Robinson Elementary School

Parent/Student Handbook 2015-2016

TABLE OF CONTENTS Letter of Introduction District Philosophy Robinson School Philosophy Robinson School: Faculty and Staff Central Office Personnel School Board Members General Information: School Address School Telephone and Fax School Hours Attendance Field Trips Emergencies Medication Inclement Weather Notice Extra-Curricular Activities Use of School Facilities Bus Transportation Hot Lunch and Breakfast Discipline Procedures and School Rules Responsive Classroom Curriculum Curriculum Areas Language Arts Mathematics Science Social Studies Health Education Fine Arts Wellness Counseling Library and Media Technology Programs for Students with Special Needs Title I Math and Reading Reading Recovery Educational Support Team (STRETCH) Complaint Process Parental Rights: Mandatory Notifications Report Cards and Parental Access to Student Records Staff Qualifications Use of Restraint and Seclusion

Robinson Elementary School 41 Parsonage Road Post Office, Box 10 Starksboro, Vermont 05487 802.453.2949

September 14, 2015

Dear Parents and Students, Welcome to Robinson School! This handbook is intended as one of the ways for our school to work in partnership with you and your child. The complete education of a child involves the learning of academics and the development of values, ethics, and attitudes about life. It also involves a variety of experiences that allow every student to try out what they learn in real life activities with others. All three of these areas of learning – academics, attitudes and experiences, are vital for all students to reach their potential as productive, caring, and purposeful citizens. We recognize that the most important adults in a student’s life are their parents and caregivers at home, followed by their teachers and community members. When all of these adults are working together, we believe that we can truly impact the lives of all our students in positive ways. We also recognize that learning involves hard work on the part of the student. It requires that parents and teachers manage the overall educational program to match the skills, talents, and interests of each student. Robinson School provides a program and curricula needed to prepare students for lifelong learning. We do this in an environment which strives to be both highly challenging and supportive of each student. I hope that you find the information in this handbook useful in understanding our academic curriculum and the guiding philosophy behind our programs. The following handbook also contains information about the day to day operation of our school. It includes information, rules and procedures to keep our school running smoothly. I urge you to read it carefully and to discuss it with your children so that we can all work toward the same goal of having a happy, safe and productive learning community here at Robinson. Thank you for your continued support. We are always available to talk with parents and students and to help with any problems that may arise. Please feel free to contact me if I can be of any assistance or if I can answer any questions you might have. Sincerely, Edorah Frazer Edorah Frazer, Ed.D. Principal ([email protected])

Addison Northeast Supervisory Union Philosophy

(Serving the children of Starksboro, Lincoln, Bristol, Monkton and New Haven) The purpose of schools in the Addison Northeast Supervisory Union District is to educate children, to help prepare them for life's challenges, and to serve as a resource center for the social, cultural, and educational wellbeing of all members of our diverse community. The ideal education is a challenging one which demands high standards of excellence from students and staff. It prepares students to be life-long learners. Education must strive to meet the needs of all students and to provide each student with an equal opportunity to succeed. Students are most capable of learning when well-motivated and actively involved in the process. They learn best when their individuality is respected and when the home and school cooperate to provide an environment which is nurturing, safe, and supportive. When the intellectual, physical, social-emotional and aesthetic elements of learning are integrated, students can reach their full potential. In order to provide the ideal education, decision-making should be based on the needs of students. It should reflect the findings of formal and informal research and continuous review of the district-wide educational plan. All individuals should have opportunities to participate in decisions which affect them. Our global society requires the informed, active citizenship of people who understand their responsibility to self and others. In a society which is constantly changing and increasingly complex, students must be prepared to be thinkers, problem-solvers and decision makers.

Robinson School Philosophy Our school fosters cooperation and respect, promotes responsibility and learning, and encourages family awareness and involvement. We believe a nurturing school environment has a positive effect on the attitude, interaction, and learning of children. The purpose of our curriculum is to provide knowledge, skills, and a sense of self-worth which encourages continued growth. The curriculum allows teachers to foster individual student interests, learning styles, and developmental levels. We believe in educating the whole child to his or her fullest potential with a stimulating and challenging activity-based curriculum, therefore we encourage staff development and the sharing of ideas. To instill a love for learning, healthy values, respect, and responsibility in our children, a school needs teamwork with community, parents, and teachers cooperating.

Faculty and Staff (The e-mail address of each staff member follows this formula: [email protected]) John Amory Sue Bachand Cynthia Ballas Ruth Beecher Barb Bell Barb Bordeaux Doreen Bortz Suzanne Boyle Shonda Cavoretto Myriah Cogswell Diane Cota Martha Cota Louise DeGuise Carina Ellis Leah Flore Edorah Frazer Cindy Gage Liz Greenberg Beth Hahr Bill Huggett Matt Irish Amy Johnston Kerry Lake Jodi Lane Christine McKinney Mary Mitchell Beth Ogden Jill Paul Terry Rublee Beth Sands Donna Shepardson Frank Spina Eliza Weissberger Andy Young

