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Student Handbook
2007 - 2008
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,
Betty J. Morrell
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 2 - 3 9:30 – 9:45
Grades 1, Multiage, K 9:45 - 10:00
Grades 4 -5 10:05 - 10:20
LUNCH RECESS TIMES LUNCH TIMES
Grades 2 - 3 11:00 – 11:25 11:30 – 11:55
Grades K – 1/Multiage 11:30 – 11:55 12:00 – 12:25
Grades 4 - 5 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 |
Alleborn, Bill - Head Custodian |
322 |
Boucher, Rachael - Grade 1 Teacher |
306 |
Diamond, Nancy - Librarian |
317 |
Campbell, Teri - Kindergarten Ed Tech |
406 |
Church, Barbilyn - Grade 2 Teacher |
312 |
Dore, Daisy - Mental Health Collaborative Social Worker |
418 |
Chretien, Sue - Ed Tech III |
315 |
Dachs, Donna - Grade 5 Teacher |
335 |
Godfrey, Barbara - Physical Education Teacher |
336 |
Gaboury, Art - Night Custodian |
322 |
Dooling, Kelly - Grade 4 Teacher |
330 |
Hickey, Terrance - Elementary G/T Coordinator |
408 |
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 |
Larson, Ed - Vocal Music Teacher |
414 |
Greves, JoAnn - Ed Tech III/Remedial Math |
416 |
Gilbert, Kelly - Grade 3 Teacher |
332 |
McPhedran, Betsy - French/Art |
401 |
Hewett, Kimberly - Assistant Cook |
410 |
Lavallee, Leslie - Grade 2 Teacher |
314 |
Miner, Mary Ellen - G/T Teacher |
415 |
Mason, Terri - Ed Tech I |
407 |
Lynch, Eileen - Resource Room Teacher |
315 |
Naas, Martin - Instrumental Music Teacher |
337 |
Moorman, Nancy - Volunteer Coordinator |
319 |
MacGillivary, Karen - Multiage 1/2 Teacher |
310 |
Nelson, Lisa - Occupational Therapy |
419 |
Murray-Webb, Monica - Ed Tech III |
318 |
McLaughlin, Deborah - Grade 3 Teacher |
333 |
Patrie, Linda - Guidance Counselor |
339 |
Salpietro, Patricia - Kindergarten Ed Tech |
412 |
Mitchell, Pamela - Kindergarten Teacher |
309 |
~ |
~ |
Searway, Anna - Ed Tech III |
417 |
Nazlian, Bob - Grade 4 Teacher |
331 |
~ |
~ |
Simmons, Lee - Ed Tech III |
413 |
Nichols, Stephanie - Grade 5 Teacher |
334 |
~ |
~ |
Soiett, Diana - Head Cook |
338 |
Reville, Laura - Resource Room Extension Teacher |
307 |
After-School Daycare Phone |
320 |
Tippet, Mary - Ed Tech II/III -- Playground/Classroom Aide |
405 |
Williamson, Mary – S/L Clinician |
316 |
REPA |
402 |
Whitcomb, Carol - Ed Tech I |
411 |
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~ |
~ |
~ |
Whitehouse, Colleen - Ed Tech III |
403 |
~ |
~ |
~ |
~ |
~ |
~ |
|
301 |
~ |
~ |
Williams, Sherry - Secretary |
302 |
~ |
~ |
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Principal: Betty Morrell
Secretary: Sherry Williams
French: Betsy McPhedran
P.E.: Barbara Godfrey
Kindergarten : Veronica Dumais and Pam Mitchell
Grade 1: Carleen Drapeau and Rachael Boucher
School Nurse: Sharon Chaplin
Guidance: Linda Patrie
Grade 2: Leslie Lavallee and Barbilyn Church
Multiage 1/2: Karen MacGillivary
Volunteer Coordinator: Nancy Moorman
Duty Aide: Mary Tippet
Grade 3: Kelly Gilbert and Deborah McLaughlin
Grade 4: Kelly Dooling and Bob Nazlian
Computer Ed Tech: Linda Gatti-Fyler
Library Aide: Carol Gogan
Grade 5: Donna Dachs and Stephanie Nichols
Literacy Specialist: Barbara Bourgoine
Ed Techs: Teri Campbell,Sue Chretien, JoAnn Greves, Terri Mason, Anna Searway, Pat Salpietro, Lee Simmons, Colleen Whitehouse, Monica Murray-Webb, and Carol Whitcomb
Special Education: Eileen Lynch, La | 
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