November has always been a month of reflection for me. I think about Remembrance Day and all of the men and women who sacrificed and continue to sacrifice their lives for our freedom and rights around the world.
This year, I am once again reflecting on our school and the many positive changes that Brown P.S. has been through in the past few years. We have a first floor dedicated to Kindergarten and Daycare with another classroom currently being retrofitted to accommodate our growing numbers. We have our sports teams in full swing, lunch time clubs, music programs, drama and writing clubs, our World Changers and Student Ambassadors. We have many more clubs and After 4 programs this year thanks to our Parent Council members who organized such engaging extra-curriculars for our students at lunch and after school.
Our cross country participants had a wonderful time running for our school and we even had a number of our students rank in the top 10 in the championship finals once again this year. Many banners were displayed in our main office as our Cross Country, Football and Baseball teams won Conference Finals and City Championships. We look forward to many more banner displays throughout the year. We appreciate the parental support driving to and from games along with the cheering and encouragement which never goes unnoticed. Sincerest thanks.
ELEMENTARY PROGRESS REPORT UPDATES
Progress Reports will be going home on Wednesday, November 12 and/or Thursday, November 13. Interviews for first term will be taking place November 13th and 14th unless other arrangements have been made by the classroom teacher and parents/caregivers.
We respect the professionalism of our teachers and believe they understand the value and importance of reporting to parents/guardians on their child’s progress. We know that providing meaningful comments in a student’s progress report will allow important discussions between a teacher and a parent/guardian to take place and will help establish a positive tone for the remainder of the school year. Parents/guardians are encouraged to schedule a Parent/Guardian-Teacher Conference and are encouraged to follow the useful tips below.
The TDSB's Guidelines for Elementary Progress Reports provides consistency among schools within our Board and for the benefit of improving student learning. Progress Report Cards should provide parents with the clarity they need to understand their child’s progress. These Guidelines complement documents created by the Ontario Ministry of Education: Guidelines for Effective Teacher-Parent-Student Communication and Supporting Your Child's Learning Through Assessment, Evaluation & Reporting.
Teachers are able to speak to your child’s progress. Parents/guardians are encouraged to speak to their child’s teacher directly if they have any questions on how their child is progressing. We are confident that by working together our schools will continue to be rich learning environments for our students. To make an appointment with your child’s teacher at Brown Public School, please call 416-393-1560.
Below is a description that outlines the differences between progress report cards and provincial report cards.
Elementary Progress Report Card
- Captures general progress in working towards achievement of curriculum expectations and your child’s development of learning skills and work habits during the fall of the school year.
- To report on students’ development on Learning Skills and Work Habits teachers will use: E- Excellent, G- Good, S-Satisfactory, N- Needs Improvement
- On the first page, teachers will report on your child’s development of Learning Skills and Work Habits from September to November, in the following: Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation
- On the second page, teachers will highlight your child’s general progress towards the achievement of curriculum expectations in all subject areas.
- Captures achievement of expectations at two points in the school year and your child’s development of learning skills and work habits during terms two and three of the school year
Useful tips for Parent/Guardian-Teacher conference
Before the conference: Make a list of what you want to ask the teacher. The following are some questions for you to consider asking the teacher:
MARK YOUR CALENDARS
PA Day - Friday, Nov. 14
Please note there will be no school on that day. Interviews will be conducted in the morning for the Progress Reports. Please contact your child’s teacher if you have not yet made an appointment for an interview. All of the 2014/2015 Professional Activity and other school holidays are available by visiting the TDSB website at www.tdsb.on.ca or www.brownschool.ca under "Events".
Early French Immersion (SK entry)
Deadline for applications for this program is December 5th, 2014.
Click https://secure.tdsb.on.ca/pars/(S(xvaj3t45nwodmm55vkb0ct45))/public/welcome.aspx
For a complete list of Information Evenings, please click on:
http://tdsb.on.ca/ElementarySchool/SchoolChoices/FrenchPrograms/InformationEvenings.aspx
Note: the application period for Junior Extended French or Middle Immersion (Grade 4 Entry) is between January 5th and January 29th, 2015.
PA Days and Statutory Holidays
Board-wide PA Day November 14, 2014 (Interviews AM)
Board-wide PA Day December 5, 2014
Last day of school (before Christmas Break) December 19, 2014
Christmas Break December 22, 2014 to January 2, 2015 (inclusive)
School resumes January 5, 2015
Elementary PA Day January 23, 2015
Board-wide PA Day February 13, 2015 (Interviews AM)
Family Day February 16, 2015
March Break March 16 to 20, 2015
Good Friday April 3, 2015
Easter Monday April 6, 2015
Victoria Day May 18, 2015
Elementary School PA Day June 5, 2015
Board-wide PA Day June 26, 2015
CLASSROOM DISTRIBUTION LISTS
Many years ago our parents on the Parent Council brought forward an idea that has been maintained for many years. They suggested that each classroom have a parent representative who would be able to pass along information to parents of that particular class about field trips, volunteers and other information that the classroom teacher wanted shared. The list was voluntary and was also a great tool for parents that wanted to organize playdates. In the past couple of years, the lists have unfortunately been used to comment on teachers’ practices, students, the Administration team and other items that this list was never meant for.
I would like to remind all parents that these class lists are for internal use only. They are not to be distributed outside of the class, and the contact information is to be used to arrange playdates, send birthday party invitations, or otherwise make contact related to positive activities. The class lists are not to be used to discuss concerns or complaints about other students, staff, or the school. Concerns of that nature should be brought directly to the Office.
OFFICE ROUTINES ARE CHANGING
Our office is getting busier every day and my Vice-Principal, Christine Pouliot and I have been reflecting on how we can make our office more efficient to serve the needs of our students, staff and community better.
It goes without saying that there are circumstances that sometimes require more than that infamous “got a minute” at our door. We recently had such a case and have decided that we really need to give our full attention when parents, students and teachers need more than a minute to discuss concerns and issues with us. Below is an outline of our plan moving forward at Brown P.S. This will be effective immediately.
Streamlining our School Office Procedures:
Our administrative office is a gathering place in every possible sense of the word. It is an exciting hub of activity and the place where the Admin Team meets with teachers, students and parents alike to listen to and honour their concerns and to ensure the safe and productive functioning of our school.
Every segment of our community, and every person within our community, is very important to us. For this reason, and to always provide our full and undivided attention, as well as our desired level of professionalism, we feel we are best able to service our community by streamlining our school office procedures in the following ways:
Mornings:
SCHOOL IMPROVEMENT PLAN AND SCHOOL INITIATIVES
Our EQAO scores and other assessment data indicate that our literacy initiatives over the years have led to great student success in reading and writing at our school. This year we will be focusing on math. Our teachers and students will be receiving support and resources as we embark on our numeracy goals. We hope to see even greater results in our numeracy data.
Along with our math plan we are working on creating a Mental Health and Wellness Committee.
We recognize the importance of well-being in our school and our society. As we develop our plan, we want to ensure that all children and students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices.
The TDSB is committed to this initiative and we look forward to sharing our plans with our community. Please check this link for more information about this initiative.
Children and Youth Mental Health and Well-Being Strategy http://www.tdsb.on.ca/Portals/0/Elementary/docs/SupportingYou/MentalHealthStrategyOverview.pdf
I will briefly attempt to explain the framework that has been established to enable, support and maintain a positive school climate here at Brown P.S. specifically in regards and in response to inappropriate behaviours as outlined in Bill 212, Bill 157 and recently Bill 13 of the Education Act.
When students breach the code of conduct, consequences are consistent with progressive discipline strategies. Progressive discipline is a whole-school approach that utilizes a continuum of interventions, supports, and consequences to address inappropriate student behaviour and to build on strategies that promote positive behaviours. When inappropriate behaviour occurs, disciplinary measures are applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive. Many schools including Brown P.S. utilize a range of interventions, supports, and consequences that include learning opportunities for reinforcing positive behaviour while helping students to make good choices.