Special Education Aide Math Teacher/Specialist Special Education Teacher Grade 3/4 Teacher Special Education Aide Special Education Aide Food and Nutrition Service Manager Foster Grandparent Food Service and Nutrition Assistant Grade 1/2 Teacher Special Education Aide School Secretary Wellness Teacher Music Teacher Health Service/Pediatric Nurse Practitioner Principal Special Education Teacher Grade 5/6 Teacher Grade 3/4 Teacher Behavior Coach Custodian School Counselor Kindergarten Teacher Grade 1/2 Teacher Speech and Language Pathologist Library/Media Specialist Reading Recovery Teacher/Literacy Specialist Special Education Aide /School Secretary Special Education Aide Grade K/1 Teacher Grade 5/6 Teacher Grade 5/6 Teacher Art Teacher Facilities Manager

Central Office Personnel Catrina DiNapoli Acting Superintendent Susan Bruhl Director of Student Services Howard Mansfield Chief Financial Officer School Board Members Louis DuPont Chairperson Nancy Cornell Vice Chairperson Caleb Elder Clerk

GENERAL INFORMATION School Address Robinson Elementary School Post Office Box 10 41 Parsonage Road Starksboro, Vermont 05487 School Telephone 453-2949 School Fax Number 453-6062 School Hours The buses drop students off at school at approximately 7:45 a.m. each morning. Students who walk to school or those who are dropped off should not arrive before 7:45 a.m. Until this time, there is no adult supervision. School begins at 8:00 a.m. Our dismissal time is 3:00 p.m. Attendance and Absences Students are expected to arrive at school between 7:45 a.m. and 8:00 a.m. It is very important that all students arrive by 8:00 a.m. so that they can begin the day with their class in their morning routine. Attendance is taken at 8:05 in the student’s classroom. We ask parents to send in a note or call us at 453-2949 each time their child is absent, stating the reason for the absence. If your child is absent and we have not heard from you, we will give you a call. This helps ensure that both home and school are certain of the children’s whereabouts. Extended Absences Because of the need to maintain continuity in the learning process, extended absence, except in emergency situations, is discouraged. The school year calendar is established in the spring of each year for the following school year with extended weekends and vacation breaks in the hope that families have adequate time to arrange their personal calendars. We do recognize that some parents have vacations different than those scheduled at school; however, parents need to understand that there is no substitute for direct teacher instruction and the child’s actual participation in the learning process. When students are absent from school, they are missing valuable information that cannot fully be translated and/or made up through homework assignments or independent studies. Parents requesting extended absences must contact the principal in advance. Field Trips There are two types of field trips organized at the school: 1. Field trips taken on foot are covered by a special permission form signed by the parent at the beginning of each school year. 2. Field trips by bus must have a special permission slip which explains the trip and is signed by the parent. Permission is required for each trip or in some cases a series of related field trips. Emergencies It is most important that we know who to contact in the event that your child is involved in an emergency. We keep this information on an Emergency Form. Please contact us if there is ever any change as to where you (or your emergency contacts) can be reached during the day. Medications If you want your child to have a nonprescription medicine from home like Tylenol or cough medicine, you must:

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Send in the medicine in its original container. It is not necessary to send full bottles, just what is required for the day or week. Send a permission note signed by the parent that provides information such as when it was last given and how often we are to give it. If the medication is to be given for more than a week, a doctor’s permission may be required.

Prescription medicine requires: 1. A doctor’s written order; 2. The medicine delivered in a prescription bottle with the most current directions; 3. A letter from the parent or guardian giving us permission to give the medicine and any other information that would be important. If you have any questions about this, please call the school nurse. Inclement Weather Notice When road conditions are hazardous, the Superintendent of Schools decides whether a 2hour delayed opening is needed or if schools need to be closed for the day. If a 2-hour delay is in place, buses will be 2 hours later than the usual pick up time. For example, a student picked up by the bus at 7:25 AM on a regular school day, will be picked up by the bus at 9:25 AM on a delayed start day. Dismissal will be at the regular time. Parents will be notified by an all call alert from the superintendent. Parents can also find information on-line and on local television or radio stations. Use of School Facilities for Non-School Related Activities Our multi-purpose room and kitchen here at school are available for your use at no charge. Please note that no cigarettes, alcohol or firearms are allowed on school property for any reason. Any group of town residents interested in using Robinson School facilities should contact Martha Cota in the principal's office to reserve space. Bus Transportation Students will be assigned to a specific bus and picked up and dropped off at designated stops. School bus schedules are tight; therefore students must be ready to board the bus as soon as it arrives. A student should only ride on his/her assigned bus. If a child needs to ride a bus that is not their own, parents should notify the school in writing in advance. The school reserves the right to disallow a change in buses if a bus is full or for other safety issues. Parents should also write notes if children are to be picked up rather than ride the bus. The driver of the bus is the person immediately responsible for the safety and welfare of the students while boarding, riding or departing from the bus. The opportunity for bus transportation is a privilege requiring good conduct and courtesy from all students. Bus rules are simple: Be respectful of yourself, others, and our bus. This means that students should remain seated while the bus is in motion, keep body parts inside the bus at all times, speak at an acceptable volume, listen carefully to and follow the directions of the driver, and always act safely. Students who cause a problem on the bus will be reported to the principal and disciplinary actions may follow. Any student who engages in behaviors that create safety hazards while waiting for the bus or while on the bus will be denied bus privileges. We have taken some time to review these rules with students here at school; please also take a moment to review them at home with your child. Every child deserves a safe, respectful and fun ride to school. If you would like the complete Robinson School Board Policy on Student Transportation Discipline, please contact the school administration Hot Lunch and Breakfast The ANESU Food Service Program has been recognized for providing great tasting, nutritious, locally sourced whenever possible, breakfast, snacks, and lunch.

