluation and test/exams that were completed or submitted; the number of assignments and

tests/exams that were not completed or submitted; evidence of achievement that is available for each overall expectation for a subject; and

that some evidence carries greater weight than other evidence (e.g. rich performance task).

Teachers will weigh all evidence of student achievement in light of these considerations and will use their professional judgement to determine

the report card grade.

Fall 2011 Elementary Progress Report Card – issued in November

Purpose: to inform parents* of the progress their child is making towards achievement of the curriculum expectations and to show their

child’s development of the learning skills and work habits.

Progress Towards Achievement of the Curriculum Expectations

Progressing With Difficulty

Progressing Well

Progressing Very Well

Development of Learning Skills and Work Habits

E- Excellent

G- Good

S- Satisfactory

N- Needs Improvement

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools - Grade 1 to 12

Overview for Parents

BOGART P.S. STAFF 2013-2014

Principal Mr. R. Sandiford Vice Principal Mrs. H. Stevens Office Ms. S. Heard Mrs. K Poland JK/SKA Mrs. J. Patterson DECE Ms. D. Roussel JK/SKB Ms K. Styles DECE Ms. A. Stellato SJK/SKC Ms H. Mills/ B. Jones DECE Ms. A. Hanson JK/SKD Mrs. Hayward DECE Ms. M. Haber Gr.1/SK Mrs. K. Nitsopoulos DECE Mrs. Jessica Beattie Gr. 1A Ms. D. Loughlin Gr. 1B Ms S. Kaba Gr. 2A Ms E. Fikkert Gr. 2B Mrs. T. Joshi Gr. 2/3A Mrs. A. Rebelo Gr. 3A Mrs. L. El-Zabet Gr. 3B Ms. C. Lovett-Doust Gr. 3C Mrs. N. Tucci Gr. 4A Mrs. L. Price Gr. 4B Mr. R. Pries Gr.5A Mrs. M. Yeates-Reeves Gr.5B Mrs. T. Choy Gr.6A Mrs. K. MacDonald Gr. 6B Ms. S. Parsons Gr. 7/8A Mrs. R. Hovius Gr. 7/8B Mr. C. Fuerth G. 7/8C Mr. J. Miller Gr. 7/8D Mr. S. Bradshaw R.R. /JK/SK Ms. B. Jones Comm. Class Ms. S. Anderson SSCA Mrs. C. Scott SSCB Ms K. Stevenson French Mme. C. Murphy French Mme. A. Mitchell Music Mrs. L. Dawson ELL Mrs. C. Dungey Library Mrs. D. Palis Access Mr. A. Ingoglia Mrs. C. Pottie E.A. Mrs. G. Blanchard, Ms. C. Thompson, Mrs. M. Murri, Ms. A. Sousa, Mrs. L. Scott-Ireland, Mr. B. Patry Caretaking Mr. P. Yaneff, Mrs. L. Case, Mr. J. Stankiewicz, Mrs. V. Opferkuch

Extreme Weather Conditions All students are expected to go out for every recess unless the principal or vice-principal decides that weather conditions are such that it would be detrimental for students to be outdoors. Students are to come to school dressed for outdoor play and prepared to be out-doors up to 40 minutes after lunch. Weather, including temperature, wind chill, sun/cloud conditions and wind velocity, is continuously monitored and in extreme weather conditions, recess breaks may be shortened or students kept indoors. During the cold months of win-ter, students should be dressed appropriately for weather conditions:

Bring a change of clothes, including socks, in case a change is needed due to wet and cold weather

Dress in layers of loose-fitting clothing

Cover and protect exposed skin from the harsh elements

Boots, hats, scarves, snow pants and mitts or gloves will help make recess an enjoyable time

During the hot sunny weather, students should protect themselves by:

Seeking shade or creating their own

Wearing a hat and suitable clothing to cover their skin

Putting on sunglasses (that provide UV protection) to protect their eyes

Applying sunscreen 20 minutes before exposure to the sun. Parents sometimes request their children be kept indoors during recess times because they are not feeling well. Students with illnesses serious enough to prevent them from participating in physical education, recesses or other outdoor activities should remain at home until their condition improves. This will also benefit the students concerned and prevent the spread of this illness to others.

