Parent School Handbook 2011 2012/5772 - Paul Pennadjds.ca/sites/default/files/2011-2012 Paul Penna...

Parent School Handbook

2011 – 2012/5772

Artwork by Andrew Dayton - 2011

Paul Penna Downtown Jewish Day School is affiliated with the UJA Centre for Jewish Education

750 Spadina Ave | Toronto ON M5S 2J2 | T 416.928.3537 | F 416.533.7471 | E [email protected] | www.djds.ca

mailto:[email protected]

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TABLE OF CONTENTS

I. Introduction a. Taking note of what’s new: an executive summary ...................................................................................................... 4 b. Welcome letters from the Principal and Board President ........................................................................................ 5, 6

II. Who/What/Where: The Basics

a. Contact Information and Staff List ................................................................................................................................ 7 b. School Hours.................................................................................................................................................................. 8 c. School Office/Contacting Teachers ............................................................................................................................... 8 d. School Publications/Communications ........................................................................................................................... 8

i. School Directory/Class Lists ............................................................................................................................ 9 e. School Records .............................................................................................................................................................. 9 f. Staff portfolios: Whom do I ask? ................................................................................................................................... 9 g. Governance, Board of Directors, Board Committees, Annual Meeting ...................................................................... 12 h. Parents’ Association, Executive, Committees, Meetings, Oneg Shabbat, Birthday Cupcakes .................................... 13 i. Class/Teacher Preferences .......................................................................................................................................... 14 j. School Growth and Improvement: the Parent/School Partnership .......................................................................... 15

i. Publicity/Public Relations .............................................................................................................................. 15

III. Learning/Teaching/Parenting a. School Philosophy ....................................................................................................................................................... 16 b. Academics and Scheduling .......................................................................................................................................... 17 c. Professional Development/Curriculum Development ................................................................................................ 18

i. Differentiated instruction ............................................................................................................................. 18 ii. Standards and Benchmarks ........................................................................................................................... 18

iii. Developing internal expertise ....................................................................................................................... 19 d. Student Services .......................................................................................................................................................... 19

i. Differentiation coaching ............................................................................................................................... 19 ii. Enrichment .................................................................................................................................................... 19

iii. Remediation .................................................................................................................................................. 19 iv. Behavioural and organizational support ....................................................................................................... 19 v. Referrals, assessments, and coordination of services and public funding .................................................... 19

vi. Early intervention .......................................................................................................................................... 19 1. student assessments: school questionnaire policy ........................................................................ 20

e. Behaviour and Discipline Practices .............................................................................................................................. 21 i. Purpose ......................................................................................................................................................... 21

ii. Chart: Partners’ Actions and Expectations .................................................................................................... 21 iii. Derech Eretz/Behaviour Practices ................................................................................................................ 23 iv. Social practices: linking home and school in derech eretz ............................................................................ 25 v. Invitation practices ........................................................................................................................................ 25

vi. Dress Code .................................................................................................................................................... 25 vii. Cell phones .................................................................................................................................................... 25

viii. Computers/On Line Behaviour...................................................................................................................... 25 ix. Anti-Bullying Practices .................................................................................................................................. 26 x. Definition of Terms re: Bullying .................................................................................................................... 26

f. The Parent/Teacher Partnership ................................................................................................................................. 27 i. Agendas and Supplies ................................................................................................................................... 27

ii. Attendance and Punctuality Policies ............................................................................................................. 27 iii. Parents in the Classroom .............................................................................................................................. 27 iv. Parent/Teacher Communications (Newsletters, P/T Conferences, as needed meetings) ............................ 27 v. Reinforcing the Development of Values and Skills at Home ........................................................................ 28

1. Homework ...................................................................................................................................... 28 2. Home “talk” .................................................................................................................................... 28

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g. Religious Policies ........................................................................................................................................................ 29 h. Lunch & Snacks ............................................................................................................................................................ 30 i. Allergies ....................................................................................................................................................................... 30 j. In-School Celebrations ................................................................................................................................................ 30 k. MNjcc Child Care during non-teaching hours and days (formerly known as Bridge Care) ......................................... 30