Interventions (in no particular order) may include:
* Discussion with a teacher, member of the support staff, vice-principal or principal
* Attendance / performance/ behaviour contracts
* Time Out
* Reflection Sheet
* Parental contact and involvement in applying an appropriate remedy
* Loss of privilege to participate in specified school activities
* Peer mediation
* Individual or group counseling
* Assessment
* Detention
* Restitution for damage or stolen property
* Community service
* Restorative justice practices
Student breaches of the Board’s Code of Conduct and Brown P.S.’s Code of Conduct will be dealt with in accordance with Operational Procedure PR697: Promoting a Positive School Climate.
At Brown P.S. we have an Office Referral Process. An office referral form is filled out by a staff member to inform of an incident. Students are interviewed individually and then, depending on the situation, interviewed as a group for a Restorative Practices session. Problems that are referred to Administration are dealt with by the Principal and/or Vice-Principal. Depending upon the severity of the inappropriate behaviour, parents may or may not be notified. Rather than immediately approaching a situation punitively, we often prefer to use a child’s lapse in good judgment as an opportunity - a ‘teachable moment’; this way, the student has the chance to learn strategies for making better choices, and the chance to understand that we are working with them, to support their journey.
Our staff at Brown P.S. can be commended for being proactive in the classroom, in the hallways, and on the playgrounds. We prefer restorative justice practices and helping students think about their actions and the impact their actions have had on others. We always start our restorative practices by asking, “What happened?” Students are also asked various other questions including “What do you think you need to do to make things right?”
In cases that are of a more serious nature and depending on the number of times a student has breached the Code of Conduct and other mitigating factors, consequences may include suspension and in some cases expulsion from the school and/or the School Board.
Suspension
The behaviours for which a principal may consider suspending a student include:
* Uttering a threat to inflict serious bodily harm on another person;
* Possessing alcohol or illegal drugs;
* Being under the influence of alcohol;
* Swearing at a teacher or at another person in a position of authority;
* Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school;
* Bullying;
* Willful destruction of school property; vandalism causing damage to school or Board property or property located on school or Board premises;
* Use of profane or improper language;
* Use of tobacco;
* Theft;
* Aid/incite harmful behaviour;
* Physical assault;
* Being under the influence of illegal drugs;
* Fighting;
* Possession or misuse of any harmful substances;
* Extortion;
* Inappropriate use of electronic communications or media devices; and
* An act considered by the principal to be a breach of the Board’s or School’s Code of Conduct.
Expulsion
The behaviours for which a principal will consider recommending to a Committee of the Board that a student be expelled include:
* Possessing a weapon, including possessing a firearm;
* Using a weapon to cause or to threaten bodily harm to another person;
* Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner;
* Committing a sexual assault;
* Trafficking in weapons or in illegal drugs;
* Committing robbery;
* Giving alcohol to a minor;
* Bullying if,
-the pupil has previously been suspended for engaging in bullying, and
-the pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person;
* Sexual harassment;
* Racial harassment;
* Hate-motivated occurrences;
* Distribution of hate material;
* Possession of explosive substance;
* Any activity listed in section 306(1) motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor; and
* An act considered by the principal to be a serious breach of the Board or School Code of Conduct.
Please see Operational Procedure PR585 Board Code of Conduct Operational Procedure PR585: Board Code of Conduct Page 12 of 13 G02 (R:Secretariat\Staff\G02\03\OP\PR585) sec.1530 for more information. All can be found at the TDSB website.
NOTE: Individual schools may insert specific expectations and requirements provided they are consistent with the Board’s Code of Conduct. These may include the following:
Attendance and late policies
Students will be on time for classes and will attend classes regularly. Students are responsible for the work missed due to absence. Students who skip classes or repeatedly arrive late may receive consequences based on the principles of progressive discipline and in accordance with Operational Procedure PR697 Promoting Positive School Climate.
School Dress Code
“Dress Code” is the appropriate dress established by the school in consultation with parents through the school council, and may include a school uniform.
“School Uniform” refers to any common standard of attire with respect to colour and design which students are required to wear at school.
It is expected that, subject to the discretion of the principal to permit exceptions regarding compliance in appropriate circumstances, every student in the school will comply with the Dress Code. The Dress Code does not apply to religious, cultural or similar forms of attire. The Dress Code does not restrict, in any way, a student’s right to dress in a manner that is prescribed by religious, cultural, ethnic or similar tenets and custom.
“Inappropriate Dress” refers to a standard of attire, which does not meet the school community standards of decency. Inappropriate Dress at Brown Public School includes:
(a) language and/or any representations on attire that indicates gang affiliation; this includes gang colours
(b) attire that depicts violence, profanity, racial or gender discrimination or discrimination of any kind whatsoever;
(c) attire that is considered inappropriate as deemed by our Safe and Caring Schools Committee and School Code of Conduct at Brown Public School
(d) hats/caps are to be removed upon entry into the school; religious attire is the exception
Operational Procedure PR585: Board Code of Conduct Page 13 of 13 G02 (Secretariat\Staff\G02\03\OP\PR585)sec.1530
Lockers
Lockers are the property of the Board and are subject to inspection by the Administration.
We do not have lockers at Brown; however, our students will transition to Grade 7 and 8 and need to know that their lockers can be searched.
As the Principal at Brown P.S., I frequently mention to students during our Character Trait Assemblies each month that they are the best children I have ever worked with. I am very sincere about that and can assure this community that our children are respectful, cooperative and empathetic. There are many mitigating circumstances that sometimes cause children to behave a certain way and as educators in an elementary school environment we do everything we possibly can to help them and offer support. We have a school social worker, psychologist, a special education team and a kind and caring staff that recognizes when a child may require more support. Each incident is unique and our disciplinary action considers a number of factors. Parents/Guardians are seen as part of the disciplinary process and the parents in our community have been very supportive to date.
I recognize that many parents refer to many incidents that their child may be involved in as “bullying” or being “bullied” when speaking to Mrs. Pouliot and me. Our students are made aware of the school’s code of conduct and school expectations at the beginning of each year with constant reminders throughout the year. At Brown P.S. we are very fortunate to have a number of anti-bullying presentations at our school. We have Character Trait Assemblies monthly and we recognize Days of Significance as we continue to provide an equitable, inclusive and positive learning environment. All of us have a part to play in making and keeping schools safe. By working together, we can provide learning environments that are caring, safe, accepting, respectful and inclusive, where students can acquire the knowledge, skills and values they need to become responsible members of their communities and society.
I will end with the TDSB’s definition of “bullying” and offer some suggestions on dealing with bullying behaviour.
Bullying - typically a form of repeated, persistent and aggressive behaviour that is directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. (Ministry of Education’s Policy Program Memorandum No. 144, Bullying Prevention and Intervention, October 4, 2007)
Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g., hitting, pushing, tripping), verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g., excluding others from a group, spreading gossip, or rumours). It may also occur through the use of technology (e.g., spreading rumours, images, or hurtful comments through the use of email, cellphones, text messaging, Internet website, or other technology).
Cyberbullying - the use of information and communication technologies, such as email, cellphone and pager text messaged, instant messaging, personal Web sites and online personal polling Web sites, to support deliberate, repeated and hostile behaviour by an individual or group, which is intended or perceived to harm others. (TDSB Policy P.065 June 25, 2008)
Please note that unless an incident is reported to us, it is very difficult for the Administrative Team and the teachers to support students involved. We encourage children to report incidences to the office as they happen, not a month, a year or two later. Parents are encouraged to call us if their child has disclosed an incident that happened at school as opposed to parents “settling situations” on their own with other parents. Parents/Guardians/Nannies are not to discipline other people’s children on our premises or anywhere else for that matter at any time. This behaviour will be addressed should we hear about it.