If road conditions force the cancellation of bus services, the following stations will be informed as early as possible, and will broadcast pertinent information to the community.

RADIO

AM640 – 640 AM CHAY 93.1 FM NEWS 680 AM CHIN 1540 AM CJEZ 97.3 FM

CJBC 860 AM CHUM 104.5 FM CHFI 98.1 FM CFRB 1010 AM CKDX 88.5 FM CKFM 99.9 FM CHUM 1050 AM CBC 99.1 FM CHIN 100.7 FM JACK 92.5 FM Q107 107.1 FM Z103.5 FM CJCL 590 AM CJKX 89.9 FM 95.9 FM TELEVISION CFTO TV CITY TV GLOBAL NEWS THE WEATHER CHANNEL You can also visit www.schoolbuscity.com or contact the York Region Student Transportation Services School Bus Information Line at 1-877-330-3001 for bus cancellation information.

Parents and students should plan an alternative place to go should bus service be cancelled or delayed, or should schools be forced to close due to an emergency.

Lost and Found Clothing 1) Remember to dress for the weather. 2) Label all clothing. 3) Check the Lost and Found as soon as something goes missing !!!!!

October’s month end activity is Halloween. Please take a moment to read our Halloween message inside and to review your safety expectations with your children. Each year we read about a disturbing events that take place during Halloween. We will review expectations surrounding costume safety, being out in the neighbourhood at night, and going to neighbouring houses and the importance of taking items collected home before consuming them. Please take the time to reinforce these practices at home. Safety is everyone’s concern. Halloween Message Each year, students from across York Region celebrate the long-standing tradition of

Halloween. This celebration also takes place in many of our schools both at the elementary and secondary level. The purpose of this is to remind all parents and guardians that students celebrating this occasion in costume at school must comply with the York Region District School Board Safe and Supportive Schools Policy# 668.0 Costume accessories including, but not limited to, toy guns, knives, axes, swords, etc. are in non-compliance with York Region District School Board’s Safe and Supportive Schools Policy #668.0. Please note that this policy applies to all students at all levels, including Kindergarten. Staff has reminded students that they can not bring to school any toy costume accessories as part of their Halloween costume. We trust that this reminder to you, as parents, will assist in preventing problems and promoting compliance regarding this section of our Safe and Supportive Schools Policy. As always, if you have questions, please contact your child’s teacher or a member of the administration, at the a school.

Information Night for Students and Parents Are you interested in attending Bill Crothers Secondary School for the school year 2014 - 2015?

Bill Crothers Secondary School is a unique, system-wide program that provides an inclusive and engaging

learning environment for students who are motivated by healthy active living and sport while achieving academic

success. This school operates on a Balanced School Year (early August to mid-June) schedule which supports the

diverse needs of student-athletes. Specialized programming is offered to support our students through our diverse

and daily Health and Physical Education and High Performance Athlete Program with contextualized learning in a

variety of subject courses. During the school day, we offer an Integrated Learning Instructional Period (ILIP)

which provides supervised time for students to achieve their academic goals.

Information Night at: Bill Crothers Secondary School, 44 Main Street, Unionville, Ontario.

Wednesday, October 30th – Students in the West & North of the Region

Tuesday, November 5th – Students in the East Region

Thursday, November 7th – Students in the Central Region

Information sessions will be from 7:00 – 8:30 pm in the school cafeteria.

Admission to Bill Crothers Secondary School is by application and is open to students who reside in York Region

entering grades 9, 10, 11, or 12. New this year: Students must declare the sport in which they compete at the high-

est level outside of school and will not be able to compete in this sport for BCSS in the YRAA (York Region Ath-

letic Association) or OFSAA (Ontario Federation of School Athletic Association) league. Alternative competitive

options are being explored. Secondly, students who transfer in for grade 10, 11 and 12 are subject to YRAA and

OFSAA transfer rules. Please refer to the http://www.yraa.com

Due to limited space and building capacity regulations, we ask that only families with students interested in at-

tending BCSS for the school year 2014 – 2015 attend one of these evenings. Parking is limited so we ask that

you carpool or park at the GO Station. By-law officers will enforce the parking regulations.

Applications will be available from the website on Friday November 8th, 2013. For further information, contact shirley.difebo@yrdsb.edu.on.ca.

To develop the love of sport through learning and the love of learning through sport.

