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Student Handbook
2008 - 2009
Table of Contents
Dear Parents and Students:
This handbook has been prepared to provide you with information regarding our school. We hope you will keep it handy all year and refer to it whenever you have questions. If you cannot find the answer to your question in this handbook, please call your child’s teacher or the school office!
We are all very proud to be a part of Readfield Elementary School. All staff members are dedicated to excellence in education. We sincerely welcome your interest and encourage you to share your suggestions and ideas so that our elementary program may benefit and continue to improve.
Wishing you a most rewarding and productive school year.
Sincerely,
Cheryl Hasenfus
Principal
REMEMBER: It is against State of Maine Law to pass a school bus with blinking red lights, even when the bus is in the school yard.
Our Civil Rights
Our Civil Rights
I have a right to be happy and to be
Treated with compassion in this school:
This means that no one
Will laugh at me or
Hurt my feelings.
I have a right to be myself in this school:
This means that no one will
Treat me unfairly because I am
Black or white,
Fat or thin,
Tall or short,
Boy or girl.
I have a right to be safe in this school:
This means that no one will
Hit me, Push me,
Kick me, Pinch me, Hurt me.
I have a right to hear and be heard in this school:
This means that no one will
Yell,
Scream,
Shout,
Or make loud noises.
I have a right to learn about myself in the school:
This means that I will be
Free to express my feelings
And opinions without being
Interrupted or punished.
Author Unknown
Readfield Elementary School Vision
We, at Readfield Elementary School, believe that all children should have opportunities to experience joy in learning and pride in themselves and their accomplishments.
We believe in the principles of developmental learning as a means of helping all children reach their maximum potential.
We will continue to work to ensure that our programs will be designed to fit the needs and abilities of individual children. We understand that no two learners are exactly alike. Each child has individual strengths, needs, interests, learning styles, and learning rates. Programs for learning, therefore, must take into account these unique individual characteristics.
This is as true for adult learners as it is for children.
The covenant: An agreement between the school and community
One of the things that has made our school such an outstanding place for children has been the willingness of teachers to design programs that meet students' individual needs. In the future, we, the educators of RES, commit ourselves to further develop our skills in this area and to develop a comprehensive, school-wide educational program consistent with the principles of developmental learning.
One of the things that has enabled educators to be so successful with students at RES has been the support shown by this community for education. We, the Readfield community members commit to continue to provide educators at RES with adequate resources, (time, training, material, and parental support) to enable them to fulfill this commitment to developmental learning for all students.
One of the essential features of an outstanding developmental education program is a system of student assessment that provides an accurate and detailed description of each student's learning over time. Educators will continue to design and implement student assessment and basic educational goals for all grade levels that will clearly communicate expectations for student learning and individual progress at RES.
Flexibility is key to providing students with programs that best fit their individual needs. Parents and teachers support and communicate to each other in the development of the child through the learning agreement process.
Maranacook Area Schools Belief Statement
Capstone Statement: “A caring school community dedicated to excellence”
We believe that all students deserve and are expected to take advantage of challenging and rewarding educational experiences designed to provide them with academic, career and life skills and the knowledge needed for their future personal and professional success. Students, in turn, are expected to work hard, to take initiative for making the most of their educational opportunities and to become good citizens.
We are committed to creating the ideal school. Ideal schools have:
an educational environment which promotes and nurtures: creativity and imagination, respect, responsibility, individual self-esteem, appreciation and acceptance of differences between individuals, a positive attitude toward learning, community involvement, and development of personal traits of honesty, trustworthiness, hard work and compassion;
high expectations for achievement based on national and international standards of excellence;
a curriculum development process which insures that the changing needs of society are blended with the needs of individual students and educational research;
an agreement on the importance of assessment, with a goal towards improving the achievement of all students;
a challenging range of courses, experiences and extra-curricular activities which recognize the needs, interests, and abilities of all students;
teachers who utilize a variety of instructional strategies and demonstrate a belief that all students can learn;
a comprehensive professional development program, guided by valid educational theory and research, which promotes exemplary teaching and learning;
a supervision and evaluation process which encourages and supports staff growth and development;
facilities and grounds which are well maintained, safe and orderly, and provide an effective setting that encourages and supports learning.
Individuals in an ideal school share a common vision, high personal and professional aspirations and expectations and a commitment to excellence.
Adopted October 30, 1993; amended December 12, 2000
Equal Opportunity Statement: Union #42 and the M.M.R.W. Community School District #10 insures equal employment/educational opportunities, and Affirmative Action regardless of race, sex, color, national origin, religion, marital status, age, or handicap.
Readfield Elementary School Schedule
School begins at 8:00 a.m. and ends at 2:30 p.m.
(WALKERS, BIKE RIDERS, AND STUDENTS ARRIVING AT SCHOOL BY CAR SHOULD NOT ARRIVE BEFORE 7:30 A.M.)