We are here to support in the best way that we can; however, there are only two of us and our staff. Students are encouraged to report. We are here to educate and help children make better choices and really appreciate your support in making our school a safe place for everyone.
Restorative Practices Sessions in our office may look like this:
When a child is referred to our office we ask a number of questions that we thought may be helpful for parents/givers to ask at home also.
Here are some questions we ask when things go wrong:
The “Bully”
Most people have heard the word “bully”. In fact most of us know a few people whom we would call bullies. Being a bully is not something of which to be proud. It may look like bullies have many “friends” but usually bullies are not very well liked at all and the friends are more afraid to leave the group out of fear of the consequences.
Often we think bullies are big boys, but that is not always the case. Girls, as well as adults of all walks of life, can be bullies and make others feel uncomfortable. A bully is someone who makes a person feel sad or afraid, through actions or words.
Bullying behaviour can be shown in many ways other than hitting or shoving. Bullies can also say hurtful things in a sarcastic manner, use threatening gestures, or exclude another from a group.
Bullies need help as well. They are often underachievers and are five times more likely than other children to fall into deeper trouble during their adolescent and adult life.
If you grow up seeing bullies treat others unfairly, you may think it is okay for you to do the same. It is NOT okay. We must find other ways to feel good about ourselves and handle anger.
Strategies to Deal with Bullying Behaviour
Teachers and parents can encourage children to:
* travel with friends. Two is company and there is strength in numbers.
* stay away from places where bullies hang out.
* avoid a confrontation by walking away.
* ignore the bully. If the person continues to bother you, say firmly, “Cut it out!” or “Stop it!”
* head for a crowded place if feeling threatened.
* practise acting confident. Walk with head up, shoulders back and look people in the eye.
* not give the reaction the bully wants.
* participate in school activities that they enjoy.
* socialize with other students and try to make friends.
* talk to people they trust –parent, teachers, friends about a persistent bully.
Bullying is an issue that the TDSB takes very seriously. In 2013, the Board adopted comprehensive procedures aimed at establishing a framework to enable, support and maintain a positive school climate. To learn more please read our P.051 Caring and Safe Schools policy and our procedures PR 702: Progressive Discipline and Promoting Positive Student Behaviour and PR 703 Bullying Prevention and Intervention. Visit http://www.tdsb.on.ca/safeschools.
Your attention to this is kindly appreciated,
Gina and Christine
ENTRY DOORS AND SCHOOL SURVEILLANCE
Our back doors of the school will be locked daily at 9:00 a.m. for security purposes. Parents who need to enter the school to drop off or pick up their children after this time are asked to use the front doors off Avenue Road. We recognize that this is an inconvenience for some parents; however, we are also following our school and Board procedures to ensure that all doors are locked throughout the day to ensure everyone’s safety inside the building. Please do not knock on doors or windows during class time to be let in. Our office staff will let you in from the Avenue Road entrance.
DISTRICT REVIEW YEAR
On April 1, 2015 our school will be undergoing a District Review Process. The District Review is a process used to verify evidence collected by staff during the School Self-Assessment/School Improvement Planning Process. All schools in the Toronto District School Board have completed a School Self-Assessment. The District Review will incorporate Instructional Walks which will include teams from the FOS Superintendent, SEF Lead(s), Central System Leaders and School Principals.
The District Review process is not evaluative. It is a collaborative process used to help school staff to honour success and further refine practice to improve student achievement. Feedback is provided to the school to be shared among staff and incorporated into the ongoing School Improvement Planning Process.
Our staff has been preparing for the District Review for the past couple of years. We will be reviewing some of the components of this process with our Parent Council and students throughout the year.
BUILDING CHARACTER, BUILDING SUCCESS
Character Education at Brown P.S.
Each month at Brown P.S. our students are involved in a school wide assembly which highlights the month’s character trait. The assembly gives students an opportunity to learn about the character trait and how it coincides with home and school life. As part of helping our students build a sense of self and belonging, we encourage parents to talk about these values and traits at home also.
What is Character Development?
The role of the Family
Character Development is a joint responsibility between home and school. Children need to see, hear and feel good character in a variety of ways within the family and community and to receive consistent messages around the value of good character. Character Development is a deliberate effort to encourage positive personal attributes, civility and solid ethical and moral actions. Character Development focuses on each individual’s personal management at home, at school and within the community.
Parents, guardians, caregivers and family members are the first and most important character educators of children. Working together with the school and community, we can guide our children towards common values. When families reinforce the character attributes at home, Character Development becomes a way of life. The goals of Character Development are in essence the goals of raising children: youth who comprehend, care about, and act positively, make for a productive, just, and democratic society.
As they develop their character, young people do their best work, do the right thing, and lead lives of purpose. Successful Character Development involves creating the types of classroom and school environments that make it possible for all students, to fulfill their potential and to achieve their goals. In developing character, the Toronto District School Board seeks to deliberately nurture the common character attributes to go beyond racial, religious, socio-economic and cultural lines.
The TDSB will play an active role in Character Development by ensuring that it is valued and highlighted in the daily lives of our students. As a whole school approach, the school community will grasp the “teachable moments” to integrate character into the existing curriculum. In a focused and intentional approach, respect, responsibility, empathy, kindness & caring, teamwork, fairness, honesty, co-operation, integrity and perseverance will be emphasized and developed.
Our Goals for Character Tips for supporting Character Development in the Home
* Use the language of character
* Model and teach respectful manners
* Listen to your children
* Be clear about your values
* Spend time with your children in shared activities
* As a family, take part in community service projects or civic activities
* Establish family traditions and enjoy family celebrations together
* Capitalize on the “teachable moments”
* Assign household or family responsibilities
* Teach your children to be responsible and discerning with their choices in media and entertainment and online interactions
* Teach your children how to resolve conflict in a peaceful, respectful way
* Encourage empathy by asking questions such as, “How would you feel if...?”
* Become involved in your child’s school life - from Kindergarten to Grade 12
* Live character each day
November’s Character Trait is EMPATHY
What is empathy?
• Putting yourself in someone else’s shoes
• Understanding, sensing, and sharing in the feelings and emotions of others
• Showing love, sympathy, compassion, and encouragement
• Identifying with, and understanding, another’s situation, feelings, and motives
• Having concern for someone experiencing misfortune
Quotations
“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ~Bonnie Jean Wasmund
“Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.” ~Leo Buscaglia
“Only your compassion and your loving kindness are invincible, and without limit.” ~Thich Nhat Hanh
“Be nice and smile at everyone you meet. You don’t know what they are going through, and they may need that smile, and treasure it.” ~Christine M. Huppert
What does empathy look like/sound like?
* Listening with full attention to the speaker and looking for the feelings behind the words, facial expressions, and body language
* Respecting the thoughts of a friend who has shared his or her feelings
* Acknowledging the emotions of someone by saying something like, “I can see that you are really uncomfortable about this.”
* Showing appropriate reactions to someone who is sharing his or her feelings (i.e., nodding, smiling, paraphrasing) and asking questions at appropriate times
* Allowing the person to share his or her feelings without interrupting, judging, or trying to solve his or her problem
* Trying to really understand a person’s feelings and motives, even when you may disagree with the actions of a person
* Speaking from “I” and owning your emotions
* Understanding that we are all a lot more alike than we think, even if on the outside we look and act differently
* Seeing ourselves in others—even those we think are so different from us
Questions to discuss with your child:
* What is empathy? How can we show empathy?
* What does it mean to be empathetic?
Projects to do together:
* Engage your child in volunteer opportunities, such as helping at the food bank or other community organizations.
* Develop a family project that is meant to help others.
* When reading or watching the news, encourage a discussion about how those involved might feel.
Encouraging empathy in your child:
* Encourage discussion, and expose your child to the language of emotions.