CAUTION: GHOSTS AND GOBLINS WILL SOON BE ROAMING OUR

STREETS

For kids, trick-or-treating is one of the great adventures of Halloween and October 31 is just around the corner. York Regional Police would like to remind parents and children that Halloween should be safe and fun. Following some easy tips can make it a

pleasurable experience for everyone.

BEFORE HALLOWEEN:

Plan costumes that are bright and reflective. Make sure that shoes fit well and that costumes are short enough to prevent tripping, entanglement or contact with flame.

Add reflective tape to costumes and trick-or-treat bags for greater visibility.

Because masks can limit vision, consider using a non-toxic make-up instead.

Purchase costumes and accessories that are flame resistant.

Use flashlights with fresh batteries for all children and their escorts. This is also be a good time to replace the batteries in home smoke detectors.

Teach your children how to stop, drop and roll should their clothing catch on fire.

Eliminate tripping hazards on your property.

Feed your children a good, healthy meal before they go out. This will discourage them from filling up on Halloween treats that have not yet been checked.

DURING TRICK-OR-TREATING:

A parent or responsible adult should always accompany young children on their rounds. Parents should know the route that older children are going to take.

Stay in a group, walk slowly and communicate where you are going.

Remain on well-lit streets and always use sidewalks.

Never cut across yards. You may trip on shrubs.

Obey all traffic and pedestrian laws. Do not assume that drivers can see you.

If no sidewalk is available, walk facing traffic and as far from traffic as possible.

Do not eat treats unless checked by an adult you trust.

Remove masks before crossing a street.

Never enter a stranger’s home or car for a treat.

AFTER TRICK-OR-TREATING:

Sort and check children’s candy upon their arrival home. Although tampering is rare, throw away any suspicious or unwrapped items.

Remove items that can cause choking, especially in younger children, or treats that can remove dental work.

York Regional Police wishes the residents of York Region a safe and happy Halloween. By working together, we can provide our children with a memorable holiday and ensure they

remain safe. For more information, visit our website at www.police.york.on.ca.

The Real Meaning of Homework (Better Homes - http://www.bhg.com)

The obvious aim of assigning homework is to get your child to practice and strengthen academic skills. By devoting the proper time

to homework, your child stands a much better chance of making good grades. But homework has other important values.

Homework can and should be a character-building experience. Handled properly by teachers and parents, homework helps a child

develop emotional and behavioural skills needed in the adult world.

Homework's Hidden Values 1. Responsibility: Homework is the child's responsibility. If you get too involved, you set the process on back.

2. Independence: Because it's the first time someone other than a parent assigns frequent tasks to the child, homework breaks new

ground. How this golden opportunity is managed will either enhance or obstruct your child's progress toward self-direction.

3. Perseverance: There's no point to a child doing homework if every time the child becomes frustrated, you step right in and make

it all better. It's OK to let your child struggle a bit with a problem.

4. Time management: Children need to be told when to finish their homework, not when to start it. That

way, instead of learning to waste time, the child learns to manage it.

5. Initiative: Like a muscle, the ability to be a self-starter strengthens with exercise. That's why it's

essential that the child decide when it's time to begin each homework assignment.

6. Self-reliance: Homework can affirm a child's feeling of competency. Mismanaged, it deflates that

feeling. Unfortunately, there is no in-between.

7. Resourcefulness: The ability to be inventive in the face of problems is the very stuff of being human.

Homework provides a wonderful setting for your child to practice such cleverness.

Bogart Staff Continues In the Literacy Collaborative The Literacy Collaborative project provides the opportunity for educators to engage in a learning community that embraces commitment to make a difference in student achievement. The Collaborative promotes a culture that supports job embedded professional learning rooted in the best current knowledge of literacy assessment, instruction, coaching, and the change process. Collegial sharing, relentless enquiry and innovation trademark our work. We come together utilizing a design for whole school improvement and commit to assessment driven, cross curricular literacy instruction. We persistently strive to achieve our goal that every student has the right to literacy, demonstrating this belief through purposeful intervention and special assistance for students who aren’t achieving these skills as expected. The active engagement of teachers, administrators, superintendents and parents supporting literacy through the school improvement plan (SIP) is a key to success. As part of our School Plan for Continuous Improvement, our Primary, Junior and Intermediate Divisions will be continuing professional development activities aimed at enhancing student achievement.