RECESSES
Grades 4 - 5 9:45 - 10:00
Grades K - 3 10:00 - 10:15
LUNCH RECESS TIMES LUNCH TIMES
Kindergarten 12:05 - 12:30 11:30 - 11:55
Grades 4 - 5 11:30 - 11:55 12:00 - 12:25
Grades K - 3 12:05 - 12:30 12:35 - 1:00
Readfield Elementary Staff
Teaching Staff |
Ext. |
Itinerant Staff |
Ext. |
Support Staff |
Ext. |
Bourgoine, Barbara - Literacy Special |
313 |
Chaplin, Sharon - Nurse |
321 |
Gaboury, Art- Head Custodian |
322 |
Boucher, Rachael - Learning Center Teacher |
307 |
McHatten, Lynn - Librarian |
317 |
Chase, Anna - Ed Tech III |
417 |
Church, Barbilyn - Grade 2 Teacher |
306 |
Dore, Daisy - Mental Health Collaborative Social Worker |
418 |
Chretien, Sue - Ed Tech III |
315 |
Dachs, Donna - Grade 3 Teacher |
332 |
Godfrey, Barbara - Physical Education Teacher |
336 |
Snow, Tom - Night Custodian |
322 |
Dooling, Kelly - Grade 4 Teacher |
330 |
Hickey, Terrance - Elementary G/T Coordinator |
312 |
Gatti-Fyler, Linda - Ed Tech III -- Technology |
305 |
Drapeau, Carleen - Grade 1 Teacher |
311 |
Holinger, Susan - District Psychological Tester |
404 |
Gogan, Carol - Ed Tech I - Library Aide |
409 |
Dumais, Veronica - Kindergarten Teacher |
308 |
Jennifer Caton - Vocal Music Teacher |
414 |
Greves, JoAnn - Ed Tech III |
416 |
Ballard, Michelle - Grade 1 Teacher |
335 |
McPhedran, Betsy - French/Art |
401 |
Hewett, Kimberly - Assistant Cook |
410 |
Lavallee, Leslie - Grade 2/3 Teacher |
314 |
|
|
Mason, Terri - Ed Tech I |
407 |
Lynch, Eileen - Resource Room Teacher |
315 |
Gaeton English - Instrumental Music Teacher |
337 |
Moorman, Nancy - Volunteer Coordinator |
319 |
MacGillivary, Karen - Multiage 1/2 Teacher |
310 |
Diana Erb - Occupational Therapy |
303 |
Murray-Webb, Monica - Ed Tech III |
318 |
McLaughlin, Deborah - Grade 3 Teacher |
333 |
Patrie, Linda - Guidance Counselor |
339 |
|
|
Mitchell, Pamela - Kindergarten Teacher |
309 |
~ |
~ |
|
|
Nazlian, Bob - Grade 5 Teacher |
331 |
~ |
~ |
|
|
Nichols, Stephanie - Grade 5 Teacher |
334 |
~ |
~ |
Soiett, Diana - Head Cook |
338 |
Reville, Laura - Grade 4 Teacher |
|
After-School Daycare Phone |
320 |
|
|
Williamson, Mary – S/L Clinician |
316 |
REPA |
402 |
|
|
~ |
~ |
~ |
~ |
|
|
~ |
~ |
~ |
~ |
~ |
~ |
|
301 |
~ |
~ |
Williams, Sherry - Secretary |
302 |
~ |
~ |
|
~ |
~ |
~ |
SUPERINTENDENT OF SCHOOLS – RICH ABRAMSON - 685-3336
ASSISTANT SUPERINTENDENT/DIRECTOR OF SPECIAL EDUCATION – LEW COLLINS -- 685-4372
DIRECTOR OF TRANSPORTATION -- BLENNY BUTTERFIELD -- 685-3621
COMPUTER COORDINATOR -- JAN KOLENDA -- 622-2949
READFIELD SCHOOL COMMITTEE
MARTHA BENTLEY
STEVEN HAYES
CAROL DOORENBOS
ROBERT PEALE
KATHY SCHULZ
Assessment of Student Learning
There are many exciting new initiatives underway at Readfield Elementary School in the area of student assessment. Standardized tests such as the Maine Educational Assessment (MEA) is being used to provide yearly statewide comparisons of RES student achievement in grades 3 - 5. The NWEA MAP assessments (Northwest Regional Educational Association Measures of Academic Achievement) will be given to students in grades 3 - 5 in the fall and spring. Other forms of student assessment such as portfolios, skills checklists, exhibitions, and student performances are also used in many classes to provide teachers, parents, and students themselves with opportunities to see concrete evidence of learning and to assess the quality of the work being done. The DRA2 is a reading test that assesses discrete skills in literacy. This assessment
will be given to all students, K -ñ5.
Bringing Toys to School
It may be appropriate for students to bring toys to school providing the following is understood:
• The school is not responsible for lost, stolen, or broken toys. Therefore, it is in the best interest of the students if expensive toys are not brought to school at all.
• Toys must be kept in a bag or backpack while the student is on the school bus.
• If the toy is used at inappropriate times during the school day, the teacher reserves the right to take the toy until the end of the day or as otherwise arranged.
• No dangerous toys are allowed at school, including, but not limited to, skateboards, ski boards, knives, toy guns, etc.