* Talk with your child about the importance of showing empathy through helping others.
* Share your own feelings with your child, providing him or her with the opportunity to be empathetic.
* Allow your child to express his or her feelings, regardless of whether they are positive or negative.
Thank you for supporting our Character Development program.
SCARE HUNGER FOOD DRIVE
Our We Scare Hunger Food Drive has been very successful again this year. Many boxes were overflowing with food in our hallway and on the floors, and we are proud to say that our Brown P.S. families contributed 2,500 pounds of food to the Daily Bread Food Bank! Of course, we always encourage children and their parents/caregivers to donate to the food banks at any time during the year.
CLOTHING DRIVE IS ON
We have just started our clothing drive. If you have any clothing you no longer need, please bring it to the school. We will collect it in the hallway area that we collected the food. This year we ask for clothing for all ages as we are helping two schools with their needs, J.R Wilcox P.S. and General Mercer P.S. We know they will appreciate any thing you may be able to donate in clothing.
HALLOWEEN
We had a Halloween Parade on October 31 and had the opportunity to marvel at some very original and scary costumes this year. Everyone had a lot of fun showing off their super hero and some very original costumes despite the inclement weather. We had a number of parents enjoy the parade and thank everyone for their participation.
FALL FLING
Our Fall Fling held on the evening of November 6 was another great success. The Fall Fling Committee did an incredible job organizing this annual event. Sincerest thanks to everyone that participated in this evening. Your hard work and efforts are always appreciated by our students, staff and community. Merci beaucoup !
My absence was noticed by many parents this year. Unfortunately, I had surgery the day before and was not able to attend. Thanks to all for your well wishes. I am recovering and working from home until November 13. David Tomlin is replacing me until then and Christine Pouliot, our Vice-Principal is doing a great job keeping our office and school running smoothly.
LOCKDOWN AND FIRE DRILLS
We have already completed a lockdown and two fire drill evacuations procedures at our school. Please do not be alarmed if your children come home talking about lockdown drills or fire drills. We are required to do three lockdowns a year and three fire drills per term. Should you require more info about our lock down procedures or our fire drill procedures, please do not hesitate to call us.
We will be reviewing our School Evacuation procedures at our next Parent Council Meeting.
INFORMATION EVENINGS
St. Andrew’s JHS High Performing Athletes' Program
Is your child an elite athlete? Do they perform at the provincial or national level in their sport? St. Andrew’s JHS offers a High Performing Athletes’ program for Grades 5-8. The HPA program is an academic program designed to accommodate athletes with heavy training schedules.
Program Features:
* Supportive learning environment
* Full core curriculum including optional courses
* Flexible timetables
* A chance to work with other athletes from a variety of sports
* Online contact with teachers to allow for lessons during out of town training or competitions.
Please attend the information evening to learn more about the program.
When: Thursday November 27, 2014 at 6:30 p.m.
Where: St. Andrew’s Junior High School
131 Fenn Avenue, Toronto
Location: Library
Applications for 2015/2016 will be available at the information night.
For further information please contact:
Michael Drukarsh: michael.drukarsh@tdsb.on.ca
St. Andrew’s JHS: 416-395-3090
Karen Kain School of the Arts
Is your Grade 5 son or daughter excited by the arts? Is he/she looking for a middle school experience in an enriched arts environment? Grade 5 students interested in the arts now have another educational option available to develop their skills within a generalist arts-integrated school.
On November 27, 2014, join Vonda-Kaye Oketch, Principal of Karen Kain School of the Arts and some of her dynamic teachers for a Parent/Guardian and Student Information Night. The application process is open only to Grade 5 students.
Learn more about the school, curriculum and application process—students are welcome to attend too!
When: Thursday, November 27, 2014 at 6:00 PM
Where: Norseman JMS, 105 Norseman Ave., Etobicoke
For: All interested parents/guardians of students entering Grade 6 in September 2015.
Visit and bookmark http://www.kksa.ca to keep up with the latest information about Karen Kain School of the Arts. Find out more about admissions at http://schoolweb.tdsb.on.ca/karenkain/Admissions.aspx
REMEMBRANCE DAY
On this Remembrance Day, we pay tribute to those past and present who served our country with courage and compassion. Our students and staff paid tribute to our military heroes at our Remembrance Day Assembly on November 11. The poems, songs and drama pieces were very moving. We thank our staff and students who participated and showed their gratitude to those who have voluntarily given of themselves to serve our country with pride and fortitude. LEST WE FORGET
I would like to close this month’s bulletin with two Remembrance Day poems.
The Ode of Remembrance is cited on Remembrance Day followed by the phrase "Lest we forget."
The Ode of Remembrance
They went with songs to the battle, they were young.
Straight of limb, true of eyes, steady and aglow.
They were staunch to the end against odds uncounted,
They fell with their faces to the foe.
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
Lest we forget.
In the First World War 61,000 Canadians died, in the Second World War 42,000 Canadians died. Many of these soldiers were dual citizens serving in the Canadian Armed Forces.
Remembrance by Helen Gardner
In Flanders field the poppies grow,
For the reason we all should know.
Standing proud and tall as can be,
Its glory and beauty we all can see.
Remembering the men who saved us all,
Their bravery and honour we all may recall.
A symbol of courage we shall never forget,
For the men who died in the war they met.
They gave up their lives to save the rest,
Although they died, they did their best.
To the bravest of all man and your respected ranks,
We look up to you always and give you thanks.
IMPORTANT SAFETY REMINDERS
Yard Supervision and play structures
Yard Supervision for Grades 1 to 6 begins at 8:25 a.m. and ends at 3:25 p.m. Kindergarten supervision begins at 8:20 a.m. and ends at 3:10 p.m. Parents are responsible for their children’s safety and conduct in the yard before and after these times. Primary children are not allowed on the Junior play structure in the junior yard due to the high number of accidents. This play structure is for children grade 3 and up. Primary children are welcome to play in the Primary yard on the primary structure. Adult supervision is recommended at all times.
Visitor Sign-In Book
Visitors are requested to sign in at the main office and wear a ‘visitor tag’. This is a safety measure to ensure that visiting adults are recognized and encouraged to feel welcome in our school. Thank you!
Sign-In and Sign- Out Procedures
We understand that students may have to attend appointments during the instructional school hour day. Parents/Guardians are reminded that students must be signed out and back in for safety and attendance reasons. The sign-in and sign-out binders are located in the main office.
Kiss 'N Ride and the new parking bylaw
Do not use the Avenue Road driveway as this is strictly an out of bounds area for unauthorized vehicles. The parking lot underneath the tennis court area is for staff only. Staff vehicles now have special identification and unauthorized cars will be ticketed. Please pick up and drop off your children at the Kiss 'N Ride designated area on Poplar Plains Rd. With the new $150 fine for illegal parking, we encourage parents to use the Kiss 'N Ride program.
Community Issue
Our neighbours have recently been concerned about cars blocking their driveways during drop off and pickup times. Please ensure that you are not parking in front of anyone's driveway, as they need to be able to get in and out of their own driveway safely and promptly. There is one-hour parking on Balmoral in the event that you have to come into the school. We do everything we can to cooperate with our neighbours and would appreciate this is taken into consideration.
Preserving the Learning Environment - from the Office Staff
In the event of an emergency, we always do our utmost to relay messages to students; however, we will not disrupt classes and interrupt instruction time to give messages to individual students. Our Office Administrator and clerical staff are very busy during the day. To minimize the numerous phone calls they are currently receiving, we kindly ask for your cooperation to please make arrangements for special pick-ups prior to your child’s coming to school.
The agenda is an excellent tool for communication between home and school for dental and medical appointments when your child needs to leave early. We will not interrupt instruction for lunch dates, forgotten swim suits or forgotten lunches. You may drop these items off in the office ensuring the child’s name is on it and we will have the student pick it up at a convenient time.