“LITERACY CORNER” How can parents help !

As mentioned in this newsletter part of our School Plan for Continuous Improvement is that we will be

focusing our energies on improving the literacy skills of all our students. In particular, we want to motivate

our boys to read and write. One of the resources available to help us with this area is the Ministry of

Education and Training document, “Me read? No Way! A Practical Guide To

Improving Boys’ Literacy Skills. Here are some practical suggestions to improve

literacy for boys and girls that you can do at home…

· encourage daily reading

· let your child choose interesting books

· set your child up for success by choosing a book that is a good fit for your child

· re-read books and give reassurance

· take turns reading

· let your child see you read

· visit the public library weekly

· do crosswords and play word games

· talk about books, their characters, problem and solutions

· retell, relate and reflect about the books you are reading

· create family book clubs

· have a family reading time

· use magazines, graphic novels and comics

· non-fiction texts are a great way to encourage personal interests

Differentiated instruction

Character Education

Character Education is a relatively new area of emphasis in York Region. Schools in countries like Denmark,

Korea, Japan, England and the United States have adopted Character Education programs, and have noted the

impact they have had on their schools, including fewer discipline problems, reduced absenteeism and lateness,

decreased school violence, higher scores on achievement tests and overall better morale among school staff and

students. The York Region District School Board believes in cultivating positive character attributes, in

conjunction with vigorous academic programs, in all its schools.

Character Education is not a course of study, but is a whole-school effort to create a community in which

positive attitudes, values and behaviours are fostered. These qualities are promoted explicitly, modeled, taught,

expected, celebrated and continuously practiced in everyday actions. A continuous focus on character

attributes can help build classrooms and schools where students are ready to learn, and teachers are freer to

teach. By preventing negative or anti-social behaviours and attitudes, students feel safer, and more confident in

their efforts to learn.

York Region has identified ten positive character attributes, which will be emphasized in a systematic and inten-

tional manner. These are: respect, responsibility, honesty, empathy, fairness, initiative, perseverance,

integrity, courage and optimism. These attributes will be interwoven through every aspect of school life,

from how students and staff members greet each other, to how literature and social studies are discussed, to

expectations of conduct in sports and extra-curricular activities.

Parents and the community at large also play a role. Character development is primarily the responsibility of

parents and families. Schools play a supportive role, as do other groups in the community: religious, community

sports, social clubs and other children-centered organizations. In identifying the ten attributes above, the York

Board included a wide cross-section of the community in its discussions.

Differentiation in its simplest form is when a teacher responds to learners’ needs. Those instructional needs have been initially established through diagnostic data, interest surveys, and records of prior achievement (e.g. OSR’s). Differentiated instruct ion is further supported by collecting and analyzing formative and summative data. “Differentiation is simply attending to the learn ing needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike” (Tomlinson & Allan, 2000). The goal of differentiated instruction is to maximize student growth and individual achievement. Some of guiding principles that govern effective differentiation are: Flexible Groupings - Student groupings may be formed according to a number of factors including readiness, achievements

levels, learning goals, reading levels, interests, learning profiles, etc. The groups may be formed by the teacher, students or randomly selected. They may be heterogeneous or homogeneous. They may vary in size.

Ongoing Assessment of Learning-.All instructional decisions, including the composition of student groupings, will be based on analysis of current assessment data. This highlights the tight bond between assessment and instruction.

Scaffolded Instruction-..The elements of curriculum that lend themselves to differentiation include content, process and products. Modelled, shared, guided, interactive and independent instruction may happen at different rates, depths and methods depend-ing upon student needs.

Engaging Instructional Strategies- In response to students’ readiness, interests and learning profiles teachers may employ instructional strategies to engage each individual learner. These strategies may include cooperative learning structures such as literature circles, academic controversies, jigsaw, think-pair-share, and group investigations.

Student as Partners- Students hold “pivotal information about what works and does not work for them at any given moment of the teaching-learning cycle” (Tomlinson and Allan, 2000). Sometimes the only choice that learners have control over is whether or not they will learn from their teacher. In differentiated classrooms, teachers study their students and continually involve them in decision-making about the classroom. As a result, students become more independent as learners.