• Radios, tape players, walkmans, cell phones, and beepers are NOT allowed at school at any time.
• Trading cards, comic books, or other items should be kept home. There will be no trading or selling of items here at school. There will be no "playing for keeps".
Citizenship Characteristics
There are many character traits that show a person displays good citizenship. The following characteristics are ones that are stressed throughout the school year in all of our district schools. These characteristics were developed by the Union 42/CSD 10 School Climate Committee, Spring, 1999.
Citizens are:
Trustworthy
Tolerant
Responsible
Compassionate
Hardworking
Respectful
Honest
Code of Conduct
Maranacook Area Schools
A. Unacceptable Student Behavior
Inappropriate use of language (bullying, harassment &endash; civil rights)
Physical safety issues (confrontation, anger, fighting, bullying)
Disruptive classroom conduct that impedes learning opportunities
Complete disregard for rules
Lacks academic focus/progress (lack of work ethics)
Lack of respect for others
Dishonesty
B. Standards of Student Responsibility for Behavior
I have a right:
to learn.
to be respected.
to be heard.
to be safe.
Therefore, I will
act with integrity (truthfulness).
work hard and do my best.
be respectful of others.
be accepting of individual differences.
treat others with kindness.
act safely.
Community Volunteer Program
The volunteer program at Readfield Elementary School is an active program that provides an opportunity for interested community members to work in the school under the direction of the Volunteer Coordinator and teachers to strengthen the school curriculum. With this program the unique resources of the community are utilized to enrich students' educational experience.
There are many opportunities for volunteers to share themselves in the school. Volunteers help in the school library, tutor students, prepare instructional materials, listen to children read, type stories, chaperone field trips, baby - sit for volunteers, take an active part in REPA, share life skills, hobbies, or travel experiences, help produce the monthly informational school newspaper, the "Bulletin Board", etc.
No experience is necessary to volunteer. There is a place for you, if you have the time and interest. Call Nancy any time with ideas, questions, or comments. Call any day 8:00 - 1:00. The number is 685-4406 extension 319.
Distributing Invitations at School
In order to prevent hurt feelings, invitations to home parties should not be distributed at school unless all students in a classroom receive an invitation. Any special notices to be sent home with students should be cleared with the principal beforehand. Thank you for your cooperation!
Emergency Information
Emergency cards are on file for each child in the school office. Parents need to contact the office with changes in phone numbers or changes of employment.
Fire Drills
Fire drills are conducted a minimum of ten times per year. We will hold the majority of drills in the fall and spring. It takes about one minute to empty the building.
Homework Expectations "Homework: the act of learning at home"
Learning is a responsibility of both the school and the home. Extending learning time and opportunity beyond the standard school day has proven to make a substantial difference in student achievement. Homework is given to reinforce what has been learned in class, to prepare students for upcoming lessons, to extend and generalize concepts, to teach responsibility, and to help students develop positive study habits. Often, time is allowed for the work to be started and/or completed in school. If this time is used appropriately, a student should expect no more than one hour of homework a night, with the exception of studying for tests and working on long-range projects. The exact amount of time will vary to some extent on the work habits of the student. It is important to remember that the teachers, students, and parents each
play a significant role when discussing homework.
Teacher's Role:
Plan homework tasks that can be accomplished independently (with minimal direction or assistance).
Consider the other demands on the student's time, both in and out of school.
Place value on homework completed on time.
Check all assigned homework.
Modify assignments when necessary.
Make every effort to coordinate assignments, quizzes, and tests so students are not over burdened.
Monitor use of assignment notebooks.
Student's Role:
Understand the need for homework.
Regard an assignment as a personal commitment and make every effort to get it done and passed in on time.
Note when an assignment is due, realize what is expected, and, with the help of adults, create a time management plan to ensure its successful completion.
Submit homework that is neatly done and reflects pride in one's work.
Keep an assignment notebook and share with parents.
Parent's Role:
Encourage a positive attitude toward homework and help your child to find the best time and place to do the work.
Monitor your child's homework for neatness and completeness.
Notify the teacher if your child has difficulties with an assignment or length of assignment.
Check the assignment notebook.
In summary, we feel that homework is a necessary and desirable extension of the instructional program in school. It provides an opportunity to reinforce daily instruction, prepare for future learning, expand or extend student thinking/awareness, and utilize directed study skills. It also provides an important opportunity for parents to play an active role in their child's learning.
Hot Lunch and Milk Programs
Hot lunch and breakfast will be available to all students in grades K - 6. Student lunches are $2.25 each or $.40 for reduced lunch. Students who want to purchase milk with their bag lunches may do so at a cost of $.50 per half pint. If you are eligible for free or reduced lunch, please be aware that if your child brings a lunch from home and wants milk, this milk is not free. Prepaying for lunches and breakfast is necessary. We cannot extend credit to any student. Sending money in on Monday of each week assures that your child will have hot lunch for the week.
You may also pay a lump sum of money; you will be notified when your child's account is running low.