● Breakfast ● Lunch

Free to all students $2.50

Milk is included in the price of hot lunch. If your child would like to purchase milk separately, the cost is 50 cents. ****Free lunch is available to students from eligible families. Please fill out the necessary paperwork that is sent home at the beginning of the year. Lunchroom staff can provide additional forms. Discipline Procedures/Student Management: A positive and encouraging learning environment is our most important goal at Robinson School. We believe that a balance of academic and social curricula is essential for the growth of all children. At Robinson we are committed to building a strong school community where children and adults feel safe and respected. This sense of community and mutual respect will result in an atmosphere that allows productive learning, teaching and working. Our school rules are simple:

ROBINSON SCHOOL RULES C.A.R.E.S. We believe that we all need to Cooperate We need to use proper Assertion We all need to be Responsible We all need to show Empathy We all need to demonstrate Self Control

Our school rules, behavioral plan and discipline system are based on the philosophy and principles of The Responsive Classroom. The guiding principles of the Responsive Classroom approach are: 1. The social curriculum is as important as the academic curriculum. 2. How children learn is as important as what they learn: process and content go hand in hand. 3. The greatest cognitive growth occurs through social interaction. 4. There is a set of social skills that children need to learn and practice in order to be successful academically and socially: cooperation, assertion, responsibility, empathy, and self-control (CARES). 5. Knowing the children we teach-individually, culturally, and developmentally- is as important as knowing the content we teach. 6. Knowing the families of the children we teach and inviting their participation is essential to children’s education. 7. How we, the adults at the school, work together is as important as our individual competence: lasting change begins with the adult community. These guiding principles have informed the behavior management system we use here at Robinson when our rules are not followed. The behavior flow chart below illustrates the steps that we take when students exhibit inappropriate behaviors. The plan contains the following three components: school wide rules, consequences for misbehavior and social skills education. Clear and Consistent Consequences Positive consequences recognizing appropriate behavior occur within individual classrooms and school wide. Our goal is to teach positive behavior as an integral part of our social skills education and to recognize when

positive behavior occurs. We have various ways to celebrate students who demonstrate excellence and improvement in academic skills and social skills. This Step process is used when positive behavior is not occurring. We use the step system to support the following: 1. To create the most successful environment in which the teacher can teach. 2. To create a safe, calming environment in which students can learn. 3. To allow a student the opportunity to “cool off” and think about how to successfully be part of the learning environment. 4. To reduce the “social fallout” that can occur if a distracting student is allowed to disrupt the other students who are learning. 1st Misbehavior within learning block: Step One… Staff member says: “This is your reminder.”

3rd Misbehavior within learning block Staff member says, “Step Three.” Time out in buddy classroom Teacher retrieves student when appropriate, usually after a few minutes

2nd Misbehavior within learning block: Staff member says, “Take a break.” Time out in class (max. time 5 min.) Student returns when ready

4th Misbehavior within learning block: Staff member says, “Step Four...” Time out in TASK room (If student goes to TASK room twice in one week, parents are called and student may be removed from the classroom for a period of time.)

T.A.S.K. Room (Time Away Supporting Kids) There are four reasons students may use the T.A.S.K. Room: 1. Child initiated (when a child makes the decision to take a break to calm him/herself). 2. Child is sent to the room after going through other time out steps. 3. In-school suspension. 4. Waiting area for students who need to go home because of serious misbehavior. SERIOUS MISBEHAVIOR These are all considered serious misbehaviors: 1. Physical aggression with intent to do harm. 2. Verbal abuse toward adults. 3. Leaving the building or property. 4. Harassment or Bullying. 5. Illegal activity (e.g., weapons, controlled substances, etc.). ● If a child exhibits serious misbehavior, the child will be removed from the area and parents called. ● In most cases, he/she will have an out of school suspension. ● A re-entry meeting will be held before the child is allowed to return to class if the student receives an out of school suspension. ● The re-entry meeting must include the parent, primary teacher, and principal or designee, and other personnel on an as-need basis. ● This re-entry meeting can occur when the child is picked up by the parent or the next day. If a student exhibits a pattern of serious behavior infractions, the student will be referred to the Child Support

Team. This meeting will include the parent, the student and the teacher(s) to develop a behavior modification plan. If there are further violations, another meeting will occur immediately. Chronic misbehavior as listed above will be dealt with using the Robinson Elementary School Policy on suspension and dismissal. SOCIAL SKILL EDUCATION “There are those who would admonish or exhort their pupils ‘to behave’ rather than teach them how to relate positively to each other. Seldom would we admonish a pupil to read in place of teaching the necessary skills.” Morse (1982) The idea behind the social skill of the month is to pool our resources and our efforts and work collaboratively and thematically to maximize effectiveness of social skill instruction. When the whole school focuses on one specific social skill each month, students have the opportunity to learn and practice one skill intensively at a time. ● Social skill topics have been identified, reviewed, and revised by the staff. There are 15 social skills taught over a two-year period. Three skills are taught each year due to their importance (Identifying and Expressing Feelings, Empathy, and DeBug system). ● The school counselor will teach lessons on each skill the first week of every month in all classes. ● A bulletin board will display the important concepts of the social skill of the month in the main hallway. ● The school counselor will provide teachers and support staff with monthly notes, extra activities and/or topics for discussion regarding the social skill of the month. ● Classroom teachers will review and practice the social skill of the month with students through role plays, acknowledge those who are using the skills, and help students apply skills in real conflicts. ● All staff will recognize and encourage students to use the social skill of the month in recess, lunch, class, etc. ● Class meetings will be held 3-5 times a week to discuss news, review the social skills, handle conflicts, and address important issues. ● Parents will be notified of the upcoming skill and will be encouraged to follow up at home. SOCIAL SKILL OF THE MONTH September October November December January February March April May

