Quigley Elementary School
Parent Handbook
“A Great Place to Learn – A Great Place to Be”
“Our Mission, in Partnership with our Community, is to encourage and challenge
our students within a safe and positive environment to achieve their potential as
life long learners and responsible citizens.”
Table of Contents
Welcome......................................................................... Principal’s Message.................................................... History of Quigley......................................................... PAC Message ............................................................... Home School Communication.................................. School Goals................................................................. Instructional Programs................................................ People You Need To
Know......................................... Student Support Services........................................... School Staff ................................................................... School Code of Conduct............................................. Code of Conduct for Specific Areas.......................... Code of Conduct when off School Property............. Types of Behaviour and Levels of Severity............... Consequences............................................................. What If you Have A Concern?– What to Do!............. School Fees................................................................... Supervision of Students Schedule............................ Bell Times...................................................................... Dog Patrol.................................................... Parking............................................................................ Illness and Absenteeism............................................ Eating Lunch at School................................................ Hot Lunch Program...................................................... Peanut /
Allergy Aware School ................................... In Days............................................................................ Field Trips...................................................................... Administering Medication at School ......................... Physical Education Attire............................................. Homework Expectations ............................................ Reporting to Parents.................................................... Awards............................................................................ Computer Program...................................................... Extra Curricular Activities............................................ Lost and Found............................................................. Library Procedures....................................................... Parents as a Resource............................................... Community Use of the School .................................. School Catchment Area............................................... Head Lice Procedures................................................. School Calendar for 2005-2006................................ School Song................................................................... |
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WELCOME
The staff of Quigley Elementary School would like to welcome you to our school for the 2005-2006 school year. As a school community, we are pleased to serve your children in the vital task of formal education. We recognize the active involvement of parents and guardians as invaluable as we all attempt to deliver the best possible program for each child. We trust that pupils and parents will enjoy the time spent in our school and hope there will be active involvement in the many and varied programs which are made available to enhance the educational experiences.
PRINCIPAL’S MESSAGE
Quigley Elementary School’s Motto is “ A Great Place to Learn and a Great Place to Be”
This is very important goal for all of us to keep in mind and to work toward. We want our students to be successful and we want them to enjoy what they do.
It takes parent/guardians, students and staff working together to make a great school. We want to tell families how much we appreciate support from home. Any way that the adults in a home can support their children and their school pays off with improved results in student achievement. Research proves it!
Please take some time to make yourself more aware of how our school operates and how you can assist your child in being more successful in his/her school experience.
Let’s work together to make sure that Quigley is truly “A Great Place to Learn and A Great Place to Be!”
Bruce Stewart, Principal
HISTORY OF QUIGLEY SCHOOL
Quigley Elementary School opened in 1970 at 1040 Hollywood Road. The school was named after local pioneers who owned property in the immediate Rutland area. In early 1971 a new addition was added to Quigley. The K to 7 school operated as such until the 1990’s when the grade 7 students were moved to the newly developed Hollywood Middle School. The Hollywood Middle school was closed in 2000. On December 20, 2002, Quigley began the move over to a renovated Hollywood Middle school site. The move was completed on January 6, 2003 with a grand march from the old site to the new site. Quigley maintained its original name. The old Quigley building was changed into the new Hollywood Road Education Centre.
Quigley is located in an urban area. The majority of students either walk or are driven to the school as Quigley is one of the few schools who have no bussing except for special needs students. An aboriginal pre-school program was initiated in early 2003 to service the needs of students in the greater Rutland area.
Various student programs are offered such a monitor programs, peer mediators programs, traffic patrol programs, noon hour activities and a year book. Students have opportunity to participate on volleyball, basketball, cross country and track and field teams.
There is a supportive Parent Advisory Council who meets monthly. They have committed significant money toward field trips, special projects and a new computer lab. Quigley was able to purchase brand new PC computers for the school in February 2003. Thirty – three computers can be found in the lab and 8 others can be found in the library and learning assistance room. The Parent Advisory Council support made it possible for the school to purchase this new equipment. The Parent Advisory Council also sponsor the following: Community BBQs and dances, pancake breakfasts, fund raising events such as the family fun night. They have also contributed to the purchase of new playground equipment.
Quigley has a School Planning Council which is made up of three parents, one teacher and the school principal. The School Planning Council is entrusted to help over see the development and implementation of school growth goals and to provide advice on a number of educational issues.
Quigley is a pleasant place to work where everyone is keenly interested in working with our students in successful ways.
Quigley is home to the Quigley Quasars. The Quasar is short for a "quasi-stellar radio source". It is now thought these objects are the very bright centres of distant galaxies, where some sort of energetic action is occurring. This seems to be quite appropriate since we believe that Quigley Elementary is a bright centre where a lot of energetic action is occurring every day.
PAC MESSAGE
Welcome back to another school year. Hopefully it won’t be too hard to get back into “the routine” although this year holds many changes for Quigley. Every parent/guardian of a child at Quigley is a member of our PAC so you have a voice in whatever issues concern you and your children. Contact our executive if you wish to make us aware of something needing parental input or attention.
The P.A.C. is the officially recognized voice of the parents at the school level. All parent/guardians of students at Quigley are automatically members of the P.A.C. The Quigley P.A.C. strives to be active and meets on a monthly basis to consider school issues of concern to parents, to organize parent education and to plan ways of supporting school programs and to raise funds for school.
Meetings are conducted according to the constitution and by-laws of the P.A.C., and the Executive is elected by the parents at the final general meeting of the school year. The school principal, or his/her representative, and a staff representative, attend general meetings of the P.A.C. in order to facilitate consultation between the school and P.A.C.
President: Lynn Crompton 861-5141
Elections are held in May of each school year. Anyone interested in a job description can contact the P.A.C. president.
Times and dates of PAC meetings will be well advertised through memos home, posted on the events board of the school, and on the calendar in the monthly newsletter.
All interested parents are encouraged to attend the P.A.C. meetings. This is one way that parents can take an active role in the school. Let’s work together to make this an exciting and beautiful year for our kids.
HOME - SCHOOL COMMUNICATION
While we at Quigley attempt to communicate with the parents of our school’s children as often as possible, there are three means of communication that will take place on a regular year-to-year basis:
NEWSLETTERS: You will receive one of these at the beginning of each month. This will give you an update on events that will tell you what to look forward to in the coming months. Since this is our main means of communicating with you on a regular basis, be sure that your oldest child brings it home. You will also be able to access the newsletter on our website which is http://www.qge.sd23.bc.ca
INTERVIEWS: We encourage you to feel free to discuss items of concern with your child’s teacher as the need arises. Twice during the school year, you will be scheduled for a formal interview. The first one, in September, is generally, a ‘sharing’ time with both parents and teacher sharing information about each child. The second one, usually in early February, is more teacher-led and usually gives an idea of progress that has been made since the First Reporting Period.