The menu will be sent home regularly with the students. You may also access our menu on the website: www.maranacook.org. Available is an "offer vs. serve" program. Students may choose either the hot lunch offering or an alternative. We also offer a breakfast program costing $.75 full price or FREE for reduced. Breakfast is served from 7:30 - 8:00, as soon as students get off the bus. Students should go directly from their bus to the cafeteria. If children are brought by car, please bring them by 7:45 if you wish them to be served
breakfast.
Please note: THERE WILL BE A $15.00 SERVICE CHARGE ON ANY RETURNED CHECK FOR INSUFFICIENT FUNDS.
Parent/Teacher Conferences and Report Cards
Conferences are scheduled for all parents at the end of the 1st and 2nd trimesters (November and February). All students in grades K - 5 will receive report cards at the end of each trimester.
Reports are sent home at mid-trimester for all students. These reports are sent home with all students so that students and parents know the progress being made in subject areas at this mid-point. These reports show what grade a student may expect to receive on his/her report card if the student continues to work in the same way for the remainder of the quarter. It also allows time for improvements to be made if necessary. Parents are encouraged to contact the teacher(s) with any questions or concerns about these mid-trimester reports.
No Smoking Policy
The School Board has adopted a policy that prohibits smoking anywhere on school grounds, inside or outside. This includes evening and weekend activities. This policy went into effect on August 31, 1994.
Permission Slips
Please date all permission slips. This will ensure that your child participates in extra activities only when you want them to, such as field trips. Because permission slips for field trips are sent home several days prior to a scheduled event, students may not call home the day of the trip to get forgotten permission slips. Students without signed permission slips will remain at school under the supervision of another teacher. Bus pupils leaving school on a bus different from the bus to which they are assigned, or leaving in any way other than by a school bus, MUST have a dated permission slip from home, signed by a parent or guardian.
Procedure for Communicating Parental or Community Concerns
The purpose of this procedure is to provide guidelines that will improve communication between parents, community members, and the educators of the school. When a parent has a concern, the best way to deal with that concern is to talk directly with the person(s) involved. If the issue is not resolved at that level, it may be appropriate to go to the next level. Usually the person at the next level will consult or involve the primary person in the resolution of the question or concern. Therefore, we ask that as much as possible the following procedure be followed when there are questions or concerns. It is also understood that there may, in rare cases, be exceptions to this procedure. It should also be understood by all that if, for whatever reason, one of these steps is by-passed, the concern will immediately be addressed
with those involved.
Steps to be followed:
1. Person(s) with concerns go directly to the source, i.e. teacher 1st -- if not satisfied with outcome, person may go to:
2. Building principal. If not satisfied with outcome, person may go to:
3. Teacher and building principal together. If not satisfied with outcome, person may go to:
4. Superintendent. If not satisfied with outcome, person may go to:
5. Superintendent, building principal, teacher (and anyone of teacher's choosing) and concerned party. If not satisfied with outcome, person may go to:
6. School Board (as a whole), Superintendent, building principal, teacher (and anyone of teacher's choosing).
The Principal is responsible for the day to day operation of the School. The Superintendent of Schools is responsible for the day to day operation of the district. The School Committee is the policy-making body.
We hope this procedure eliminates frustrations while solving any problems that may occur.
Readfield Elementary Parents Association (REPA)
REPA is a non-profit organization. Our purpose is to: promote interest in elementary education in Readfield; enhance the relationship between parents, community, and teachers for the betterment of the education of the child; enhance the curriculum through enrichment programs for the students; promote parental and community involvement in the school. Anyone interested in joining need simply attend a meeting. Because the purpose of the Parent Advisory Committee and REPA are similar, these two groups will be melded beginning in September 2005.
As an active parents's group, REPA works closely with school staff to provide quality programs for students. Past activities have included trips to Norlands, the Portland Symphony Orchestra, KinderKonzerts, and the Theater at Monmouth. In addition, REPA coordinates informational programs for parents and the community on topics relating to elementary education. We hope you will consider getting involved.
Respect for Equipment, Books, and Supplies
The students are constantly encouraged to respect school property and to give it the finest care. Respect for materials and property leads to respect for people, self, and academic work. All school textbooks are to be covered with book covers. All school textbooks are the students' responsibility. If damage or loss occurs to a textbook the student assigned to that textbook is responsible for reimbursement.
RULES AND CONSEQUENCES
Philosophy
An important goal at Readfield Elementary School is to foster respectful and responsible student behavior. We believe that students, staff, and parents share responsibility for promoting positive social and academic behavior in school.
There is no doubt in our minds that one of the greatest challenges facing Readfield Elementary School's staff each day is promoting a wholesome and supportive learning atmosphere throughout the school. Promoting effective discipline both of behavior and schoolwork, requires a comprehensive program supported by everyone. We believe that a well-disciplined school not only guarantees a safe and comfortable environment for all, and has a friendly and cooperative atmosphere, but also offers the same codes of conduct for everyone and provides fair application of all codes of conduct. Within this context, home and school must work together to assure clarity and consistency of discipline.
When students follow the school community expectations, they help build a safe and healthy school climate and increase the opportunity for learning.