CYCLE I Identifying and Expressing Feelings Empathy DeBug System Joining In / Being Left Out Compliments Self Control and anger Bully Proofing Apologies Being a Good Sport

September October November December January February March April May

CYCLE II Identifying and Expressing Feelings Empathy DeBug System Manners Setting a Goal Accepting Consequences Handling Stress Problem Solving Appreciating Differences

CURRICULUM AND ASSESSMENT Our school supports a variety of teaching styles, and classrooms may vary in the routines, materials, and methods used. However, we also support the need for consistency in the scope and sequence of learning for all students. We have District Guidelines that have been developed Kindergarten to grade 12 in all disciplines. A very important part of our curriculum at Robinson School is the reporting of student progress to parents. Student work is often sent home with assessments attached to the work, teachers share individual work at conferences, and classroom and school newsletters also keep families informed of curriculum units in progress. These reports are not meant to replace personal contact. Please feel free to call your child's teacher to talk about the progress of your child. Besides the parent/teacher conferences that will be held in November and March, we encourage parents to call and/or stop in to talk to us at any time. CURRICULUM AREAS Language Arts Language arts consists of listening, speaking, reading and writing. These four areas are interdependent and of equal importance. Students learn language arts concepts, skills, and/or content in order to be understood and to understand others and to appreciate the artistry of language. Students best learn language arts when they actively participate in a variety of meaningful learning experiences which connect with and expand their own interests and experiences. Listening is a receptive communication skill which is essential to learning. Listening extends hearing to an active, thinking-related skill. As a person listens, he or she is questioning, interpreting, and making judgments while forming his or her own image of what is being said. Listening involves four steps: hearing, understanding, evaluating, and responding. Listening should be viewed as an ongoing process extending over all subject areas. The purpose of the speaking curriculum in the Addison Northeast Supervisory Union is to prepare students to present information orally for a variety of purposes and in a variety of settings and to prepare them to speak clearly and expressively in a manner appropriate to the occasion. Reading is a process whereby the reader constructs meaning through interaction with the text, context, and subtext. Learning to read is a means to an end, not an end in itself. That end is a life of literacy for all students who will read because they want to, both for information and for pleasure. The object of reading instruction is to help students comprehend what they read, to get meaning from the printed page. Comprehension requires utilizing background knowledge, developing thinking skills, and employing strategic behaviors. Problems in learning to read may result from weakness in any of these areas.

ROBINSON COMMUNITY SCHOOL-FAMILY COMPACT What is Literacy? At Robinson School we believe literacy involves four key components. It involves interaction between the parent, teacher, child, author and the text. It involves sharing books read, stories written, and the expression of ideas. It involves using texts of different genres, newspapers, computers, and reading in all curriculum areas. It involves enjoyment of reading for fun, reading when you don’t have to and desiring to read more. What is the goal in the Robinson Community? Reading occurs across the curriculum. All children’s literacy needs are met. Strategies for teaching reading and writing are shared among the staff. Parent and community involvement extends beyond the school walls. When students at Robinson are literate, they... ● are proficient writers and readers. ● enjoy reading and writing. ● are proud of their work, sharing it with others. ● have a writing portfolio developed from Kindergarten to grade 6. ● connect their own experiences to their reading and writing. ● are exposed to print throughout the school. ● have meaningful literacy activities happen throughout the day. ● have plentiful materials, including computers. What will the Robinson community do to help meet our goals? SCHOOL RESPONSIBILITIES ● provide a positive, supportive and safe learning environment ● provide qualified staff in sufficient quantity ● provide training/professional development for quality instructional programs ● use student assessment data to plan for individual students and programs ● make clear learning expectations for each grade level in all subject areas ● provide materials and resources of sufficient quantity and quality ● encourage the involvement of families TEACHER RESPONSIBILITIES Instruction

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utilize a variety of texts, groupings and methods provide time to discuss, engage and respond to reading / writing develop and implement strategies for students’ various styles of learning model a variety of reading and writing styles / genres

Assessment and Evaluation ● have an organized way of monitoring students and their progress ● use assessment and evaluation to provide further instruction ● communicate students’ successes and needs on a regular basis Communication ● use communication to inform families of their students’ progress, strengths, and needs including journals, notes, newsletters, formal and informal conferences, phone calls, progress reports, and report cards Resources ● have classroom environments that are rich with print ● provide different literary genres for school and home use, such as fiction, nonfiction, poetry, biography, etc. ● supply multiple copies of quality literature for instructional and independent reading ● collaborate regularly with colleagues to ensure expanded learning opportunities Environment ● create inviting physical reading spaces ● encourage students to take risks ● promote appreciation of reading and writing ● acknowledge and recognize reading and writing accomplishments Professional Knowledge ● practice best teaching methods ● participate in professional development ● incorporate new knowledge / teaching techniques to support curricula FAMILY RESPONSIBILITIES Homework ● take an interest in and assist with homework ● help your child find a quiet spot to do homework ● review homework regularly with your child to be sure it is complete ● communicate any question or concerns about homework with your child’s teacher Communication ● attend fall and spring parent conferences and request more if desired ● read materials which come home such as notes, newsletters, etc. ● contact teachers through notes, phone calls, visits, etc. Basic Physical Needs ● provide nutritious food ● provide appropriate clothing ● make sure your child is well rested Positive Attitude toward Learning ● take an interest in your child’s education by listening