HANDBOOK: As stated, this manual is intended to help parents and students understand many of the programs and procedures of Quigley Elementary. If you can think of any way of making improvements, please let us know.
REMINDER-BINDER: Our Quigley student planner is designed to be a daily “connector” between home and school. Please check it each day, to keep up with your child’s assignments and of upcoming events.
LITERACY GOAL: School Staff, working in partnership with students and parents, to get more students to meet or exceed expectations in Reading and Writing.
SOCIAL RESPONSIBILITY GOAL: School Staff and parents work toward improving school climate by focusing on enhancing a safe school environment and to deal more pro-actively with “repeat offender” students.
INSTRUCTIONAL PROGRAMS
In Elementary School, students are expected to learn a variety of things. Our curriculum is geared to address three key components of student learning and these are:
1. Learning requires the active participation of the student.
2. Students learn in a variety of ways and at different rates.
3. Learning is both an individual and a social process.
Students need to have a positive attitude toward learning. They must become good problem solvers. They must be able to communicate in a variety of ways. They must be able to apply what they learn to real world situations. They must be able to get along with others in acceptable ways. Finally they must be able to be self starters and make learning a life long process.
The elementary curriculum is organized both by grade and by subject area. The overall skills are consistent by grade but the level of difficulty changes as the students move up the grades from Kindergarten to grade 6. As the student progresses through the grades more and more is expected from them in terms of responsibility and understanding. The level of difficulty increases with each grade. That is why each child needs to work to their potential in order to get the most out of each grade.
The Curriculum is divided up into the following subject areas:
Language Arts: Reading, Writing, Speaking and Listening.
More specifically, Language Arts is broken down into the following areas:
Comprehension and Respond – to understand and then react or respond appropriately
Strategies and Skills
Comprehension
Engagement and Personal Response
Critical Analysis
Communicate Ideas and Information – share ideas and information in a variety of ways so that you are understood
Knowledge of Language
Composing and Creating
Improving Communications
Presenting and Valuing
Self and Society – using Language skills to grow as an individual and as a team player
Personal Awareness
Working Together
Building Community
Mathematics: The ability to compute and problem solve using a variety of mathematical skills.
More specifically, Mathematics is broken down into the following areas:
Numbers
Number Concepts – basic knowledge about numbers
Number Operations – adding, subtracting, multiplication, division, word problems and some algebra type questions
Patterns and Relations
Patterns
Shape and Space
Measurement
3 D Objects and 2 D Shapes – geometry
Transformations - geometry
Statistics and Probability
Data Analysis
Chance and Uncertainty
Social Studies: Understanding the changing but interdependent roles of the individual, the family, the community, the society, and the country in terms of the past, present, future, different cultures around the world, and the geography of the land.
More specifically, Social Studies is broken down into the following areas:
Applications of Socials Studies – how to locate, organize and use data.
Society and Culture – understanding Canadian Culture and comparing it to other cultures.
Politics and Law – role of the citizen and government – historical view point
Economy and Technology – what makes an individual, family or nation function and be successful
Environment – Geography
Science is the study of things around us and how we are impacted by them either in a positive or negative way.
More specifically, Science is broken down into the following areas:
Life Science – the study of living organisms
Physical Science – the study of the physical world from the properties of things such as light to the use of simple machines to assist us in our everyday world.
Earth and Space – the study of the earth and of space
Fine Arts: Art, Drama, and Music
More specifically, Fine Arts are broken down into the following areas:
Visual Arts
Image Development and Design Strategies – basic skills
Perceiving and responding – analyze and respond – what does it mean to me and why?
Creating and Communicating – skill development in making and sharing
Music
Structure – Elements of Melody – core skills
Thoughts, Images and Feelings – impact of music on people
Self and Community – what music means to me
Historical and Cultural – music differences – why and what
Instructional Programs, cont’d.
Drama
Exploration – awareness and trust – different types of drama and role play
Basic skills in acting and presenting
Responding – critical responses and reactions – how did the drama impact me
Physical Education
Active Living – fitness and healthy attitudes toward living and life long sports
Movement
Alternative environments – body awareness
Dance – basic steps
Games – minor games such as relays or invented games and major games such as basketball
Gymnastics
Individual and Partner movements and activities
Personal and Social Responsibility – etiquette and fair play and personal growth
French – Grades 5 and 6 only but sometimes grade 4 if there is a 4/5 split.
Introduction to the language
Core vocabulary and structures learned
Mostly an oral or spoken course
Personal Planning – this area of study is mostly integrated into the other subject areas.
Collecting Information – learning to be organized and responsible
Making Plans and Decisions – goal setting
Implementing and Monitoring – carry out one’s goals and seeing if they were achieved
Healthy Living – learning how to live in a healthy manner
Mental Well Being – self esteem, friendship building, role of society in helping us grow
Family Life Education (Grade 5 and 6)
Child Abuse Prevention topics
Substance Abuse Prevention topics (including the RCMP delivered DARE program)
Safety and Injury Prevention topics
Career Awareness topics
Career Exploration topics
Career Preparation topics
PEOPLE YOU NEED TO KNOW
ADMINISTRATOR
Our school has been assigned a Principal who is responsible for helping teachers, students, and parents to get the most from the school’s multi-faceted programs. The principal is responsible for the management of the human and material resources, made available by the School District, to create the best possible teaching and learning environment.
An ‘Open Door’ Policy is maintained, so that concerns of staff, students, and parents may be discussed with a view to a positive resolution. Please refer to the Appeals By Law 5101 found at the end of this booklet!
SECRETARY
Quigley has one secretary in the office. Her role is to assist in the operation of the business office aspects of the school. In addition she performs a number of other roles, including administering receiving phone calls and inquiries about the school. She also assist teachers in various ways, including the monitoring and ordering of supplies.
TEACHER-LIBRARIAN
Our Teacher-Librarian is responsible for the orderly and progressive operation of our school Library, including:
selecting and ordering new materials
organizing and maintaining current collection
circulation of materials
The Teacher-Librarian is also responsible for encouraging students to read and to make effective use of the Library.
The Teacher-Librarian works cooperatively with the Classroom Teachers in the planning and teaching of the instructional program.
LIBRARY ASSISTANT
The Library Assistant’s role is to assist the Teacher-Librarian in maintaining the smooth operation of the school library, including overseeing the circulation of materials, processing new material, and assisting teachers and students in locating information.
LEARNING ASSISTANCE TEACHERS
The Learning Assistance teachers will assist students who are performing academically below grade level expectations. They may attempt to establish more individualized instructional conditions through assessment, program modification, and direct instruction and consultation, so that every child may experience appropriate educational growth and success.