School Community Expectations
• That students follow verbal instructions: Given a request by any staff member to complete a task, the student will acknowledge the instruction, and complete the task.
• That students respect others, their space and property: Given that everyone has rights of privacy and space, others will ask permission before using another person's space or property. Each individual will treat others the way he or she wants to be treated.
• That students use areas of the building for designated activities: Given that different areas of the building have specific purposes, students will be expected to follow the guidelines for those areas (i.e., gym, classroom, cafeteria, playground, etc.).
• That students use appropriate voices in all settings: Given that respect includes voice control and body language, students will be expected to respond to others in a respectful and considerate manner.
Consequences
When a student is not meeting the school community expectations, natural and logical consequences will be used as much as possible as the first step to improve the behavior. Logical consequences:
• are directly related to the behavior in question (ex. -- if a student writes on desk they should spend time cleaning desks);
• balance firmness with a sensitivity to student dignity and respect;
• are not humiliating;
• lead the child to reflect on the behavior and why it was inappropriate.
Academic Work -- Each grade level and classroom will develop procedures dealing with incomplete schoolwork which will be communicated to parents.
Inappropriate Behavior: Definitions
Verbal abuse is -- inappropriate words, sounds and/or gestures directed at an individual. Examples -- offensive language, teasing, name calling, threatening, etc.
Physical abuse is -- physical contact with an individual which can result in harm. Examples -- hitting (with body or objects), kicking, biting, spitting, pushing, tripping and sexual contact, etc.
Disruptive behavior is -- behavior that interrupts the learning environment where the student is disrespectful to other students, staff members or property.
Outlined below is the procedure that will be followed when more serious behaviors are experienced:
Inappropriate Behavior: Definitions
• First Consequence: Supervised study will be given. A meeting will be arranged to develop an action plan with the student and appropriate school personnel. This will be followed up with verbal communication and parental involvement.
• Second Consequence: Supervised study and after school detention will be given. The behavior plan will be reviewed and/or modified during a formal meeting of appropriate school personnel, including the principal, students, and parents.
• Third Consequence: In- or out-of-school suspension.*
*Any of the above behaviors may result in the parent taking the child home immediately.The school reserves the right to suspend a student at any infraction level depending upon the severity of the action. The final decision will be made by the principal.
Student to Adult Abuse -- A student who verbally or physically abuses an adult, while in attendance at Readfield Elementary School, will be immediately suspended from school for the remainder of that school day. Prior to returning to the classroom the student and parent/guardian will meet with an administrator and adult(s) involved in the incident. A longer suspension may be indicated in some circumstances. The final decision is at the discretion of the principal.
Detention
A. Detention time limits:
• Grades 1 and 2: 30 minutes from 2:45 - 3:15
• Grades 3 through 5: 45 minutes from 2:45 - 3:30
B. A staff member will send a note home and/or call home to inform parents. The note will be signed by the parent and returned to school the following day. The student will attend detention the day following the incident.
C. The staff member assigning the detention reports the student's name to the classroom teacher, to the office, and, if applicable, to the Affirmative Action Officer.
D. The student arrives at the detention on time and sits calmly and quietly working on schoolwork or reading a book for the assigned time.
E. If the above expectations (D) are not met, the student is assigned another detention.
F. If a student has gone 4 weeks without any behavioral problems, one behavioral incident will be erased. In other words, if a student already has been written up for a behavior incident, they will receive a credit that will cancel out a prior incident. This will allow students who are making an effort to improve, to be rewarded for this effort. Every student will begin a new trimester with a "clean slate."
G. Parents are responsible for arranging transportation home if a student receives a detention.
If a child's inappropriate behavior continues or escalates, he or she may be suspended for up to ten days, placed in a full day supervised study for one to three days, or home tutored indefinitely. The final decision is at the discretion of the principal.
Appeals or questions on any disciplinary situation or consequence should be made first to the teacher. If you are not satisfied, the next step is to the principal. If a satisfactory solution is not reached with the principal, you may then appeal to the superintendent.
We hope that through following the outlined procedures, students will make responsible choices about both their academic work and their behavior.
Vandalism, Damage to School Property and Weapons at School
Our school building and equipment cost the taxpayers to construct, purchase and maintain. State law holds students (or parents) financially liable for damage to school property. Title 20A, Section 6805 of the Maine State Statutes states: "If a minor injures or aids in injuring any schoolhouse or school outbuildings by marks, cuts or otherwise; or injures or destroys school property belonging to an administrative unit, the unit may recover from the minor's parent, in a civil action, double the damage." Civil action will be pursued only when the student or parents fail to make appropriate restitution by repairing or replacing the damaged school property.
Weapons and objects used as weapons will be confiscated immediately and parents contacted. The District Weapon's Policy will then be followed. The Board recognizes that bomb threats are a significant concern to Readfield Elementary School. Whether real and carried out or intended as a prank or for some other purpose, a bomb threat represents a potential danger to the safety and welfare of students and staff and to the integrity of school property. Bomb threats disrupt the instructional program and learning environment and also place significant demands on school financial resources and public safety services. These effects occur even when such threats prove to be false. The School Committee is in the process of developing a policy on bomb threats. Until that policy is approved, the Weapon's Policy will be followed. See Weapon's Policy on district web site.