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praise successes and model lifelong learning monitor use of television and electronic games visit libraries and other community resources share daily interest in reading and writing

This compact was developed in collaboration with community members, parents, and Robinson educators. Our goal is that all children will meet the Vermont State Education Standards. Mathematics Math is a step-by-step process that includes logic, estimating, patterns/sequencing, numeration, computation, and measurement. The purpose of learning math concepts, skills, and content is to enhance the natural development of thinking skills needed to solve problems in life. Children learn math when they are developmentally ready, are motivated, see a purpose, and are exposed to a variety of teaching methods and approaches. They need to be interested in what they are doing, be treated as individuals, and have their needs identified.

The goal at every grade level is to arrive at the highest level of comprehension of the concept by each student, thus providing the students with greater access to the full power of mathematics. In all areas of math and at all grade levels, students benefit when new concepts and skills are introduced, studied, and practiced using activities designed to move students through a continuum of skills and concepts. Science The purpose of learning science is to help understand our place in the universe and the interdependence of everything in the environment. Students need experiences in all areas of science. They need to enjoy being actively involved in the process skills of science. Teachers are encouraged to integrate science process skills and content and to integrate science with other disciplines.

Science Goals ● To increase the student's knowledge of the basic concepts of science. ● To increase the student's ability to reason by increasing the student’s knowledge and understanding of the advantages and limits of the scientific method. ● To increase the student's ability to ask questions. ● To provide students the opportunity to pursue topics in science of individual interest to them. ● To increase the student's ability to understand and cope with continuing change. ● To increase the student's wealth of relevant factual information to support the development and use of

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the science process skills. To increase the student's ability to make decisions requiring an understanding of science or technology. To foster the natural curiosity and positive attitude of students toward science and technology. To increase the student's ability to find, use, and evaluate relevant sources of information. To increase the student's awareness of the close relationship between science and everyday life.

Social Studies The major goals of the Social Studies Program are to develop investigative and problem-solving skills and to provide students with an awareness and understanding of basic social studies concepts.

The future of our society will depend on the quality of the choices made by young people now being educated in our schools. To make wise choices and to be effective, empowered citizens of local, national, and global communities, our students need to develop self-esteem, and self-knowledge. They must also develop an understanding of their historical, geographical, cultural, economic, and sociological context within each of the communities. In addition, they need to develop their abilities to communicate, reason, cooperate, make decisions, imagine, feel empathy, and act responsibly. Social Studies Goals ● Students will be able to recognize critical social problems. ● Students will be able to use historical, political, economic, literary, social, and geographic perspectives to analyze social phenomena and will act in accordance with their analyses. ● Students will become active, responsible participants in and citizens of their community, the nation, and the world. ● Students will be able to respond to social problems in a manner that shows concern for human dignity. ● Students will be aware of their role in the present and will acknowledge their ability to make decisions about what that role could be in the future. Fine Arts The purpose of the Fine Arts education in the Addison Northeast Supervisory Union is to introduce the arts to all students in developing their appreciation of, knowledge about, and skills in music, visual arts, dance, and drama. Students should have experiences in expression and production as well as in appreciation and evaluation in each of the art disciplines. The Fine Arts program needs to be an integral part of the school curriculum both for its own value and because it enhances learning across all subject areas. Study of fine arts encourages self-expression, self-discipline and creative problem solving. It develops self-esteem, aesthetic sensibilities, and higher order thinking skills. Study of the arts also provides an awareness of cultural heritage and diversity, the human place in the natural world, and the universality of human experiences.

Above: Local artist, Reed Prescott works with a group of students to show them the process of creating paintings. Fine Arts Goals ● Students will gain knowledge of the elements, principles, and history of the visual and performing arts. ● Students will develop the ability to make aesthetic judgments based on their knowledge of the elements, principles, and concepts of the arts. ● Students will experience their artistic activities as enhancing their self-esteem. ● Students will have opportunities to pursue their individual interests in the arts according to their levels of skills and motivation. ● Students will develop a sense of quality about what they see, hear, and experience. ● Students will develop the skills and attitudes with which they can positively and constructively critique and evaluate their own artistic work and that of others. ● Students will gain an experience of participation in the full spectrum of the arts repertoire. ● Students will gain confidence in their own innate abilities and their creative potential. Wellness Education Comprehensive wellness education develops skills for daily living relevant to personal, family, community, and global needs. One goal of a quality wellness education program is to motivate individuals to voluntarily take an active role in protecting, maintaining, and improving their health, which is a basic ingredient of the prevention formula. The health education curriculum deals with learning based on the whole person concept, recognizing that each person is multi-dimensional. Another aspect of wellness is physical education. Our physical education program is designed to develop an individual's movement potential. Selective activities promote physical fitness, fine and gross motor coordination, timing and cardiovascular endurance. The program seeks to develop skillful movement, physical fitness and recreational competency in every child.