SCHOOL COUNSELLOR
Our School Counsellor provides a service which is designed to assist students to overcome learning, emotional, and/or behavioural problems which make learning difficult. This often involves consultation with students, parents, teachers, administrators, and community service agencies. Students and parents are encouraged to consult with the school counsellor as needed. She is at the school Monday afternoon and all day Thursday.
SCHOOL BASED TEAM
The School Based Team (SBT) is a group of adults who meet to discuss the needs of any child who appears to have educational, social or emotional problems. At Quigley, the Team is led by the Learning Assistance Teacher, and consists of the Administrator, the School Counsellor, the Classroom Teacher, the Parent(s), and other School District Professionals, or any combination of the aforementioned individuals. The School District professionals include the School District Psychologist, Behaviour Intervention Teacher, Speech and Language Pathologist, Literacy Intervention Teacher, etc.
SPEECH PATHOLOGIST
The Speech Pathologists in our school district provide assessment, therapy, and consultative help for children with disorders in communication functions. Although the therapy is provided on an itinerant basis, the speech pathologist encourages a close link between the school and the home.
CUSTODIANS
A new system has been implemented by the district this year. We have one custodian responsible for our school and four others during the day. We have another custodian who works in our school and one other during the day and a third who works from 3:00 – 11:00 p.m. at Quigley. He is helped by a part time Custodian each evening. They try to keep our school clean, giving us a school of which we can all be proud.
CERTIFIED EDUCATION ASSISTANTS (C.E.A.’S)
Occasionally the school district provides our school with Certified Education Assistants to work with children who have special physical or educational needs. They usually work with an individual child or a small group of children under the supervision of the classroom teacher and/or the learning assistance teacher.
NOON HOUR SUPERVISORS
The school utilizes the services of adult supervisors during the noon hour break. These important members of our staff supervise in classrooms during the first part of the noon hour while children eat their lunches and on the playground during the balance of the noon hour. Though supervisors are approachable and available to students, instructions given to children by the Supervisors are to be followed, just as students follow instructions from our teachers.
STUDENT SUPPORT SERVICES
Mission Statement
We believe trust relationships are the key to effective educational services. These relationships can only be built through honest, effective, respectful and frequent interpersonal contact.~ The needs of students are best met through a collaborative consultation approach where students and parents have the right to be, and should be, involved in the decision-making process and education of their children. Personal wants must become secondary to the needs of students. Therefore, a team of equal status educators working in a consensus or majority decision model is likely to be most effective.
Who Receives Special Education Services?
In order to achieve the Province’s goals of education some children will require special education services.~ These children are identified by parents and/or classroom teachers along with other members of the School Based Team.~
When a new child arrives or a learning difficulty is suspected: the child's teacher and parents request help from the School Based Team and/or School District Consultants; the School Based Team and/or School District Consultants meet with the Teacher and Parents to:
· identify the problem
· generate practical solutions
· determine the best course of action
· put it in writing (Individual Education Plan - I.E.P.)
· implement the plan to help the child
The Individualized Education Plan (I.E.P.)
Once children are identified as needing special education services, teachers, parents, and other care-givers come together to develop an Individual Education Plan (I.E.P.).~ An I.E.P. outlines what parents, students, and others can expect regarding a specific child’s educational program.~ It is a written plan which describes the program modifications and/or adaptations for the student. It does not describe every aspect of the student’s program. Usually two to four major goals are included. These goals refer to those parts of the program that need to be modified or adapted. The I.E.P ~ is a tool to assist teachers in monitoring student progress and to provide a useful basis for reporting~ It also identifies the support services to be provided and serves as an on-going record to ensure continuity in programming.~
Please see the resource teacher assigned to your school for samples of I.E.P. formats.
When is an I.E.P. Meeting Called?
The school is legally required to design an I.E.P. for each student who is mentally challenged. The students are officially designated using Ministry of Education guidelines.~ I.E.P. meetings are held at a teacher’s or parent’s request. Teachers are provided with release time, booked through support staff, usually the resource teacher. Initial and final I.E.P. meetings are required. Often a mid-year review is also scheduled.
In order to accomplish the goals of a student’s I.E.P., additional support services may be required.
Overview of Support Services Available
1. Services for Children with Behavioural/Emotional Challenges Behaviourally challenging students can be very demanding within classrooms. Consequently schools supply both direct and consultative services which are designed to:
· assist students to reduce the impact of their behaviour on themselves and others
· assist students to maintain attendance in their home/school environment
· assist students to acquire appropriate social skills
· coordinate services when multiple agencies are involved
2. Services for Children with Speech/Language Problems Speech Pathologists help children who have disorders in communication. They work with teachers, parents, and students to assist children who have problems with:
· speech
· fluency
· language
· articulation
3. Services for Children with Hearing Problems
· Parents of children with hearing problems can expect that their children will be provided for in regular classrooms in their neighbourhood schools.
· Individual tutoring, language development instruction, and experienced teachers of the hearing impaired are used to assist children to achieve the goals of the programs.
· For selected students service is also available at the Provincial School for the Deaf, in Burnaby.
3. Services for Children with Vision Problems
Teachers of the visually impaired, like teachers of the hearing impaired, work with parents, teachers, and students. They also liaise closely with the Canadian Institute of the Blind. Teachers of the visually impaired provide:
· Specific training for your child’s teacher
· direct instruction
· tutorial services
· orientation and mobility services
4. Services for Children with Physical/Occupational Therapy Needs
School District Physical and Occupational Therapist :
· consult with school and medical staff, about a child’s physical problems
· provide direct physical/occupational therapy to children
· train paraprofessionals and teachers to help with routines such as seating, positioning, feeding, or other motor activities
5. Services for Children with Mild Learning Problems
· Learning Assistance teachers provide the "front line assistance" for most children with mild learning problems.
· Learning Assistance teachers help to identify children who need assistance.
· Following identification they may help with direct services to the student or with consultation services to teachers and parents.
6. Services for Children with Moderate Learning Problems
· Moderately disabled children often have significant delays in communication, perception, coordination, and self-help skills.
· Sometimes Learning Assistance teachers can assist; other times Itinerant Resource Teachers are needed.
· Services for moderately handicapped children include direct services, consultation services and, sometimes, community access and employment services.
· Services for moderately impaired children are often provided by a multi-disciplinary team composed of many professionals and community agency personnel.
7. Services for Children with Severe Learning Problems
· Services for children with severe impairments are organized through the use of highly specific I.E.P.’s.
· For some students, like the severely learning disabled, services may be provided by itinerant teachers, and may only require minor adjustments to regular class instruction.