Letters are required to our office staff to notify us that your child is leaving the school early for an appointment or other matter. Parents who are picking students up must sign out the student at the office. Please help us with this process and make this a best practice at Brown P.S.
Before the conference: Make a list of what you want to ask the teacher. The following are some questions for you to consider asking the teacher:
- What does my child do well?
- What skills does she or he still need to develop?
- Is my child getting extra help? If yes, in what subjects?
- How does my child get along with the other students?
- How can I help my child at home?
- What is the best way to contact you if I have more questions?
- Request to see samples of your child’s work that reflect the progress that the teacher describes
- Share information that will help the teacher understand your child better
- Ask the questions you have prepared
- Take notes so that you can share the teacher’s comments with your child
MARK YOUR CALENDARS
PA Day - Friday, Nov. 14
Please note there will be no school on that day. Interviews will be conducted in the morning for the Progress Reports. Please contact your child’s teacher if you have not yet made an appointment for an interview. All of the 2014/2015 Professional Activity and other school holidays are available by visiting the TDSB website at www.tdsb.on.ca or www.brownschool.ca under "Events".
Early French Immersion (SK entry)
Deadline for applications for this program is December 5th, 2014.
Click https://secure.tdsb.on.ca/pars/(S(xvaj3t45nwodmm55vkb0ct45))/public/welcome.aspx
For a complete list of Information Evenings, please click on:
http://tdsb.on.ca/ElementarySchool/SchoolChoices/FrenchPrograms/InformationEvenings.aspx
Note: the application period for Junior Extended French or Middle Immersion (Grade 4 Entry) is between January 5th and January 29th, 2015.
PA Days and Statutory Holidays
Board-wide PA Day November 14, 2014 (Interviews AM)
Board-wide PA Day December 5, 2014
Last day of school (before Christmas Break) December 19, 2014
Christmas Break December 22, 2014 to January 2, 2015 (inclusive)
School resumes January 5, 2015
Elementary PA Day January 23, 2015
Board-wide PA Day February 13, 2015 (Interviews AM)
Family Day February 16, 2015
March Break March 16 to 20, 2015
Good Friday April 3, 2015
Easter Monday April 6, 2015
Victoria Day May 18, 2015
Elementary School PA Day June 5, 2015
Board-wide PA Day June 26, 2015
CLASSROOM DISTRIBUTION LISTS
Many years ago our parents on the Parent Council brought forward an idea that has been maintained for many years. They suggested that each classroom have a parent representative who would be able to pass along information to parents of that particular class about field trips, volunteers and other information that the classroom teacher wanted shared. The list was voluntary and was also a great tool for parents that wanted to organize playdates. In the past couple of years, the lists have unfortunately been used to comment on teachers’ practices, students, the Administration team and other items that this list was never meant for.
I would like to remind all parents that these class lists are for internal use only. They are not to be distributed outside of the class, and the contact information is to be used to arrange playdates, send birthday party invitations, or otherwise make contact related to positive activities. The class lists are not to be used to discuss concerns or complaints about other students, staff, or the school. Concerns of that nature should be brought directly to the Office.
OFFICE ROUTINES ARE CHANGING
Our office is getting busier every day and my Vice-Principal, Christine Pouliot and I have been reflecting on how we can make our office more efficient to serve the needs of our students, staff and community better.
It goes without saying that there are circumstances that sometimes require more than that infamous “got a minute” at our door. We recently had such a case and have decided that we really need to give our full attention when parents, students and teachers need more than a minute to discuss concerns and issues with us. Below is an outline of our plan moving forward at Brown P.S. This will be effective immediately.
Streamlining our School Office Procedures:
Our administrative office is a gathering place in every possible sense of the word. It is an exciting hub of activity and the place where the Admin Team meets with teachers, students and parents alike to listen to and honour their concerns and to ensure the safe and productive functioning of our school.
Every segment of our community, and every person within our community, is very important to us. For this reason, and to always provide our full and undivided attention, as well as our desired level of professionalism, we feel we are best able to service our community by streamlining our school office procedures in the following ways:
Mornings:
- Our goal for mornings will be to start the day as positively and seamlessly as possible. The focus of the Principal and Vice-Principal will be to respond to immediate concerns of our teachers and our students, to communicate important information to our staff and students via the morning announcements, and to get the school day underway.
- As of 8:40 a.m., Ms. MacFarlane (our clerical) will be outside the school office, handling attendance.
- Kindergarten children are expected to be in their classroom at 8:30 a.m. Kindergarten attendance is sent to the office by 8:40 a.m. so we can adhere to our Safe Arrivals Protocols. If a Kindergarten child arrives beyond 8:40 a.m., his/her parent is to sign them in with Ms. MacFarlane outside the office and then escort them to their classroom.
- Grade 1-6 children are expected to be in their classroom at 8:40 a.m. Their attendance is sent to the office by 8:50 a.m. so we can adhere to our Safe Arrivals Protocols. If a child in Grades 1-6 arrives beyond 8:50 a.m., they are to sign in with Ms. MacFarlane outside the office and then proceed to class. (Parents of Grade 1-3 students can escort their child to class after they have signed in.)
- Parents with concerns will first follow the Parent Concern Protocol. See attached PDF.
- If needed, parents are then invited to make an appointment to meet with the Principal and Vice-Principal.
- Meetings may be booked at mutually convenient times throughout the day, between the hours of 10:00 a.m. and 4:30 p.m. Exceptions can be made if parents or guardians can only meet later than 4:30 p.m.
- Ms. Moulton will have calendars for the Principal and Vice-Principal. Parents are asked to contact Ms. Moulton if they need to book an appointment at 416 393-1560.
SCHOOL IMPROVEMENT PLAN AND SCHOOL INITIATIVES
Our EQAO scores and other assessment data indicate that our literacy initiatives over the years have led to great student success in reading and writing at our school. This year we will be focusing on math. Our teachers and students will be receiving support and resources as we embark on our numeracy goals. We hope to see even greater results in our numeracy data.
Along with our math plan we are working on creating a Mental Health and Wellness Committee.
We recognize the importance of well-being in our school and our society. As we develop our plan, we want to ensure that all children and students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices.
The TDSB is committed to this initiative and we look forward to sharing our plans with our community. Please check this link for more information about this initiative.
Children and Youth Mental Health and Well-Being Strategy http://www.tdsb.on.ca/Portals/0/Elementary/docs/SupportingYou/MentalHealthStrategyOverview.pdf
THE OFFICE REFERRAL PROCESS AND CONSEQUENCES OF INAPPROPRIATE BEHAVIOUR
It was recently brought to our attention again that new parents and even parents who have been at our school for many years are not familiar with the Toronto District School Board’s Safe and Caring Schools policies and procedures and are not aware of the Safe Schools Code of Conduct here at Brown P.S.
I will briefly attempt to explain the framework that has been established to enable, support and maintain a positive school climate here at Brown P.S. specifically in regards and in response to inappropriate behaviours as outlined in Bill 212, Bill 157 and recently Bill 13 of the Education Act.
When students breach the code of conduct, consequences are consistent with progressive discipline strategies. Progressive discipline is a whole-school approach that utilizes a continuum of interventions, supports, and consequences to address inappropriate student behaviour and to build on strategies that promote positive behaviours. When inappropriate behaviour occurs, disciplinary measures are applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive. Many schools including Brown P.S. utilize a range of interventions, supports, and consequences that include learning opportunities for reinforcing positive behaviour while helping students to make good choices.
Interventions (in no particular order) may include:
* Discussion with a teacher, member of the support staff, vice-principal or principal
* Attendance / performance/ behaviour contracts
* Time Out
* Reflection Sheet
* Parental contact and involvement in applying an appropriate remedy
* Loss of privilege to participate in specified school activities
* Peer mediation
* Individual or group counseling
* Assessment
* Detention
* Restitution for damage or stolen property
* Community service
* Restorative justice practices
Student breaches of the Board’s Code of Conduct and Brown P.S.’s Code of Conduct will be dealt with in accordance with Operational Procedure PR697: Promoting a Positive School Climate.