Emphasis in the early grades is given to kinesthetic awareness and the acquisition of the basic locomotor skills of walking, running, sliding, jumping, hopping, skipping, galloping and leaping. Also, activities which develop eye-hand and eye-foot coordination, balance and timing are practiced. Encouragement of the social skills of

sharing, group play, belonging, sensitivity to playmates and cooperation are intertwined into these activities. The child begins to learn the rules of basic games. Emphasis in the upper grades advances to include the refinement of body management skills. Social skills that are encouraged include decision-making, self-confidence, leadership, sensitivity, accepting one's limitations, group interaction, sharing responsibility, competition and fair play. School Counseling School counseling services are available to all students at Robinson School. Students in grade K-6 become familiar with our school counselor through in-class social skill lessons taught the first week of each month. The school counselor’s main purpose is to help students learn skills for handling conflicts, getting along with others and solving problems, so that they may be more successful in school. Many students enjoy and benefit from meeting with a small group of peers to practice social skills, friendship skills, decision-making skills and ways to resolve conflicts. Most small groups are formed around a particular topic including friendship, changing families, loss, new siblings, anger management, and more. Your child’s teacher, your child or you may request that your child participate in a weekly group. Some students may also meet with the school counselor on an individual basis. This is usually short term and generally the purpose is to work on certain issues and/or help in handling feelings during crises. An outside referral to another professional may be recommended for ongoing issues. Please feel free to contact our school counselor at Robinson to discuss your child if you have any questions or concerns. Library / Media The mission of the Robinson School Library is to ensure that all students become effective users of ideas and information so that they may become independent, lifelong learners, and to foster in all students a love of reading and literature. Information Literacy skills are fully integrated into the curriculum through collaborative planning between the Librarian and teachers, and through a flexible schedule. Students work on research using books, reference works, Internet searches, CD-ROM reference materials, and other sources. All students have regular and frequent opportunities to spend time in the library for book selection and reading. Other activities include studying, tapes or movies, games, and other projects. Technology Students, teachers, and staff use technology across the curriculum to access, gather, synthesize and disseminate information and resources, to create presentations, and to communicate with people locally and around the world. At Robinson School, technology is a tool which supports the education of children. It is the goal of the technology program that all students in all grades, classrooms, and subject areas K-6 will have opportunities to work with technology. Mobile computer carts are available for classroom use. A range of computer programs are used at different grade levels to enhance in-class instruction. Programs for Special Needs Students Special Education programs are provided to eligible students in order to ensure that each child receives a full, appropriate, public education. Through these programs the State of Vermont and Robinson School ensure that the following rights are extended to all students with special needs and their parents. The right: ● To informed consent before any major change is made in the special education program of a child. ● To review and inspect information in a child's records. ● To have a child educated in the most integrated setting appropriate to his or her needs. ● To be informed of due process procedures. ● To have an appropriate education assessment of a child in the primary language of that child.

● To participate fully in the planning of a child's individual education program. ● To full knowledge about available special education programs. Title One & Remedial Reading & Math Additional help in mathematics and reading is provided to eligible students through our Title One programs. These programs consist of diagnostic evaluation, individualized and small group instruction. Title One is an integral part of our school, and the programs which it offers are closely coordinated with the various classroom teachers. This communication ensures that every possible attempt will be made to enhance your child’s learning experiences. Title One is a federally funded program whose goal is to provide academic intervention for the students who need it. Parent involvement is a major emphasis in our Title One program and your feedback, questions, comments or concerns are always appreciated. Reading Recovery Reading Recovery is an intensive one on one program for at risk first grade students. Students meet daily with the Reading Recovery teacher for a 30 minute lesson which focuses on beginning reading and writing skills. Children take books home nightly to read with their families. Parent communication and involvement are strongly encouraged. If you have questions or would like further information, please call Beth Ogden here at the school. ● If you feel that your child needs the services of any of our Title One or Special Education programs, or if you have questions concerning these, please call Principal Edorah Frazer, Special Education teachers Cynthia Ballas, Cindy Gage, Speech/Language Specialist Christine McGovern, Reading Recovery teacher Beth Ogden or math specialist Sue Bachand. Educational Support Team - STRETCH The Educational Support Team is a professional problem solving team whose purpose is to ensure that students who are at risk of failing succeed in the regular classroom. The Educational Support Team uses instructional support resources such as counseling, on-site consultation, classroom accommodations, school staff and remedial services to meet the needs of all students. All records are kept confidential. COMPLAINT PROCESS As a parent, you are likely to have questions or concerns about your child or the school. We urge you to talk directly about these issues with your child’s teacher(s). If, after working with your child’s teacher(s), a question or concern needs further attention, please speak with the principal. If the principal does not resolve the issue satisfactorily, it should be brought next to the superintendent. If the superintendent does not resolve the issue satisfactorily, the concern should be put into writing and presented to the Chair of the School Board who will decide if it is a policy matter or if the matter was addressed through a fair process. The school board will only act on matters related to policy or judge the fairness of the process used. PARENTAL RIGHTS: MANDATORY NOTIFICATIONS Report Cards

You have a right to be informed about your child’s progress. Report cards will be sent home three times during the school year. Your child’s report cards should not come as a surprise to you, but should reflect on-going communication with the classroom teacher about your child’s progress.