· For severely cognitively and physically impaired students, a detailed program involving medical, educational, para-professional and care-giving support, is established. These programs often utilize many non-school resources.
8. Services for Children Who Need Enrichment
· When a student is found to be clearly advanced in his/her academic skills, it is possible for an I.E.P. to be developed, providing for adaptations to his/her program
9. Services for Hospitalized or Homebound Children
When children miss school because of serious illness, physical impairment, or emotional stress, hospital home bound teachers make regular visits to ensure that students make steady academic progress. These teachers use:
· regular classroom programs
· correspondence courses
· adult basic education courses and individualized programs to achieve student objectives
Do You Need Help to Get Started in Exploring Your Child’s Needs?
While the provision of special education services is a complex task, the access to those services is simple! Classroom Teachers, Learning Assistance Teachers, and Principals are the keys to service access and may be able to provide solutions to most problems, without the need for further referral.
And…..
While these school based personnel may not know all the answers, they will do their best to ensure that your child(ren) receive appropriate attention.
QUIGLEY STAFF as of September, 2006
STAFF MEMBER POSITION AT SCHOOL
Mr. Stewart |
Principal |
Mrs. Shiskin |
Kindergarten |
Mrs. Roy |
Kindergarten |
Mrs. Brucks |
Primary |
Mrs. Ackerman |
Primary |
Mrs. Bothe |
Primary |
Mrs. Swain |
Primary |
Mrs. Makasoff |
Primary |
Mrs. Wilson |
Primary |
Mrs. Smith |
Intermediate |
Mrs. Virk |
Intermediate |
Mr. Colston |
Intermediate |
Mr. Bueckert |
Intermediate |
Mr. Murray |
Intermediate |
Mrs. Vigar |
Intermediate |
Mr. Marunchak |
Prep/Literacy Support |
Mrs. Darnbrough |
Librarian/Learning Assistance |
Mrs. Bunce |
Learning Assistance |
Mrs. Dick |
Prep/SS/CAPP |
Mrs. Haymond-Hill |
Counsellor |
Mrs. Sommerfeldt |
Secretary |
Mrs. Brown |
Library Assistant |
Mr. Kereluck |
Head Custodian |
Mr. Zarr |
Day Custodian |
Mr. Scott |
Afternoon Custodian |
Mr. Kupser |
Afternoon Custodian |
Mrs. Bowen |
CEA |
Mrs. Kootchin |
CEA |
Mrs. Horning |
CEA |
Mrs. Meek |
CEA |
Mrs. Hyatt |
CEA |
Mrs. Hanson |
CEA |
Mrs. McLachlan |
CEA |
Mr. Wilson |
First Nations Advocate |
Mrs. Swordy |
CEA Literacy |
Mrs. Hanley |
CEA Literacy |
Mrs. Morton |
Noon Hour Supervisor |
Mr. Wilson |
Noon Hour Supervisor |
Mrs. Stobbe |
Noon Hour Supervisor |
SCHOOL CODE OF CONDUCT
TO THE STUDENTS:
At Quigley Elementary School, all students are expected to exhibit a commitment to learning and to achieving success. We have guidelines for appropriate student behaviour which reflect the school’s philosophy of rights, responsibilities and respect. The guidelines show that you are expected to take personal responsibility for your behaviour. This responsibility applies not only to your academic duties, but also to your use and care of school facilities, equipment, textbooks and supplies.
Each responsible student contributes to the well-being and success of everyone at Quigley Elementary, where you can make learning fun.
TO THE PARENTS:
We want all students to be fully informed of their responsibilities at Quigley Elementary School. We try to ensure that in all cases, students will be treated in a fair manner by being kept fully informed of an incident, charge or outcome which affects them. We have a consistent approach to school discipline; thus rules will be applied as the situation and cumulative behaviour warrants.
We try to be firm and fair with decisions which result from complete fact-finding and communication with all parties concerned.
1. ACADEMIC SUCCESS
Expected Behaviour:
To ensure success in your school year, you are expected to complete all class and homework assignments on time and to the best of your ability.
2. HONESTY
Expected Behaviour:
Students are expected to be honest in your relations with students and staff. Lying, stealing and cheating are all forms of dishonesty and as such are unacceptable behaviours.
1. ATTENDANCE, ABSENTEEISM & TARDINESS
Expected Behaviour:
Students shall report to class promptly each day, ready, willing and able to work. You must report the reason for tardiness to your teacher. Absenteeism requires a written excuse or a telephone call from your parent or guardian. Parents are requested to phone the school to report your absence. REGULAR ATTENDANCE IS ESSENTIAL.
4. RESPECT FOR OTHERS
Expected Behaviour:
Students are expected to treat all people with consideration and respect. Your school is a public area. The following is not an exhaustive list but examples of student behaviours that are not acceptable: fighting, pushing, shoving, tripping, kicking, biting, rough horse-play, being rude and disrespectful.
5. APPROPRIATE LANGUAGE
Expected Behaviour:
Students’ language will be such that it shows respect for staff and students. Name calling, swearing, crude, rude and obscene language spoken, written, implied or gestured are unacceptable.
6. STUDENT MOVEMENT
Expected Behaviour:
In the morning students will enter through your designated entrance.
While inside the school you shall walk in a quiet, orderly manner. At lunch time you shall remain in your classroom for the first fifteen minutes of your lunch period and when you are dismissed you may go out.
All students shall remain on school property during the school day unless permission has been given by the parent and the school.
7. DESIGNATED AREAS
Expected Behaviour:
Students will be in the following areas only if you have the permission of a teacher: gymnasium, equipment room, library, computer lab, kitchen, bathrooms, paper room, math/science/art room, staffroom and classrooms other than your room.
8. CARE OF SCHOOL PROPERTY
Expected Behaviour:
Students will respect all school property (classrooms, halls, stairways, bathrooms, kitchen, playground, gym, library, all equipment, textbooks and supplies).
Student desks and the floor area around them are to be kept neat and tidy. When sitting down in class you should make sure that all four legs of your chair are always on the floor. Tables and desks are for doing your work, on, not for sitting on.
Students are expected to treat the school and equipment with the same care and respect as you would your own valuable personal possessions.
9. EXTRA-CURRICULAR ACTIVITIES
Expected Behaviour:
On school buses, at extra-curricular activities, at the Art Gallery or Ice Arena on field trips or at the bus stop, all relevant school rules apply. Being on a field trip is like being at school.
10. TOBACCO, ALCOHOL, DRUGS AND CONTRABAND ITEMS IN A PLACE CALLED SCHOOL
Expected Behaviour – School Board Policy #5600 Discipline: Students will not partake of any tobacco, alcohol, illegal drugs while on school property nor partake in bringing contraband items to school. Some examples but not an exhaustive list are: weapons, play guns, darts, matches, lighters, etc.