School Rules
The following rules are intended to communicate the basic expectations that we have for all students. The School Rules listed below are intended to be "general". Teachers, along with the students, will also establish their own specific classroom (or grade level) rules in addition to these.:
School and Playground Rules:
We will be polite and respectful toward others.
Our school will be free from teasing, harassing, name calling, swearing or foul language, hitting, shoving, kicking, spitting, or punching.
Our clothing will distracts no one in their learning.
We will respect other people's property and school property.
We will remain in the school building and/or on the playground unless we have permission from a staff member.
We will walk and use "inside" voices in the building..
Students will play properly and use all playground equipment safely.
We will never bring drugs, cigarettes, alcohol, or weapons to school.
School Cancellations Due to Storms
Local radio stations and TV stations will announce school cancellations by 7:00 a.m. Early dismissals due to storms will also be broadcast.
It is the parents’ responsibility to plan alternate arrangements as necessary to provide for the care of children whenever pupils are dismissed early due to emergency measures and to make sure the children know of these arrangements. A form will be sent home for you to fill out and return so that we know what arrangements you have made. Please remember that sometimes emergencies occur on sunny days!
We will attempt to call all parents when there is an emergency dismissal through a telephone tree, if there is time. There may be instances when school is canceled because of emergencies, other than weather. Therefore, in the case we cannot contact parents, please make sure your child knows the emergency plan. We will follow this plan, unless we hear otherwise.
Parents should listen to the radio, TV, or call the school, ext. 1, for this information. The radio stations announcing our schools are: WABK, (104.3); WMME, (92 MOOSE); WMGX (93.1); WPOR (101.9); WGME (TV-13); WCSH (TV-6); WMTW (TV-8); WABI (TV-5). Remember also: You may also call the school number (685-4406), ext. 1, for no-school announcements or early release information.
School Committee Meetings
The Readfield Elementary School Committee meets monthly, on the first Monday after the first Thursday of each month, except December, July, and August. These meetings are open to the public. The RES School Committee members are elected officials who oversee and approve school policy and curriculum, the hiring of staff, and develop and approve the budget of the elementary school. Other responsibilities are outlined in school policy (available in the Principal's Office) and State Statute. Two members of the RES School Committee are also members of the CSD 10 School Committee. All members of the RES School Committee are members of the Union 42 School Board.
School Events and Dates
School Committee Meetings
The Readfield Elementary School Committee meets regularly. These meetings are open to the public. The RES School Committee members are elected officials who oversee and approve school policy and curriculum, the hiring of staff, and develop and approve the budget of the elementary school. Other responsibilities are outlined in school policy (available in the Principal’s Office) and State Statute. Two members of the RES School Committee are also members of the CSD 10 School Committee. All members of the RES School Committee are members of the Union 42 School Board. The following is a list of RES School Committee Meetings and Union Meetings:
Meeting |
Day |
Date |
Time |
Place |
Union Board |
Tuesday |
September 2 |
7:30 |
Manchester Elem. |
RES School Comm. |
Monday |
October 6 |
6:30 |
RES Cafeteria |
Union Board |
Tuesday |
December 2 |
7:00 |
MCHS |
Union Board |
Tuesday |
January 6 |
7:00 |
RES |
Union Board. |
Tuesday |
February 3 |
7:00 |
MCHS |
RES School Comm. |
Monday |
February 9 |
7:00 |
RES |
Union Board |
Tuesday |
March 3 |
7:00 |
MCHS |
RES School Comm. |
Monday |
March 9 |
6:30 |
RES |
Union Board |
Tuesday |
April 7 |
7:00 |
WES |
RES School Comm. |
Monday |
April 13 |
6:30 |
RES Cafeteria |
Union Board |
Tuesday |
May 5 |
7:00 |
Mt. V. Elem. |
Union Board |
Tuesday |
June 2 |
7:00 |
MCHS |
A school newsletter from the Office of the Principal will be sent home each week to help keep everyone informed of coming events. Further, the "Bulletin Board" newsletter will be published monthly to help give more details of what is and has been happening around the school. In addition, classroom newsletters are sent home either weekly or monthly. Always feel free to contact the school for more information.
School Policies
Snacks
Students will be provided a snack time during the morning. Each classroom will set this time. We also encourage all students to bring healthy snacks to eat, instead of candy, soda, and other "junk food.".
Student Insurance
Student insurance is made available each fall through an outside agency at a minimal cost to parents. This is the only student insurance coverage that is available through the school.
Student Absences and Tardies
A student may be excused from school for the following reasons:
• personal illness;
• an appointment with a health professional that must be made during the regular school day;
• observance of a recognized religious holiday when the observance is required during the regular school day;
• a family emergency.
Students are expected to be in school every day unless they have an illness that requires them to stay at home or have an important family commitment that is unavoidable during school time. By the same token, children who are ill should not be sent to school. If a student becomes ill during the school day, we will call you and ask you to make arrangements to pick up your child. As you know, many illnesses affecting children are contagious and we ask for you to consider this when making the determination whether or not to send your children to school.