Inclusive Learning Environment- “students who do not see themselves reflected in the curriculum may feel silenced, invisible and irrelevant, while others may unconsciously acquire an unrealistic sense of themselves as the only voice that matters; all students need to feel validated as worthwhile and contributing persons” (Developing Inclusive Learning Environments, YRDSB, 2006). Safety and a sense of belonging are key to student success.

Mutual Respect Appreciations / No Put Downs Participation / Right to Pass—Attentive Listening

A Parent’s Guide to Regular School Attendance

School can be a wonderful time in the life of a child. It is a time for learning and for developing friendships. Children begin to develop lifelong

habits and skills. Getting to class on time, and avoiding absences are critical, if your child is to get the most out of school. What can you, as a

parent, do to help ensure your child’s regular attendance?

Why does attendance matter ?

Getting to school – every day and on time – is very important. Learning occurs daily, right from the start of class. By establishing patterns early on

(i.e. by being punctual and responsible) children acquire positive habits about school attendance.

Some other things to consider

• If children are late arriving to school, they miss important social time with their peers before school begins.

• Students who are late often feel embarrassed or self-conscious.

• Late arrivals disrupt the routine of the classroom.

• A last-minute rush can be stressful for the child, and get him/her to school in the wrong frame of mind.

• Missing even five or ten minutes of the day can make it harder for a student to understand the material being taught.

• Frequent absenteeism leads to gaps in a child’s skills and knowledge base and can cause the child to fall behind peers and decrease self-esteem.

• Too many missed school days can increase isolation as the child stands out from his/her classmates and

misses opportunities to develop socially.

• Absenteeism makes it tougher for the child to develop a good rapport with the teachers.

TIPS FOR BEING ON TIME

The morning can be a very hectic time. Here are some effective tips for getting your child up and out the door on time.

• Get your child to bed at a reasonable hour.

• Set realistic and consistent schedules and rules at home. Getting ready for school should be part of the child’s overall routine; something that’s

expected of him/her every day.

• Do whatever is necessary the night before to save time in the morning, such as setting out clothes, packing lunches, and setting backpacks at the

door.

• Create a set morning routine that your child can easily follow (i.e. washing hands and face, going to the bathroom, dressing, making the bed,

brushing teeth, and eating a healthy breakfast).

• Avoid any distractions that can slow your child down, like TV or games.

• Set your alarm to get up earlier if you’re running late regularly.

HOW SICK IS SICK?

Children do get sick. They are still developing natural resistance to certain infections, their hygiene behaviours are not fully developed yet and

germs spread. Some missed school is unavoidable for your child’s own well-being and the protection of classmates. There are ways to cut down

on sick days:

Teach your child about proper hand washing after going to the bathroom, playing outside or wiping his/her nose.

Follow other healthy habits, from eating nutritious food to getting enough sleep.

Some symptoms make school attendance uncomfortable, like a fever, vomiting or diarrhea. If you’re unsure whether your child is sick

enough to miss school, talk to your doctor.

Some children pretend to be sick to avoid school. Ask yourself if the child’s symptoms are vague, (i.e. a headache, upset stomach, fatigue) or

if your child tends to instantly recover just after school starts or ends, or if the illness is happening during stressful times at school or at home.

Allowing your child to remain home when there’s no real illness may start a bad habit.

If you decide to keep your child home, inform the school and keep the child in bed or doing quiet, low-key activities. A day off from school

shouldn’t be a holiday; it should be a time to recuperate from illness, so the child can return as soon as possible.

SET THE RIGHT EXAMPLE

• Children follow the lead of their parents. If you place importance on regular and prompt school attendance, so will your child.

• Provide a home environment that encourages learning and curiosity.

• Treat school hours with respect. If you have to make an appointment for your child, arrange it before or after school or at the very beginning or

end of the day.

• Show interest in your child’s education by asking about the school day, celebrating school successes, attending school events, parent-teacher

interviews, volunteering at school, and communicating with your child’s teacher. The more you value school, the more your child will.

• If your child resists going to school for no apparent reason, talk to him/her about any possible problems with the school, teacher or other

children. Don’t give in to coaxing or pleading; that creates a bad precedent.