CODE OF CONDUCT FOR SPECIFIC AREAS
1. CLASSROOM:
Pupils are not permitted in classrooms without adult supervision.
Active participation and involvement in assigned activities is expected.
Maximum effort on all learning experiences is essential.
Respect for others and their property is necessary.
Students will adhere to classroom guidelines established by the teacher.
Children are expected to care for their own personal belongings.
2. LUNCH BEHAVIOUR:
All pupils staying for lunch eat at their own desks unless they are monitors or have permission to be elsewhere.
Good behaviour is expected. Unacceptable behaviour will result in the following steps being initiated:
· ?Supervisor on duty informs classroom teacher of misbehaviour.
· ?Classroom teacher discusses problem with pupil and attempts to work out a solution.
· ?After repeated similar misbehaviours or a serious offence the classroom teacher informs the principal.
· ?Student is warned that alternate eating arrangements will be made if poor behaviour continues.
· Principal or classroom teacher informs parents via phone call or note.
· ?Continued poor behaviour results in alternate eating arrangements being made. (Students may be assigned to another area of the school or sent home to eat lunch)
?Students are not dismissed until a supervisor dismisses them at 11:25 a.m.
?For a child who misbehaves during the lunch hour, supervisors will:
?The Principal or school staff authorized by the principal may permit students to leave the school during the lunch hour when verbal and/or written notification has been received from the parent/guardian. Where students are permitted to leave the school during the lunch hour, they are expected to conduct themselves in accordance with the code of conduct. Any conduct which adversely impacts on the welfare of other students or the learning atmosphere of the school may be subject to discipline.
3. HALLWAYS:
Walk, maintain respect for others and use caution at drinking fountains and doorways.
WASHROOMS:
Access to washrooms during class time will be at the discretion of the teacher.
Sensible use of washroom facilities is expected.
Pupils should use the washrooms and drinking fountains during recess and lunch.
GYM:
Pupils are not permitted in gym without adult supervision.
Gym strip is required for P.E. classes.
Food should not be eaten in gym, except during supervised activities.
Access to equipment rooms is limited to teachers, monitors, or students with permission only indoor shoes are to be worn
6. LIBRARY:
All students using the library are expected to use respect, be responsible for the materials they use and return borrowed materials on time. Food, drinks, snacks etc. will not be eaten in the library.
Students using the library during these open times will be expected to read quietly, exchange books, study, do homework, use reference books, read magazines etc.
COMPUTER LAB
Follow the Lab Laws:
No food or drink in lab Push in chair No horseplay Must have “O.K.” from teacher before printing For computer use outside of class time, see the schedule posted on the lab door
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Stay on topic – work must be completed and checked by teacher before proceeding with free time There is NO Internet access until the Internet Agreement form is filled out and you are given permission by your teacher |
8. PLAYGROUND:
All fields are available for use by pupils as designated.
Teeters, swings and playground equipment are available to all students. There may be scheduled times for use of our playground.
Respect and responsibility behaviours are expected at all times.
Any inappropriate behaviour that violates a pupil’s right to be safe is prohibited.
Threats, causing physical harm, bullying, are a few examples but this is not an exhaustive list.
Pupils are responsible for the care of playground equipment taken outside.
The parking area is out-of-bounds as a play area.
Permission must be obtained from a teacher before retrieving any equipment that has gone
into out of bounds areas.
Students are not allowed on the roof to retrieve lost equipment. A teacher must be informed
and designated personnel will retrieve the equipment.
Nothing is to be thrown at or over the fences.
BICYCLES / SKATEBOARDS / SCOOTERS / ROLLER BLADES
Bicycle riders obey rules of the road and should walk their bikes when on school property
between 8:00 a.m. and 4:00 p.m.
Bicycles should be parked and locked in the bicycle rack during the school day.
Bicycles should be in safe condition and licensed.
All students riding bicycles to school must, by law, wear a bike helmet.
The bicycle rack is out-of-bounds at recess.
The bicycle rack is out-of-bounds at lunch times except for those students going home for
lunch on their bicycles.
Behaviour Expectations regarding Skateboards, etc., continued
No loitering is allowed in the bicycle rack area at any time.
Skateboards and scooters must not be used between 8:00 a.m. – 4:00 p.m. Students may rollerblade straight to the door but they must take their blades off at the door. They are not to roller blade around the grounds at any time.
10. USE OF SCHOOL PHONES:
Before using the phone, students must receive permission from their classroom teacher
and/or the secretary.
The phone is to be used for emergency matters only and calls are to be as brief as possible. After school social visits, for example, are not to be arranged over the school phone.
Student phone in front foyer is to be used.
After school, if your teacher is unavailable, use of the phone is left up to the discretion of the
secretary. Any abuse will result in loss of privilege.
11. GUM:
Students are not allowed to chew gum on the school grounds or in the building.
12. DRILLS (Fire, Earthquake and Lockdown)
Drills are held regularly to ensure student safety in the case of fires, earthquakes or intruders visiting the school.
DRESS:
Students are expected to arrive at school in clean acceptable clothing.
The principal and teachers will be responsible for determining what is/is not acceptable clothing. For example:
Bathing attire, short shorts and tops that are not waist length or have thin straps are not permitted
Clothing that advertises substances that are illegal for elementary aged students are not permitted
Clothing with inappropriate suggestive language is not permitted
Make up is not to be worn unless for a special occasion
Students who wear clothing with inappropriate writing will be asked to turn this clothing inside out, phone home for replacement and leave clothing at home in the future.
16. WALK/DISCMAN/TAPE RECORDERS
Walkmans are for enjoying outside of school time and are not permitted at school because the student’s choice of listening material may not be acceptable listening for a school environment.
Students who bring a walkman to school will be asked to take it to the office for safe keeping and it can be picked up at the end of the day.
17. INTERIM RULES:
The principal and staff may enforce any interim rules which have been publicized to the students and/or which are of a safety oriented nature.
CODE OF CONDUCT
REGARDING CONDUCT OFF SCHOOL PROPERTY
1. TRAVELING TO AND FROM SCHOOL
Students are expected to conduct themselves in accordance with the code of conduct of the school while traveling to and from school. Students who contravene the code of conduct while traveling to and from school in circumstances which adversely impact on the rights of other students or the learning atmosphere of the school may be subject to discipline.
2. SCHOOL NEIGHBOURS
Students are expected to conduct themselves as responsible members of the neighbourhood within which the school is located. Students must be courteous to the families living in the school neighbourhood and respectful of their property. Students who engage in conduct which disturbs, disrupts or damages the persons or property of the school neighbourhood (which has “direct and immediate effect on the general welfare of the school”)
may be subject to discipline.