Students’ Permanent Records Parents/guardians have a right to access and review their children’s records, subject only to reasonable regulation as to time, place and supervision. To safeguard student’s privacy and confidentiality, individual student records are kept in the school's main office in a locked file. Access to a student’s file is limited to those

who need to see records in order to support student learning, and to other individuals with signed parental permission to see the record. For a copy of the Robinson School Board’s policies regarding Parental Rights and Student Records, please contact the office. Staff Qualifications The No Child Left Behind Act (NCLBA) gives parents and guardians the right to request information regarding the professional qualifications of their child’s teacher, including ● Whether the teacher has met state licensure requirements for the grade levels they are teaching (All Robinson teachers have met these requirements.) ● Whether the teacher is teaching under an emergency license (No Robinson teacher is teaching under an emergency license.) ● The college major and/or graduate certification or degrees held by teachers. ● Whether their child is provided services by para-professionals, and if so, their qualifications. If you have questions about any of the above, please call the school. Bullying and Harassment Bullying means any overt act or combination of such acts directed against a student by another student or group of students which: a. occurs during the school day on school property, on a school bus, or at a school sponsored activity; b. is intended to ridicule, humiliate, or intimidate the student; and c. is repeated over time; d. and where it occurs in an interpersonal relationship that is characterized by a certain imbalance in strength or power. The Principal or Behavior Coach will accept and review all reports of bullying. If the reports turn out to be accurate, the bullying student will receive consequences to be determined at that time. Harassment means an incident or incidents of verbal, written, visual, or physical conduct based on or motivated by a student or student's family member's actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, or disability that has the purpose or effect of objectively and substantially undermining and detracting from or interfering with a student's educational performance or access to school resources or creating an objectively intimidating, hostile, or offensive environment. A student who believes that s/he has been harassed, or who witnesses conduct that s/he believes might constitute harassment, should report the conduct to the principal, behavior coach, counselor, or any employee of the school s/he feels comfortable talking to. Following a report an investigation will begin within one school day and be completed within five school days. Parents will be notified within a day that their child is part of the investigation. The following people are the designated employees to receive harassment complaints: Designated Employee: Name: Edorah Frazer Title: Principal Designated Employee: Name: Amy Johnston Title: Guidance Counselor Use of Restraint and Seclusion ADDISON NORTHEAST SUPERVISORY UNION SUPERINTENDENT’S PROCEDURES (as adopted from State Board Rules 4500)

PROHIBITIONS: School personnel and contract service providers are prohibited from imposing on a student any of the following: a. Mechanical restraint, b. Chemical restraint, c. Any physical restraint, escort or seclusion that restricts or limits breathing or communication, causes pain or is imposed without maintaining direct visual contact. Physical restraint or seclusion shall not be used: a. For convenience of staff; b. As a substitute for an educational program; c. As a form of discipline or punishment; d. As a substitute for inadequate staffing or training; e. In response to a student’s use of profanity or other verbal or gestural display of disrespect; or f. In response to a verbal threat unaccompanied by demonstrated means of or intent to carry out the threat. The restraints and seclusion prohibited by these rules shall not be considered “reasonable and necessary force”. PERMISSIBLE USE OF RESTRAINT AND SECLUSION 1. Physical restraint, not otherwise prohibited by these rules, may be used only: 2. When a student’s behavior poses an imminent and substantial risk of physical injury to the student or others; 3. Within the limits set forth in 16 VSA §1161a; 4. Less restrictive interventions have failed or would be ineffective in stopping such imminent danger of physical injury or property damage; 5. In accordance with a school-wide safety plan that is consistent with these rules; and 6. In a manner that is safe, proportionate to and sensitive to the student’s: a. Severity of behavior; b. Chronological and developmental age; c. Physical size; d. Gender; e. Ability to communicate; f. Cognitive ability; and g. Known physical, medical, psychiatric condition, and personal history, including any history of physical, emotional or sexual abuse or trauma. Prone and supine physical restraints are more restrictive than other forms of physical restraint and may be used only when the student’s size and severity of behavior require such a restraint because a less restrictive restraint has failed or would be ineffective to prevent harm to the student or others. PERMISSIBLE USE OF SECLUSION Seclusion, not otherwise prohibited by these rules, may be used only: a. When a student’s behavior poses an imminent and substantial risk of physical injury to the student or others; b. When less restrictive interventions have failed or would be ineffective in stopping such imminent risk of physical injury; c. As a temporary intervention; d. When physical restraint is contraindicated; e. When there is no known developmental, medical, psychological or other contraindication to its use; f. When the student is visually monitored at all times by an adult; and g. In a space large enough to permit safe movement that is adequately lit, heated, ventilated, free of sharp or otherwise dangerous objects; and in compliance with all fire and safety codes. In rare circumstances where the use of physical restraint or seclusion may be necessary due to a student’s pattern