• Some families plan trips during the school year due to scheduling of vacations from work or to take advantage of low travel costs. When this

occurs, children of every age miss valuable learning which can impact on their success. Even brief absences can have a negative impact. Family

trips can be a wonderful learning experience, but should be saved for school vacation time, such as March Break.

Is your child ready to use the rules of the road? According to Safe Kids Canada, each year in Canada more than 4,000 children are hit by motor vehicles while playing outdoors or

walking to school, a friend’s house, to sports activities, or to a neighbourhood shop.

Teach your child these 5 steps to safely cross the street:

1. Stop

2. Look down the road to make sure you have a clear view in all three directions: left, straight ahead and right

3. Listen for traffic

4. Wait until the street is clear and all traffic has stopped

5. Make eye contact with drivers to make sure they see you

Remember:

1. Wear reflective or colourful clothing to be more visible to drivers

2. Always walk on the sidewalk. In areas without a sidewalk, walk facing traffic

3. Cross only at traffic signals, crosswalks and stop signs

4. Never run out onto the street, especially between parked cars

5. Keep a safe distance from service vehicles such as waste and recycling trucks

6. Cross at railway using the designated crossings

7. Young children should be accompanied by an adult when crossing

8.

School Zone Safety

The rush of cars, buses and children arriving at school can create many dangers. Everyone plays a role in ensuring the safety of

children when they are going back and forth to school.

Drivers, to keep kids safe in the school zone:

Reduce your speed and be ready to stop at all times. Avoid distractions like a cell phone

Drive cautiously and follow the rules (even when you’re late!)

Be patient and wait for children to complete their crossing before proceeding

Parents, teach your children to:

Stop, look and listen before stepping out of the car or bus

Walk only on the sidewalk and crosswalk and follow the crossing guard’s instructions

Be sure that drivers see them before they cross by making eye contact

Sit on the side of the car where they will exit

Consider practicing a drop-off during an off-peak time and teach your child what to do. Or start a program at the school where

volunteers open car doors and escort children to the building.

Children, vehicles and smoking don’t mix!

Second-hand smoke in vehicles can be 60 times more concentrated than a smoke-free home. Even with the windows open and fan

on high, second-hand smoke is more toxic in a vehicle than in any other children’s environment.

Tips for a smoke-free vehicle:

Take smoke breaks outside the vehicle (stand where you can see children)

Ask other smokers to smoke outside the vehicle

Stick a smoke-free decal on the window of the vehicle

Plan ahead and make stops on longer trips

Replace smoking in the vehicle with other things (chewing gum, singing to music)

Fill in the ashtray with sugar-free candy or gum

If you are thinking about quitting, contact Smokers’ Helpline for free, confidential, one to one support at 1-877-513-5333 or

www.smokershelpline.ca.

Because the early years matter Nipissing District Development Screens (NDDS) are checklists that can help you determine if your child’s development is

progressing as expected. Screens are available for the following ages: 1 and 2 months, 4 months, 6 months, 9 months, 12 months,

15 months, 18 months, 2 years, 30 months, 3 years, 4 years, 5 years and 6 years. These screens are available to you at no charge in

the following languages: English, French, Chinese, Spanish, and Vietnamese. Online interactive screens are also available at

www.ndds.ca.

Each screen asks age-appropriate YES or NO questions about your child’s abilities in the following areas: vision, hearing, speech,

language, communication, gross motor, fine motor, cognitive, social/emotional and self-help. These abilities are expected to be

accomplished by most children by the age shown. If two or more NO responses are marked, it is recommended that you discuss

them with a health care professional.

Be sure your child has a positive start to school. If you have any concerns, don’t wait and see – get help now! Early assistance will

increase your child’s chances to reach his or her full development potential.

Upcoming Dates Good News Assembly – October 31 8:45 a.m. Black and Orange Day - October 31 Report Cards – November 13 Interviews – November 14 evening Interviews – November 15

8:20 a.m.– 11:20 a.m.

Grade 8’s to NHS – 9 a.m.-1 p.m. November 6

Remembrance Day Ceremonies - November 11 Jr./Int. 10:45 a.m. //Pr. 11:30 a.m.

Photo Re-take Day – November 12 Anti-Bully Week – November 18—22

Cyber-bully Workshop Grade 5 and 6 – November 18

Dr. Karyn Gordon– November 19 10:30 a.m. Huddle Up – November 19