3. SCHOOL STAFF AND THEIR PROPERTY
Students are expected at all times, on or off school property, to be courteous to all school staff and to respect their personal property. Students who engage in any acts which are disrespectful of school staff (but not an exhaustive list are: using offensive language, making threats, intimidating remarks, harassing staff) or which display a reckless or willful disregard for their property which clearly demonstrates a connection to the school may be subject to discipline.
VIOLATIONS AND CONSEQUENCES OF THE
CODE OF CONDUCT
GENERAL STATEMENT:
The staff of Quigley Elementary School recognizes that from time to time disciplinary offenses must be dealt with at the Board of School Trustees level. Generally, however, the staff is of the opinion that teachers and the Principal should be largely responsible for this area of concern and that a violation of the Code of Conduct is detrimental to the well-being of the violator as well as other students.
The staff also recognizes that some offenses (examples but not an exhaustive list are: vandalism, violent behaviour, assault or intimidation, use of contraband items) are more serious than others and that pupils must be dealt with on an individual basis. Every effort will be made to suit the consequence to the violation and the violator.
PROCEDURES FOR DEALING WITH MISBEHAVIOURS
The teacher or supervisor and pupil will attempt to deal with offences immediately. Problem reports may be filled out.
Each offense will be dealt with individually depending upon its severity, circumstance and history. Students should have input at all stages and should be made aware of their responsibility for their own actions and behaviour.
Repeated offenses or severe problems will be referred to the principal, who may record details and determine appropriate consequences.
If the child is recorded two or more times in the student behaviour record book, the parents will be contacted as outlined in our School District policy regarding "Discipline". A joint parent-principal-teacher plan may be developed at this time to help the child. Students may be asked to complete a restitution plan.
Continued problems will be dealt with according to the School Act and or School District policy which usually would mean a "suspension" (i.e.: definite - up to 10 school days or indefinite - in excess of 10 school days) (refer to School District #23 Policy and Procedures Regulation 5600). A copy of this policy will be provided upon request. Ask at the school office.
Steps in this process may be skipped if the student behaviour is serious enough to warrant more serious consequences.
· Reportable offences will be recorded on the office computer for future reference.
TYPES OF BEHAVIOUR AND THEIR LEVEL OF SEVERITY
Level 1 Behaviour
Any behaviour that has been deemed to be spontaneous behaviour
that is inappropriate but that can be dealt with by an adult
through a teachable moment. Behaviour may be tracked using a
Noon Hour Supervisor notebook.
Level 2 Behaviour
Teasing/Put Downs/Name Calling
Foul Language
Leaving School Grounds without permission
Unsafe Use of Equipment
Disrespect
Not listening
Not following directions
Being argumentative
Rough Play
Temper Tantrum – minor level
Habitual Classroom Disruption
Snow
Lying
Retaliation
Rudeness
Repeated Level One Behaviours
Level 3 Behaviour
Fighting / Physical Aggression
Bullying
Physical
Emotional
Social
Vandalism
Theft
Temper Tantrum – major level
Argumentative – total defiance
Repeated Level 2 Behaviours
Level 4 Behaviour
Making bomb threats
Bringing weapons to school / making threats
Pulling the Fire Alarm
Smoking at school
Using Drugs at school
Any behaviour causing severe injury while at school
Repetitive level 3 behaviours
TYPES OF CONSEQUENCES, ACCORDING TO LEVEL
Possible responses to Level One Behaviours
· Warning given to student
· Explanation of why behaviour is inappropriate – teachable moment
· Recorded in counter top tracking booklet for reference only
Possible responses to Level Two Behaviours
· Possible involvement of the Principal
· Behaviour Tracking Form
· Teacher Parent conference
· Reflection time / school service
· Conflict resolution activities
· Time outs
· Short term or long term
· Detention
· Behaviour contract
· Withdrawal of school privileges
Possible responses to Level Three Behaviours
· Definite Involvement of the Principal
· Behaviour Tracking Form
· School Service
· Detentions
· Teacher Parent Conference
· Principal Parent Conference
· Suspensions
· Loss of privileges
· In – School Suspensions
· Out-of-School Suspensions
Possible response to Level Four Behaviours
· Definite Involvement of the Principal
· Behaviour Tracking Form
· Community / Family Enrichment Courses or counselling
· Indefinite Suspension
__________________________________________________________________
WHAT IF YOU HAVE
A CONCERN?
If you have a concern regarding a classroom practice or policy, you should first talk to your child’s teacher. If the matter is not resolved to your satisfaction, you should bring it to the attention of the school principal. If your concern is not resolved after consultation with the school principal you should contact the Director of Instruction assigned to Quigley Elementary, Mr. Hugh Gloster at 860-8888. You are encouraged to follow the above steps when dealing with any school related concern.
SCHOOL FEES
Fees for the school year cover the cost of cultural events, school supplies, for the Intermediate Students. While some students purchase their own supplies, they do get an extremely good buy when purchasing from the school. This also ensures that all students have the same equipment and that they do, in fact, have equipment on hand for the entire year.
The breakdown of fees is as follows:
SUPPLIES CULTURAL FEE TOTAL
(includes a planner)
Kindergarten $19.00 $7.00 $26.00
Grades 1 - 6 $30.00 $7.00 $37.00
SUPERVISION
Student supervision is provided at Quigley during the following times:
· 8:15 a.m. – 8:30 a.m.
· Noon Hour 11:13 a.m. - 12:10 p.m.
· Recess 1:30 – 1:45 p.m.
· 2:30 – 2:45 p.m. - Dismissal
Students are expected to arrive just before the start of the school day and leave the school upon dismissal at the end of the day. The only exception is when they are engaged in some other supervised activity.
BELL TIMES
8:25 a.m. - Warning Bell (students enter school)
8:30 a.m. - School Day Begins
11:10 a.m. - Lunch Session
11:30 a.m. - Students may leave classroom when given permission
by a Supervisor
12:05 p.m. - Warning Bell
12:10 p.m. - Afternoon Session Begins
1:30 p.m. – Recess Begins
1:45 p.m. - Recess Finishes
2:30 p.m. - School Day Ends
DOG PATROL
Parents, and other individuals in the community, are reminded that dogs are not allowed on school property at any time. Dogs can leave deposits on the school grounds. Some also frighten the youngsters. When dogs are loose on the playground, we are placed in the position of having to notify the dogcatcher. We understand that retrieving the dog is quite an expensive undertaking. Please do not bring your dog onto the school grounds.
PARKING
Visitors are encouraged to park in the parking lot using the lined stalls. Please be careful as you enter or leave the parking lot and please follow the arrows for one way in and out. is on the left as you enter the parking lot. Parents are also encouraged to park diagonally on the outside of the fence. Please follow all signage. Parents may drive up to the front of the school and drop their child off but please do not leave your car. This a drop off area only.