of dangerous behavior that is not responsive to less restrictive interventions, physical restraint and/or seclusion may be included in an individual safety plan only if all of the following conditions apply: a. School personnel have reviewed and agreed to the safety plan; b. The use of physical restraint and seclusion complies with these Rules; c. The student has a documented history showing a series of behaviors in the preceding six (6) months that have created an imminent and substantial risk of physical injury to the student or others in the school; d. A comprehensive, data-driven, functional behavioral assessment has been conducted; e. A behavioral intervention plan, emphasizing positive behavioral interventions and supports, has been implemented; f. The educational planning team, IEP team or Section 504 team has reviewed the student’s program and placement to determine whether it is sufficient to meet the student’s unique needs; g. The criteria for use are clearly identified; h. Any contraindications for use are identified; i. Staff implementing the individual safety plan have received training from a staterecommended training program; j. The parents are fully informed of the inherent risks of using restraint and seclusion; k. The parents provide informed consent to the use of restraint and/or seclusion, which shall be revocable at any time; and l. The ongoing need for an individual safety plan is reviewed and revised, as appropriate, and in any event at least annually. Any restraint or seclusion imposed as a result of an individual safety plan is subject to all the reporting, documentation and debriefing requirements set forth in 4503, 4504 and 4505. Physical restraint or seclusion shall only be imposed: a. By school personnel or contract service providers who have been trained to provide the selected intervention unless, due to the unforeseeable nature of the danger of the circumstance, trained personnel are not immediately available; b. When a restrained student is monitored face-to-face by school personnel or contract service providers; or c. If personnel safety is significantly compromised by face-to-face monitoring, or the student is in seclusion, school personnel or a contract service provider are in direct visual contact with the student. Physical restraint or seclusion shall be terminated as soon as: a. The student demonstrates that he/she is in unnecessary pain or significant physical distress indicating a possible need for emergency medical assistance or that his/her breathing or communication is compromised; or b. The student’s behavior no longer poses an imminent danger of physical injury to the student or others or danger to property; or c. Less restrictive interventions would be effective in stopping such imminent danger of physical injury or property damage. Following termination of any physical restraint or seclusion, the student shall be evaluated and monitored for the remainder of the school day on which physical restraint or seclusion is imposed. The evaluation shall include a routine physical/medical assessment conducted by someone not involved in the restraint or seclusion, and documentation of any injury received by the student as a result of the restraint or seclusion. REPORTING THE USE OF RESTRAINT AND SECLUSION Any person who imposes a restraint or seclusion shall report its use to the school principal as soon as possible, but in no event later than the end of the school day of its use. The school principal shall make a documented attempt to provide verbal or electronic notice of any incident of restraint or seclusion to the student’s parents/guardians as soon as practical but in no event later than the end of the school day of its use; and The school principal shall provide written notice to the parents within 24 hours of

each use of restraint or seclusion that includes: i. The date and time of its use; ii. A description of the restraint and other intervention used; iii. The date and time when the debriefing session will occur; including notice that the parents have the opportunity to participate in the debriefing; and iv. The name and telephone number of the contact person who can provide further information. The school principal shall report the use of restraint or seclusion to the superintendent of the Supervisory Union whenever: a. There is death, injury or hospitalization to staff or student as a result of a restraint or seclusion; or b. An individual employee or contracted service provider has engaged in the use of physical restraint or seclusion three (3) separate times on one (1) or more students; or c. Physical restraint has been used for more than fifteen (15) minutes; or d. Any student has been restrained or secluded three (3) or more times per school year; or e. A student has been restrained or secluded more than once in a school day; or f. A student is restrained or secluded who is not on a behavioral intervention plan; or g. Restraint or seclusion has been used in violation of these rules, including the use of any prohibited form of restraint. Reports to the Superintendent shall be made within three school days of the incident that requires reporting and shall include all the information set forth in Rule 4504 required of a written record of each use of restraint or seclusion. Form provided The Superintendent of the supervisory union shall report the use of restraint or seclusion to the Commissioner of the Department of Education within three (3) school days of receipt of a report indicating any the following: a. There is death, injury requiring outside medical treatment or hospitalization to staff or student as a result of a restraint or seclusion; or b. Physical restraint or seclusion has been used for more than thirty (30) minutes, or c. Physical restraint or seclusion has been used in violation of these rules, including the use of any prohibited restraint or seclusion. The report shall include all the information set forth in Rule 4504 required of a written record of each use of restraint or seclusion. Form provided DOCUMENTATION Each school shall maintain written records of each use of restraint and seclusion. The records shall be maintained by the school principal and shall include the following: a. The name, age, gender and grade of the student; b. The date, time and duration of the restraint or seclusion; c. Any injuries, death or hospitalization to student or staff resulting from the use of restraint or seclusion; d. The location where the restraint or seclusion occurred; e. The precipitating event[s] leading up to the restraint or seclusion; f. A list of school personnel who participated in the application, monitoring and supervision of the student while restrained or secluded; g. The type of restraint or seclusion used; h. The reason for the restraint or seclusion; i. A description of all the interventions used prior to the application of the restraint or seclusion; j. Whether the student has a behavioral intervention plan and/or individualized education plan, Section 504 plan or educational support plan; and k. The date notification was provided to the student’s parents. DEBRIEFING FOLLOWING USE OF RESTRAINT OR SECLUSION Following each incident of restraint or seclusion, the school administrator shall implement follow-up procedures that include:

a. Within two (2) school days, a proper staff person reviewing the incident with the student in a manner appropriate to the student’s age and developmental ability, to discuss the behavior[s] that precipitated the use of restraint or seclusion; b. Within two (2) school days, reviewing the incident with the staff person(s) who administered the restraint or seclusion to discuss whether proper restraint or seclusion procedures were followed, including the use of proper procedures to prevent the need for restraint or seclusion; c. An opportunity for parents to participate in the review of an incident of restraint or seclusion within four (4) school days: i. Parents shall receive prior written (including e-mail) notice of the review meeting; and ii. The meeting shall be convened at a mutually acceptable time and place; and iii. Determining, in consultation with the parents, any specific follow up actions to be taken.