Frequent absences do affect the progress of your child's educational program. We ask you to make every attempt to maintain consistent attendance of your children. As students get older, it is expected that they will make up the work missed. Please call the school by 8:30 a.m. with a message about your child's absence. By doing so, we can all be assured that each student is exactly where he/she is supposed to be. Arrangements may then be made to pick up any missed work in order to make your child's return easier.
Please note that instruction begins at 8:00 a.m. Students should arrive at school before that time so that lessons are not interrupted by late arrivals.
Student Dress
Please make sure that your child is dressed appropriately when he/she leaves for school. Warm clothing for the late fall and winter is a must! Hats, boots, (not sneakers), mittens, and heavy coats are necessary in the winter as all students go out doors during recesses – weather permitting. Hats and head coverings, unless associated with an ethnic/religious custom, are not worn inside during the school day.Bare feet are not allowed in school. A pair of shoes may be left at school to wear inside during the winter. Sneakers are also required for Physical Education classes.
We do not allow the wearing of inappropriate or offensive clothing at RES. Since we are advocating a healthy life-style, T-shirts, hats, or other apparel advertising alcohol, cigarette, or other drug use will not be worn. Students in such attire will be given appropriate attire to wear for the day.
It would be very helpful if clothing were labeled. A lost-and-found is located at the school.
Telephone Calls
Students should not be called from class for telephone calls except in an emergency. Parents, please feel free to call the school to leave messages or ask questions. Students should also take care of planning after school activities and making those arrangements at home. The school telephone cannot be tied up making these arrangements.
Use of School Building
There is a school policy governing use of the school building. If you wish to use any part of the facility, you must make arrangements with the office. Necessary information should include:
• The date(s) requested
• The hours requested
• The proposed activity
• The number of participants
• The name of the person in charge
A minimal fee may be charged in some cases. The fee is decided upon by the principal, superintendent, and school committee and would help to defer the cost of energy and janitorial services.
Visitor Parking
Visitor parking and student drop-off space is available on the north side of the school building. Please do not park or leave your car unattended in the front circle between the hours of 7:20-8:00 a.m. and 2:20-3:00 P.M. During these times, busses are either unloading or loading students, and there is not room to maneuver around parked cars. This is especially true in winter when the snow is piled around the driveway area.
Walking and Riding Bicycles to School and Home
Students may walk home from school with written parental permission. Walking long distances is not advisable for younger students. Only students in grades 5 may ride bikes to school with written parental permission. We strongly encourage all cyclists to wear helmets.
Special Programming Descriptions
MEDIA CENTER SERVICES
The Readfield Elementary School library serves about 300 students in grades K - 5. The collection totals over 5000 volumes including reference, audio-visual materials, magazines, beginning to read books, fiction, and non-fiction books.
Students are responsible for any materials loaned to them. If books are lost or damaged, children are expected to pay the replacement cost of the books.
On behalf of the professional staff and media center volunteers, we look forward to providing an enjoyable and rewarding library experience for your child.
Nancy Diamond, Media Specialist
VOCAL MUSIC
Our students will have the opportunity to study and experience many different areas of music. Some of those included are: singing, listening, playing instruments, creative movement, and music theory. By incorporating all of these areas of music into the program we can be assured that the child can understand and appreciate how music is written and performed.
Students will have the opportunity to listen to many different styles in music and to learn about the lives of composers, thus developing their appreciation of many different kinds of music.
In addition to the above, students will experience music first-hand by performing vocally and instrumentally, thus opening the door to the world of music.
Ed Larson -- Vocal Music Teacher
BAND
The band program is designed to provide an environment that enables students on all levels to experience the pleasure of music written for the wind ensemble. In a group setting from the beginning, students playing different instruments methodically learn through steady, progressive ensemble studies. Band is designed to provide growth in the areas of artistic intellect, sensitivity to sound, and the creation of sound. Students also experience the development of motor skills which rhythmically coordinate the eyes, ears, tongue movement, finger movement, and breath control needed in order to generate and develop these sounds. Students, through their instruments, experience the principles of physics and acoustics in generating and controlling sound waves through the various lengths and shapes of the horns, and learn how the
materials used in the construction of the instruments affect the harshness or softness of sounds. Through the study of rhythm, metric patterns are coordinated with mathematical divisions and subdivisions of note values. The band is an experience in total growth from an approach different than that of basic studies. Its greatest value lies in the fact that as an art, it is one area in the education of a child that develops sensitive responses to sight, sound, and expressions of youthful feelingfulness.
In 4th grade band, students learn correct assembly, maintenance, and care of their instruments. They learn fundamental fingerings needed to play the instrument, and through the approach used in the method books, learn basic notes, note values, rhythms, and terminology through unison playing of elementary musical studies and melodies. They then gradually divide into smaller groups to play more individual parts in pieces that are scored for wind ensemble.