ILLNESS AND ABSENTEEISM
Regular attendance and punctuality in arriving at school are essential if a child is to make reasonable progress in school However, we realize that there are times when a child is too ill to attend, or when (s)he is tardy for some unavoidable reason. We ask for assistance in helping us monitor your child’s whereabouts by having:
a) you phone the school (860 5783) when your child is absent, giving reasons for the absence.
b) your child reports to the office if (s)he is late, giving the reason for his/her tardiness.
If your child becomes ill at school (s)he should alert a staff member who will then attempt to contact you, or your emergency contact.
If your child is in an accident at school, (s)he should notify the nearest staff member. Any necessary First Aid will be administered and parents or emergency contacts will be notified.
EAT LUNCH AT SCHOOL
For students who cannot go home for lunch, a twenty minute supervised eating time is provided.
Responsible and properly trained adult supervisors are on duty every lunch break. All students will eat lunch in their classrooms, sit at their desks and eat in a reasonably quiet manner. At the end of this eating time, the supervisors dismiss the students after the bell sounds. The supervisors will then supervise the students until the end of the lunch break.
Poor behavior during this time could result in students being asked to go home for lunch for a period of time.
Students may go to their own homes to eat lunch. Please let the child’s teacher know by note if that is your wish. Students may not go to the home of a friend at this time unless there is a special circumstance and the teacher/noon supervisor is provided with a note from the parent.
HOT LUNCH PROGRAM
The traditional hot lunch program has been discontinued due to Food Safe Regulations. Food Safe regulations state that food being delivered to a site must arrive at a certain temperature and this food must be distributed to children at this temperature as well. It is very
difficult to meet this regulation. As a result, Wendys, one of our suppliers will no longer provide their food services to schools across Canada. With this in mind our hot lunch program needs to change as well. Therefore a new program is being developed and will be shared with our school community once it has been finalized.
PEANUT / NUT ALLERGY AWARE SCHOOL.
Quigley Elementary is designated as a ‘PEANUT/NUT ALLERGY AWARE SCHOOL’. We ask for the cooperation of all parents and students to consider not sending peanut, peanut product or nuts to school. Examples include; peanut butter sandwiches, peanut butter cookies, any type of bagged nuts as snacks, nuts as salad toppings, many chocolate bars and nut granola bars. Recognizing the surprising number of food snacks that “may contain nuts” we are not asking you to stop sending snacks or empty your pantries of potentially harmful products. Regardless of the content of the student’s lunch, we are requesting that your child remembers to clean their hands after lunch and snack time and not to offer to share their snack with other children.
‘IN’ DAYS
During particularly inclement weather ‘in’ days may be declared. During this time, students are expected to occupy themselves quietly in their classrooms, or any other areas where supervision is provided.
FIELD TRIPS
The school district is in the process of revamping the Field Trip Policy to address changing needs and expectations. Once the new Field Trip Policy has been completed we will share it with parents. The bottom line for the new policy is to make sure of complete informed consent by parents. Each school will now need to make sure that all parents have a very complete picture of what the child is doing, why and how the child will get to the destination. Our priority will be to use busses as much as possible but due to budget constraints we may need to ask parents to drive. If that happens then parents will be asked to come in and complete a special form. This needs to be done each year.
ADMINISTERING MEDICATION
There are students who may require emergency care while at school. These students are commonly referred to as students with Medical Alert Conditions. These conditions are physician diagnosed and potentially life threatening. They may require planned care and support inside as well as outside the school environment (e.g. field trips). Such conditions may include the following: diabetes, epilepsy, anaphylaxis and/or history of severe allergic response, severe asthma - immediate medical treatment required, blood clotting disorders such as hemophilia that require immediate medical care in the event of injury, serious heart conditions, and other conditions which may require emergency care as determined in consultation with parent/student/family physician, school and medical health officer or designate.
If your son or daughter has a medical alert condition it is imperative that the school be made aware of this and that a “Medical Alert Planning Form” be completed. This plan will include a photo (supplied by the parents), contact information, clear description of the medical condition and a plan for school personnel to follow in case of an emergency.
If medication is needed to be administered at the school then a special form entitled “Request for Administration of Medication at School” must be completed by the parent or guardian, the prescribing physician, the public health nurse and the member of the staff who is responsible for administering the medication. If this form is not completed then we cannot give medication to your son or daughter. These forms are available at the school office. A special brochure entitled: “Students With Medical Alert Conditions” is available at the school for those families with a child who has a Medical Alert Condition.
PHYSICAL EDUCATION ATTIRE
During Intermediate Physical Education, students are asked to wear proper attire (shorts, t-shirt, and indoor running shoes) unless they are taking part in an activity where this is not required. In this case, they will be notified by the teacher.
HOMEWORK
During this term teachers have been working with the students to establish homework expectations. Developing this work habit is critical to student success and cannot be started too early. Parents are our partners in making sure that this life skill is reinforced.
As a rough guide, parents should be expecting their son or daughter to be completing up to 10 minutes per grade of homework three or four times a week. In the various grades, homework looks like:
Grade Level |
Time (Up to): 3 or 4 sessions/week |
Suggested Activities |
K and Gr. 1 |
10 minutes |
· read · play rhyming, letter and number games · learn spelling words and use orally |
Grade 2 |
20 minutes or two 10 minute sessions |
· read with and listen to your child · memorize gr. 1 basic math facts · learn spelling words and use orally |
Grade 3 |
30 minutes or two 15 minute sessions |
· read with and listen to your child · memorize gr. 2 basic math facts + - to 18 · learn spelling words and use orally · study for upcoming tests |
Grade 4 Grade 5 Grade 6
|
· 30-60 minutes · Can be broken into smaller sessions over more days. |
· read with and listen to your child · memorize basic math facts · practice with money, especially if shopping, making change and estimating totals for purchase · learn spelling words and use orally · memorize spelling of common words · study for upcoming tests · unfinished classroom assignments are assigned and long term projects are introduced. · time management skills are important |
REPORTING
Formal reports are distributed to the students three times a year: before Christmas, just before Spring Break, and at the end of the year.
Primary Reports: The Primary Report will highlight the key learning outcomes and then indicate whether the child has demonstrated success or still requires more work. The learning outcomes will change from term to term and are based on the grade related IRP curriculum program.
The report must still contain information under these headings:
Strengths exhibited by (your child) this term:
Areas which require further attention and ways to support this:
Summary - this section will contain comments on the student’s progress with reference to the expected development for students in a similar range - in each area.