At Brown P.S. we have an Office Referral Process. An office referral form is filled out by a staff member to inform of an incident. Students are interviewed individually and then, depending on the situation, interviewed as a group for a Restorative Practices session. Problems that are referred to Administration are dealt with by the Principal and/or Vice-Principal. Depending upon the severity of the inappropriate behaviour, parents may or may not be notified. Rather than immediately approaching a situation punitively, we often prefer to use a child’s lapse in good judgment as an opportunity - a ‘teachable moment’; this way, the student has the chance to learn strategies for making better choices, and the chance to understand that we are working with them, to support their journey.
Our staff at Brown P.S. can be commended for being proactive in the classroom, in the hallways, and on the playgrounds. We prefer restorative justice practices and helping students think about their actions and the impact their actions have had on others. We always start our restorative practices by asking, “What happened?” Students are also asked various other questions including “What do you think you need to do to make things right?”
In cases that are of a more serious nature and depending on the number of times a student has breached the Code of Conduct and other mitigating factors, consequences may include suspension and in some cases expulsion from the school and/or the School Board.
Suspension
The behaviours for which a principal may consider suspending a student include:
* Uttering a threat to inflict serious bodily harm on another person;
* Possessing alcohol or illegal drugs;
* Being under the influence of alcohol;
* Swearing at a teacher or at another person in a position of authority;
* Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school;
* Bullying;
* Willful destruction of school property; vandalism causing damage to school or Board property or property located on school or Board premises;
* Use of profane or improper language;
* Use of tobacco;
* Theft;
* Aid/incite harmful behaviour;
* Physical assault;
* Being under the influence of illegal drugs;
* Fighting;
* Possession or misuse of any harmful substances;
* Extortion;
* Inappropriate use of electronic communications or media devices; and
* An act considered by the principal to be a breach of the Board’s or School’s Code of Conduct.
Expulsion
The behaviours for which a principal will consider recommending to a Committee of the Board that a student be expelled include:
* Possessing a weapon, including possessing a firearm;
* Using a weapon to cause or to threaten bodily harm to another person;
* Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner;
* Committing a sexual assault;
* Trafficking in weapons or in illegal drugs;
* Committing robbery;
* Giving alcohol to a minor;
* Bullying if,
-the pupil has previously been suspended for engaging in bullying, and
-the pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person;
* Sexual harassment;
* Racial harassment;
* Hate-motivated occurrences;
* Distribution of hate material;
* Possession of explosive substance;
* Any activity listed in section 306(1) motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor; and
* An act considered by the principal to be a serious breach of the Board or School Code of Conduct.
Please see Operational Procedure PR585 Board Code of Conduct Operational Procedure PR585: Board Code of Conduct Page 12 of 13 G02 (R:Secretariat\Staff\G02\03\OP\PR585) sec.1530 for more information. All can be found at the TDSB website.
NOTE: Individual schools may insert specific expectations and requirements provided they are consistent with the Board’s Code of Conduct. These may include the following:
Attendance and late policies
Students will be on time for classes and will attend classes regularly. Students are responsible for the work missed due to absence. Students who skip classes or repeatedly arrive late may receive consequences based on the principles of progressive discipline and in accordance with Operational Procedure PR697 Promoting Positive School Climate.
School Dress Code
“Dress Code” is the appropriate dress established by the school in consultation with parents through the school council, and may include a school uniform.
“School Uniform” refers to any common standard of attire with respect to colour and design which students are required to wear at school.
It is expected that, subject to the discretion of the principal to permit exceptions regarding compliance in appropriate circumstances, every student in the school will comply with the Dress Code. The Dress Code does not apply to religious, cultural or similar forms of attire. The Dress Code does not restrict, in any way, a student’s right to dress in a manner that is prescribed by religious, cultural, ethnic or similar tenets and custom.
“Inappropriate Dress” refers to a standard of attire, which does not meet the school community standards of decency. Inappropriate Dress at Brown Public School includes:
(a) language and/or any representations on attire that indicates gang affiliation; this includes gang colours
(b) attire that depicts violence, profanity, racial or gender discrimination or discrimination of any kind whatsoever;
(c) attire that is considered inappropriate as deemed by our Safe and Caring Schools Committee and School Code of Conduct at Brown Public School
(d) hats/caps are to be removed upon entry into the school; religious attire is the exception
Operational Procedure PR585: Board Code of Conduct Page 13 of 13 G02 (Secretariat\Staff\G02\03\OP\PR585)sec.1530
Lockers
Lockers are the property of the Board and are subject to inspection by the Administration.
We do not have lockers at Brown; however, our students will transition to Grade 7 and 8 and need to know that their lockers can be searched.
As the Principal at Brown P.S., I frequently mention to students during our Character Trait Assemblies each month that they are the best children I have ever worked with. I am very sincere about that and can assure this community that our children are respectful, cooperative and empathetic. There are many mitigating circumstances that sometimes cause children to behave a certain way and as educators in an elementary school environment we do everything we possibly can to help them and offer support. We have a school social worker, psychologist, a special education team and a kind and caring staff that recognizes when a child may require more support. Each incident is unique and our disciplinary action considers a number of factors. Parents/Guardians are seen as part of the disciplinary process and the parents in our community have been very supportive to date.
I recognize that many parents refer to many incidents that their child may be involved in as “bullying” or being “bullied” when speaking to Mrs. Pouliot and me. Our students are made aware of the school’s code of conduct and school expectations at the beginning of each year with constant reminders throughout the year. At Brown P.S. we are very fortunate to have a number of anti-bullying presentations at our school. We have Character Trait Assemblies monthly and we recognize Days of Significance as we continue to provide an equitable, inclusive and positive learning environment. All of us have a part to play in making and keeping schools safe. By working together, we can provide learning environments that are caring, safe, accepting, respectful and inclusive, where students can acquire the knowledge, skills and values they need to become responsible members of their communities and society.
I will end with the TDSB’s definition of “bullying” and offer some suggestions on dealing with bullying behaviour.
Bullying - typically a form of repeated, persistent and aggressive behaviour that is directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. (Ministry of Education’s Policy Program Memorandum No. 144, Bullying Prevention and Intervention, October 4, 2007)
Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g., hitting, pushing, tripping), verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g., excluding others from a group, spreading gossip, or rumours). It may also occur through the use of technology (e.g., spreading rumours, images, or hurtful comments through the use of email, cellphones, text messaging, Internet website, or other technology).
Cyberbullying - the use of information and communication technologies, such as email, cellphone and pager text messaged, instant messaging, personal Web sites and online personal polling Web sites, to support deliberate, repeated and hostile behaviour by an individual or group, which is intended or perceived to harm others. (TDSB Policy P.065 June 25, 2008)
Please note that unless an incident is reported to us, it is very difficult for the Administrative Team and the teachers to support students involved. We encourage children to report incidences to the office as they happen, not a month, a year or two later. Parents are encouraged to call us if their child has disclosed an incident that happened at school as opposed to parents “settling situations” on their own with other parents. Parents/Guardians/Nannies are not to discipline other people’s children on our premises or anywhere else for that matter at any time. This behaviour will be addressed should we hear about it.
We are here to support in the best way that we can; however, there are only two of us and our staff. Students are encouraged to report. We are here to educate and help children make better choices and really appreciate your support in making our school a safe place for everyone.
Restorative Practices Sessions in our office may look like this:
When a child is referred to our office we ask a number of questions that we thought may be helpful for parents/givers to ask at home also.
Here are some questions we ask when things go wrong:
- What happened?