In 5th grade band, students continue more advanced study of fingerings, rhythm, and musical pitch. As a band, they are introduced to a wider variety of music that continues to challenge their skills, as well as works to extend the playing ranges of their instruments. These band members also experience music written for smaller groups of instruments such as solos with accompaniment, duets, trios, quartets, and choirs of like instruments such as brass, woodwind, and percussion ensembles.
Marty Naas -- Band Instructor
ART
The art program is designed to provide each child with the opportunity to experience self-expression and creativity through a variety of materials and techniques. The importance of the study of art for children is in the process rather than the product. By creating art and studying art history, children will develop a greater appreciation of themselves, their environment and a better understanding of the world in which they live. Effort is made at all levels to connect the study of art to other academic areas.
Silvia Finelli -- Visual Arts Educator
SPECIAL READING PROGRAM
This special reading program emphasizes the prevention of reading problems. Any child who may benefit from additional and more individualized reading instruction is offered the opportunity to participate in our special reading program.
Children are selected for this program on the basis of teacher recommendation and group and individual testing. Most of the children in the program work for thirty minutes each day in the Reading Room in addition to their classroom reading work. The classroom teacher and the reading specialist coordinate the child's reading curriculum.
Yearly testing is done to determine the progress of each child and to aid in diagnosing reading problems and in prescribing corrective reading activities. The testing also is helpful in determining the appropriate instructional level for the child in his/her classroom reading program.
Patricia Allen -- Literacy Specialist
SPECIAL EDUCATION
Special Education Services are provided to students with diagnosed difficulties that affect their school performance. Pupil Evaluation Team (PET) meetings are held to make all determinations for services. This team is composed of the parent(s), the student (if parents wish), the regular education teacher, a special education teacher, and an administrator. Others may be invited at the discretion of the parent(s), and as necessary for appropriate decisions to be made. The student, his/her parents, the classroom teacher, and any specialists who are needed to best help the student reach his/her potential jointly develop goals for services. Regular meetings are scheduled for review of these goals. Parents may request a meeting at any time.
Eileen Lynch, Laura Reville, Mary Williamson -- Special Education Teachers
GUIDANCE COUNSELOR
A comprehensive Elementary Guidance and Counseling Program is being offered to meet the developmental needs of K - 5 students. Through classroom discussions, small group support on specific issues, and individual counseling, students look at alternative ways of handling every day problems. Referrals for individual counseling support may come from parents and teachers, as well as from the students themselves.
Linda Patrie -- Guidance Counselor
PHYSICAL EDUCATION
The physical education program is intended to maximize fun, fitness, and skill development while minimizing competition. Students in kindergarten and first grade work on locomotor and non-locomotor movements, relating concepts (high, low, far, near, heavy, light, etc.) to movement, spatial awareness and relationships, ball skills, striking with short-handed implements, rope jumping, tumbling, relay formations, simple games, and repetitive dance steps.
Grades two and three work on modified, or "lead-up" games involving the use of skills to be applied in more formal games later on. These children also participate in activities that promote the development of cardiovascular fitness, strength, and flexibility. Cooperative games, dance, tumbling, and apparatus work round out the program.
Fourth through sixth graders refine skills, continue fitness activities, and play more formal versions of team sports. Emphasis is always on fun and fitness rather than winning and losing. We play to play.
Sneakers must be worn during gym class for the following reasons:
• proper support is necessary when running and jumping, especially for bones and joints that are still growing. Athletic shoes need to be worn for athletic endeavors.
• improper shoes slip and slide all over the floor, making it difficult for the child to perform at his/her best.
• slip-on shoes slip or fly off at inopportune times, like while kicking balls.
Students who do not wear sneakers will sit out for the class period. Usually, this happens only once. If this is a problem, please let me know.
Students will also be more comfortable in loose-fitting clothes that can get dirty. Jeans are not the best thing to wear because the back seam and belt loop hurt during sit-ups. No dangling earrings are allowed.
Students in grades 2 - 5 participate in the Presidents Challenge Physical Fitness Test in the fall and spring. They get very excited about these tests and try hard to perform well. Results will be available to the parents.
Barbara Godfrey -- Teacher
HEALTH
Readfield shares the services of a school nurse with Manchester Elementary School. She is here on Tuesday and Thursday mornings and Monday, Wednesday, and Friday afternoons.
Minor first aid needs will be taken care of by the school staff, many of whom have completed a basic first aid course. Major injuries are reported first to parents, and the parent or school may then call Readfield Rescue. If a parent cannot be reached, the school will call Readfield Rescue.
Parents are asked to advise the school of any health problems that might influence performance in school or that the teachers need to be aware of. Communicable diseases also should be reported to the school. When students have been ill, we encourage them to stay home until fully recuperated for their own protection as well as for that of others.
The school will not administer any type of medication to students without specific instructions from the parents. Parents or students are responsible for administration of the medication.
Screening for vision, hearing, and scoliosis is done according to state guidelines. Parents are notified only if a problem is found. Physical exams are required of students when they enter Kindergarten and before they participate in interscholastic sports at Maranacook Community School. They are also recommended at the fourth grade level.
Sharon Chaplin -- School Nurse
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