In addition to information listed above, Intermediate Reports also contain letter grades (A, B, C+, C, C-, I and F), and symbols for Work Habits and Student Behaviour (G, S, N,) in each subject area. Letter Grades do not compare children to each other but to a pre-set list of criteria. Definitions of each letter grade can be found on the report card cover.
AWARDS
At Quigley, students in the intermediate grades will be given awards at the end of the school year for work done in the areas of Academic Excellence, Citizenship, Sportsmanship, Work Ethic, Fine Arts, Athletics, Special Contests where applicable. Individual classroom teachers will provide certificates on a timely basis to acknowledge student growth throughout the year. This will be primarily done through the use of Quasar Awards and Recognition Awards which are presented each month at the first assembly of the month.
COMPUTER PROGRAM
We have an IBM platform with completely updated software. We have a large variety of software, including word processing, graphic and animation programs. As well as our lab we have computers located in the classrooms and student accessible programs in the library.
We are proud of our computer lab and have included as one of our school goals continued computer teacher in-service and professional development as well as enhanced student use.
EXTRA- CURRICULAR ACTIVITIES
Extra-Curricular Activities at the school are organized and coordinated by teachers on strictly a voluntary basis. These include Choir, House Games, Basketball, Volleyball, Track and Field, Cross-Country, and various other activities. Fortunately, at Quigley we have a number of teachers who are willing to assume responsibilities for these areas. Students are encouraged to take part in such activities, if they are interested. Teachers coordinating such activities will remind students of any conditions (i.e. number of practices) and any other requirements.
LOST AND FOUND
Students often report that they have lost a jacket, a shoe, a glove or various other articles of clothing. These ‘lost’ items are continually on display in the box near the multi-purpose room. They are also laid out in the hall way during Parent-Teacher Conferences times, and during major school functions. To reduce the size of our ‘Lost and Found’ display, we encourage pupils d and parents to label all clothing and personal items to assist us in returning them.
LIBRARY PROCEDURES
HOURS: It is expected that students who come into the library before school or at lunch do so to read or work on assignments. A quiet reading/learning atmosphere is maintained at all times.
BORROWING BOOKS: A weekly exchange period is scheduled for each class. Independent visits to the library are strongly encouraged as a supplement to this weekly period. Early primary students (Kindg., Grade 1) may sign out one book, Grade 2s may sign out two books at once, and late primary (Grade 3s) and intermediate pupils, three. These books must be returned before new ones are signed out.
OVERDUE BOOKS: The loan period is two weeks. Overdue reminders are sent out periodically. Unfinished books may, of course, be renewed. Please encourage your child to return his/her books promptly so everyone may share the library resources.
LOST BOOKS: Students are reminded to take extra good care of the books that they sign out. Students may be charged for lost or damaged books. As well these books are then no longer available to other students.
PARENTS AS A RESOURCE
We at Quigley consider parents a most valuable resource. Throughout the year parents are invited to become involved in many areas. Some of these areas are:
- Teachers’ helpers
- Computer Lab Assistants
- Guest speakers/presenters
- Program Involvement (i.e. Music, Art)
- Field Trip Drivers
- Track & Field Station Personnel
Just let us know if and how you would like to become involved, and we’ll certainly do what we can to make use of your talents. Please make sure if you choose to be a Parent Volunteer to fill out a Criminal Record Check form from the office. You need to complete this only once.
We will be looking for volunteers to help with the Reading Fluency Program. This valuable program is geared to helping students who need some extra help with their reading. Volunteers are trained so that they know exactly what to do with the program then they come in a few times each week or month to work one on one with individual students.
How You Can Become Involved in your Child’s Learning?
· Have books at home and read them to show your children that you value reading.
· Spend time with your pre-school or kindergarten child practicing the following:
o Rhyming words
o Segmenting words into smaller parts and then putting them back together
o Blending letter sounds – ‘ph’ sounds like ‘f’
o Practicing how letters sound – young children need to really hear the proper sounds to each letter or combination of letters
o Concepts of print – words and sentences are there to give us information and enjoyment – the more we read the better we become.
Being involved in your child’s learning, cont’d.
· Help your child use the Daily Dozen of Reading – Good readers do these things without thinking about them too much. Students must practice using these skills.
o Access background information – What do you already know that will help?
o Predict what will be learned or what will happen.
o Figure out unknown words on their own, with minimal help.
o Self monitor and self correct – when you make a mistake you correct it yourself or at least you try to correct the mistake.
o Make mental pictures – make a movie in your mind about what you read.
o Connect what you read with what you already know.
o Determine the most important ideas and events and how they are related.
o Take out information from charts, text, graphs, maps and illustrations. Look at all sources of information presented.
o Identify that there are many different types of stories and many different ways that things are written. A novel is written in a different way than a text book. They have different purposes.
o Summarize what has been read – a very important skill to practice.
o Make inferences and draw conclusions – read between the lines and make well informed guesses or conclusions about what you read.
o Reflect and respond – think about what you read and explain whether you found it interesting, helpful or not. Why did you feel that way?
COMMUNITY USE OF THE SCHOOL
Our school facility is used by various community groups after school and during the evenings throughout the week. Inquiries and bookings can be made by phoning the School Board at 860-8888. For your information we currently have First Nation Pre School which is federally funded operating in the old MP room next to the gym. Starting in 2004, the YMCA will be offering after school care at Quigley. More information about this program will be shared in our monthly newsletters.
QUIGLEY ELEMENTARY SCHOOL CATCHMENT AREA
We are an open boundary school for students living in the Rutland Area All students living in the Rutland area may attend Quigley Elementary. If our grade allotment is full a student may have to attend one of the other schools in the area. Your
child will be put on a waitlist for Quigley and once we have available space, your child/ren may attend here.
WHAT HAPPENS IF MY CHILD HAS HEAD LICE?
Parents of students with head lice are contacted by the school office and those students are sent home for treatment. A letter is also sent home to all families of students in the class where a case of head lice has been identified. This letter does not contain the name of the student with head lice. In the event of a serious epidemic, students in all classrooms may be checked for head lice.
After treatment, students are welcome to return to school. Those students must come to the office to be rechecked before returning to class. Students should be 'nit-
free' before returning to class. Advice regarding prevention and treatment is available from the South Okanagan Health Unit, your doctor or pharmacist.
QUIGLEY SCHOOL SONG
We are the Quigley Quasars,
Quigley is our school,
We work hard and play hard all day,
We know that is cool.
We use our best manners,
As we work and play,
We enjoy the things that we do,
Learning day by day.
(Chorus)
Rock on, Quigley, rock on,
Always do your best.
Make the goal to always be good,
You will pass the test.
We are Quigley Quasars,
Quigley is our school,
We work hard and play hard all day,
We know that is cool.
We know that is cool.
WE KNOW THAT IS COOL.
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