- What were you thinking of at the time?
- What have you thought about since?
- Who has been affected by what you have done? In what way?
- What do you think you need to do to make things right?
- What did you think when you realized what had happened?
- What impact has this incident had on you and others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
The “Bully”
Most people have heard the word “bully”. In fact most of us know a few people whom we would call bullies. Being a bully is not something of which to be proud. It may look like bullies have many “friends” but usually bullies are not very well liked at all and the friends are more afraid to leave the group out of fear of the consequences.
Often we think bullies are big boys, but that is not always the case. Girls, as well as adults of all walks of life, can be bullies and make others feel uncomfortable. A bully is someone who makes a person feel sad or afraid, through actions or words.
Bullying behaviour can be shown in many ways other than hitting or shoving. Bullies can also say hurtful things in a sarcastic manner, use threatening gestures, or exclude another from a group.
Bullies need help as well. They are often underachievers and are five times more likely than other children to fall into deeper trouble during their adolescent and adult life.
If you grow up seeing bullies treat others unfairly, you may think it is okay for you to do the same. It is NOT okay. We must find other ways to feel good about ourselves and handle anger.
Strategies to Deal with Bullying Behaviour
Teachers and parents can encourage children to:
* travel with friends. Two is company and there is strength in numbers.
* stay away from places where bullies hang out.
* avoid a confrontation by walking away.
* ignore the bully. If the person continues to bother you, say firmly, “Cut it out!” or “Stop it!”
* head for a crowded place if feeling threatened.
* practise acting confident. Walk with head up, shoulders back and look people in the eye.
* not give the reaction the bully wants.
* participate in school activities that they enjoy.
* socialize with other students and try to make friends.
* talk to people they trust –parent, teachers, friends about a persistent bully.
Bullying is an issue that the TDSB takes very seriously. In 2013, the Board adopted comprehensive procedures aimed at establishing a framework to enable, support and maintain a positive school climate. To learn more please read our P.051 Caring and Safe Schools policy and our procedures PR 702: Progressive Discipline and Promoting Positive Student Behaviour and PR 703 Bullying Prevention and Intervention. Visit http://www.tdsb.on.ca/safeschools.
Your attention to this is kindly appreciated,
Gina and Christine
ENTRY DOORS AND SCHOOL SURVEILLANCE
Our back doors of the school will be locked daily at 9:00 a.m. for security purposes. Parents who need to enter the school to drop off or pick up their children after this time are asked to use the front doors off Avenue Road. We recognize that this is an inconvenience for some parents; however, we are also following our school and Board procedures to ensure that all doors are locked throughout the day to ensure everyone’s safety inside the building. Please do not knock on doors or windows during class time to be let in. Our office staff will let you in from the Avenue Road entrance.
DISTRICT REVIEW YEAR
On April 1, 2015 our school will be undergoing a District Review Process. The District Review is a process used to verify evidence collected by staff during the School Self-Assessment/School Improvement Planning Process. All schools in the Toronto District School Board have completed a School Self-Assessment. The District Review will incorporate Instructional Walks which will include teams from the FOS Superintendent, SEF Lead(s), Central System Leaders and School Principals.
The District Review process is not evaluative. It is a collaborative process used to help school staff to honour success and further refine practice to improve student achievement. Feedback is provided to the school to be shared among staff and incorporated into the ongoing School Improvement Planning Process.
Our staff has been preparing for the District Review for the past couple of years. We will be reviewing some of the components of this process with our Parent Council and students throughout the year.
BUILDING CHARACTER, BUILDING SUCCESS
Character Education at Brown P.S.
Each month at Brown P.S. our students are involved in a school wide assembly which highlights the month’s character trait. The assembly gives students an opportunity to learn about the character trait and how it coincides with home and school life. As part of helping our students build a sense of self and belonging, we encourage parents to talk about these values and traits at home also.
What is Character Development?
The role of the Family
Character Development is a joint responsibility between home and school. Children need to see, hear and feel good character in a variety of ways within the family and community and to receive consistent messages around the value of good character. Character Development is a deliberate effort to encourage positive personal attributes, civility and solid ethical and moral actions. Character Development focuses on each individual’s personal management at home, at school and within the community.
Parents, guardians, caregivers and family members are the first and most important character educators of children. Working together with the school and community, we can guide our children towards common values. When families reinforce the character attributes at home, Character Development becomes a way of life. The goals of Character Development are in essence the goals of raising children: youth who comprehend, care about, and act positively, make for a productive, just, and democratic society.
As they develop their character, young people do their best work, do the right thing, and lead lives of purpose. Successful Character Development involves creating the types of classroom and school environments that make it possible for all students, to fulfill their potential and to achieve their goals. In developing character, the Toronto District School Board seeks to deliberately nurture the common character attributes to go beyond racial, religious, socio-economic and cultural lines.
The TDSB will play an active role in Character Development by ensuring that it is valued and highlighted in the daily lives of our students. As a whole school approach, the school community will grasp the “teachable moments” to integrate character into the existing curriculum. In a focused and intentional approach, respect, responsibility, empathy, kindness & caring, teamwork, fairness, honesty, co-operation, integrity and perseverance will be emphasized and developed.
Our Goals for Character Tips for supporting Character Development in the Home
* Use the language of character
* Model and teach respectful manners
* Listen to your children
* Be clear about your values
* Spend time with your children in shared activities
* As a family, take part in community service projects or civic activities
* Establish family traditions and enjoy family celebrations together
* Capitalize on the “teachable moments”
* Assign household or family responsibilities
* Teach your children to be responsible and discerning with their choices in media and entertainment and online interactions
* Teach your children how to resolve conflict in a peaceful, respectful way
* Encourage empathy by asking questions such as, “How would you feel if...?”
* Become involved in your child’s school life - from Kindergarten to Grade 12
* Live character each day
November’s Character Trait is EMPATHY
What is empathy?
• Putting yourself in someone else’s shoes
• Understanding, sensing, and sharing in the feelings and emotions of others
• Showing love, sympathy, compassion, and encouragement
• Identifying with, and understanding, another’s situation, feelings, and motives
• Having concern for someone experiencing misfortune
Quotations
“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ~Bonnie Jean Wasmund
“Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.” ~Leo Buscaglia
“Only your compassion and your loving kindness are invincible, and without limit.” ~Thich Nhat Hanh
“Be nice and smile at everyone you meet. You don’t know what they are going through, and they may need that smile, and treasure it.” ~Christine M. Huppert
What does empathy look like/sound like?
* Listening with full attention to the speaker and looking for the feelings behind the words, facial expressions, and body language
* Respecting the thoughts of a friend who has shared his or her feelings
* Acknowledging the emotions of someone by saying something like, “I can see that you are really uncomfortable about this.”
* Showing appropriate reactions to someone who is sharing his or her feelings (i.e., nodding, smiling, paraphrasing) and asking questions at appropriate times
* Allowing the person to share his or her feelings without interrupting, judging, or trying to solve his or her problem
* Trying to really understand a person’s feelings and motives, even when you may disagree with the actions of a person
* Speaking from “I” and owning your emotions
* Understanding that we are all a lot more alike than we think, even if on the outside we look and act differently
* Seeing ourselves in others—even those we think are so different from us
Questions to discuss with your child:
* What is empathy? How can we show empathy?
* What does it mean to be empathetic?
Projects to do together:
* Engage your child in volunteer opportunities, such as helping at the food bank or other community organizations.
* Develop a family project that is meant to help others.
* When reading or watching the news, encourage a discussion about how those involved might feel.
Encouraging empathy in your child:
* Encourage discussion, and expose your child to the language of emotions.
* Talk with your child about the importance of showing empathy through helping others.
* Share your own feelings with your child, providing him or her with the opportunity to be empathetic.
* Allow your child to express his or her feelings, regardless of whether they are positive or negative.
Thank you for supporting our Character Development program.
SCARE HUNGER FOOD DRIVE
Our We Scare Hunger Food Drive has been very successful again this year. Many boxes were overflowing with food in our hallway and on the floors, and we are proud to say that our Brown P.S. families contributed 2,500 pounds of food to the Daily Bread Food Bank! Of course, we always encourage children and their parents/caregivers to donate to the food banks at any time during the year.
CLOTHING DRIVE IS ON
We have just started our clothing drive. If you have any clothing you no longer need, please bring it to the school. We will collect it in the hallway area that we collected the food. This year we ask for clothing for all ages as we are helping two schools with their needs, J.R Wilcox P.S. and General Mercer P.S. We know they will appreciate any thing you may be able to donate in clothing.
HALLOWEEN
We had a Halloween Parade on October 31 and had the opportunity to marvel at some very original and scary costumes this year. Everyone had a lot of fun showing off their super hero and some very original costumes despite the inclement weather. We had a number of parents enjoy the parade and thank everyone for their participation.
FALL FLING
Our Fall Fling held on the evening of November 6 was another great success. The Fall Fling Committee did an incredible job organizing this annual event. Sincerest thanks to everyone that participated in this evening. Your hard work and efforts are always appreciated by our students, staff and community. Merci beaucoup !
My absence was noticed by many parents this year. Unfortunately, I had surgery the day before and was not able to attend. Thanks to all for your well wishes. I am recovering and working from home until November 13. David Tomlin is replacing me until then and Christine Pouliot, our Vice-Principal is doing a great job keeping our office and school running smoothly.
LOCKDOWN AND FIRE DRILLS
We have already completed a lockdown and two fire drill evacuations procedures at our school. Please do not be alarmed if your children come home talking about lockdown drills or fire drills. We are required to do three lockdowns a year and three fire drills per term. Should you require more info about our lock down procedures or our fire drill procedures, please do not hesitate to call us.
We will be reviewing our School Evacuation procedures at our next Parent Council Meeting.
INFORMATION EVENINGS
St. Andrew’s JHS High Performing Athletes' Program
Is your child an elite athlete? Do they perform at the provincial or national level in their sport? St. Andrew’s JHS offers a High Performing Athletes’ program for Grades 5-8. The HPA program is an academic program designed to accommodate athletes with heavy training schedules.
Program Features:
* Supportive learning environment
* Full core curriculum including optional courses
* Flexible timetables
* A chance to work with other athletes from a variety of sports
* Online contact with teachers to allow for lessons during out of town training or competitions.
Please attend the information evening to learn more about the program.
When: Thursday November 27, 2014 at 6:30 p.m.
Where: St. Andrew’s Junior High School
131 Fenn Avenue, Toronto
Location: Library
Applications for 2015/2016 will be available at the information night.
For further information please contact:
Michael Drukarsh: michael.drukarsh@tdsb.on.ca
St. Andrew’s JHS: 416-395-3090
Karen Kain School of the Arts
Is your Grade 5 son or daughter excited by the arts? Is he/she looking for a middle school experience in an enriched arts environment? Grade 5 students interested in the arts now have another educational option available to develop their skills within a generalist arts-integrated school.
On November 27, 2014, join Vonda-Kaye Oketch, Principal of Karen Kain School of the Arts and some of her dynamic teachers for a Parent/Guardian and Student Information Night. The application process is open only to Grade 5 students.
Learn more about the school, curriculum and application process—students are welcome to attend too!
When: Thursday, November 27, 2014 at 6:00 PM
Where: Norseman JMS, 105 Norseman Ave., Etobicoke
For: All interested parents/guardians of students entering Grade 6 in September 2015.
Visit and bookmark http://www.kksa.ca to keep up with the latest information about Karen Kain School of the Arts. Find out more about admissions at http://schoolweb.tdsb.on.ca/karenkain/Admissions.aspx
REMEMBRANCE DAY
On this Remembrance Day, we pay tribute to those past and present who served our country with courage and compassion. Our students and staff paid tribute to our military heroes at our Remembrance Day Assembly on November 11. The poems, songs and drama pieces were very moving. We thank our staff and students who participated and showed their gratitude to those who have voluntarily given of themselves to serve our country with pride and fortitude. LEST WE FORGET
I would like to close this month’s bulletin with two Remembrance Day poems.
The Ode of Remembrance is cited on Remembrance Day followed by the phrase "Lest we forget."
The Ode of Remembrance
They went with songs to the battle, they were young.
Straight of limb, true of eyes, steady and aglow.
They were staunch to the end against odds uncounted,
They fell with their faces to the foe.
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
Lest we forget.
In the First World War 61,000 Canadians died, in the Second World War 42,000 Canadians died. Many of these soldiers were dual citizens serving in the Canadian Armed Forces.
Remembrance by Helen Gardner
In Flanders field the poppies grow,
For the reason we all should know.
Standing proud and tall as can be,
Its glory and beauty we all can see.
Remembering the men who saved us all,
Their bravery and honour we all may recall.
A symbol of courage we shall never forget,
For the men who died in the war they met.
They gave up their lives to save the rest,
Although they died, they did their best.
To the bravest of all man and your respected ranks,
We look up to you always and give you thanks.
IMPORTANT SAFETY REMINDERS
Yard Supervision and play structures
Yard Supervision for Grades 1 to 6 begins at 8:25 a.m. and ends at 3:25 p.m. Kindergarten supervision begins at 8:20 a.m. and ends at 3:10 p.m. Parents are responsible for their children’s safety and conduct in the yard before and after these times. Primary children are not allowed on the Junior play structure in the junior yard due to the high number of accidents. This play structure is for children grade 3 and up. Primary children are welcome to play in the Primary yard on the primary structure. Adult supervision is recommended at all times.
Visitor Sign-In Book
Visitors are requested to sign in at the main office and wear a ‘visitor tag’. This is a safety measure to ensure that visiting adults are recognized and encouraged to feel welcome in our school. Thank you!
Sign-In and Sign- Out Procedures
We understand that students may have to attend appointments during the instructional school hour day. Parents/Guardians are reminded that students must be signed out and back in for safety and attendance reasons. The sign-in and sign-out binders are located in the main office.
Kiss 'N Ride and the new parking bylaw
Do not use the Avenue Road driveway as this is strictly an out of bounds area for unauthorized vehicles. The parking lot underneath the tennis court area is for staff only. Staff vehicles now have special identification and unauthorized cars will be ticketed. Please pick up and drop off your children at the Kiss 'N Ride designated area on Poplar Plains Rd. With the new $150 fine for illegal parking, we encourage parents to use the Kiss 'N Ride program.
Community Issue
Our neighbours have recently been concerned about cars blocking their driveways during drop off and pickup times. Please ensure that you are not parking in front of anyone's driveway, as they need to be able to get in and out of their own driveway safely and promptly. There is one-hour parking on Balmoral in the event that you have to come into the school. We do everything we can to cooperate with our neighbours and would appreciate this is taken into consideration.
Preserving the Learning Environment - from the Office Staff
In the event of an emergency, we always do our utmost to relay messages to students; however, we will not disrupt classes and interrupt instruction time to give messages to individual students. Our Office Administrator and clerical staff are very busy during the day. To minimize the numerous phone calls they are currently receiving, we kindly ask for your cooperation to please make arrangements for special pick-ups prior to your child’s coming to school.
The agenda is an excellent tool for communication between home and school for dental and medical appointments when your child needs to leave early. We will not interrupt instruction for lunch dates, forgotten swim suits or forgotten lunches. You may drop these items off in the office ensuring the child’s name is on it and we will have the student pick it up at a convenient time.
Letters are required to our office staff to notify us that your child is leaving the school early for an appointment or other matter. Parents who are picking students up must sign out the student at the office. Please help us with this process and make this a best practice at Brown P.S.