IV. Health and Safety

a. Downtown and Safe: Rules of Thumb on an Urban Campus ...................................................................................... 31 b. School and JCC Security Policies ................................................................................................................................. 31 c. School Directory/Class List: restricted usage agreement ............................................................................................ 31 d. Safe Arrivals Procedures .............................................................................................................................................. 32 e. Safe Departures Procedures ........................................................................................................................................ 33 f. “My child is sick”: policy and practices ....................................................................................................................... 34 g. Injury at school practices............................................................................................................................................. 34 h. Family Notifications to School ..................................................................................................................................... 34 i. Inclement Weather and Other Unplanned School Closings ........................................................................................ 35 j. Emergency Drills and Procedures ................................................................................................................................ 35

V. Addenda: Recommended Reading on Bullying ....................................................................................................... 36-44

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TAKING NOTE OF WHAT’S NEW: AN EXECUTIVE SUMMARY

Please take time to peruse this year’s Handbook – certainly if it is your first time, and even if you dutifully read it the past x number of years, when it hardly changed. This year, a lot is new; here’s a taste:

1. Thematic (rather than alphabetical) organization of content, grouping related items

2. Staff Portfolios: Whom do I Ask? (page 9). We invite you to be actively involved in your child(ren)’s education and involved with the school. This guide was written to help you quickly reach the best person to address your needs and answer your questions.

3. The most important element in any child’s education is her/his regular contact with passionate, skilled, attentive educators who are themselves active learners. Find out how we’re sparking that energy, learning and furthering expertise among our faculty in the description of the Professional and Curriculum Development process we are engaging (page 18).

4. Our educators work as a team to address each student’s unique combination of interests and aversions, strengths and weaknesses. They work to craft a learning experience that embeds strong academic, social, and organizational skills, engages curiosity and imagination, rewards perseverance, and provides opportunities for each student to shine and to feel the exhilaration of hard-won achievements. Please read about our newly organized and augmented Student Services program, starting on page 19.

5. Last year, the faculty undertook a thoughtful effort to bring our school’s passion for social justice firmly into the day-to-day life of the school. We have made long strides toward ensuring the safe environment imperative for students to experience calm and joy at school. Physical, emotional and psychological safety allows children to apply themselves to the healthy risk-taking necessary for learning and growth. This on-going effort includes commitments in education, vigilance, and accountability. It requires everyone’s participation. Therefore, we ask that you carefully read the entire section entitled Behaviour and Discipline Practices, starting on page 21. Please discuss the content with your child(ren), then sign and return to school the enclosed affirmation that you all understand and commit to supporting these practices.

6. We are improving our student safety procedures. Refined drop-off and pick up routines, rules for our new space on the first floor, and new limitations for parent/caretaker entry during school hours are outlined in Safe Arrival and Departure Procedures, starting on page 32. Please familiarize yourself with them. Some of these may feel inconvenient; while we are working to minimize that effect, we thank you for understanding that safety comes first. In particular, please read this statement regarding first floor school wing entry and exit:

SAFETY PROCEDURES IN OUR NEW SPACE To ensure the safety of our neighbours in the MNjcc Nursery as well as all of our own students, access to the first floor classrooms will ONLY be allowed via the main school entrance on the second floor and down the South Stairwell. Paul Penna DJDS may never use the classroom wing’s 1st floor doors to the lobby. This applies to entry and exit for students, parents, and teachers, any time of day. This procedure will be strictly enforced at all times.

Thank you in advance for taking the time to peruse the handbook with some attention. We value your input on these changes; we are striving to preserve our school values and uniquely haimishe (warm, friendly, inviting) environment while continuing to make room for and welcome more families into our community.

INTRODUCTION

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September 2011/Elul 5772

Dear Parents,

Paul Penna Downtown Jewish Day School’s purpose is to build strong foundations for individual

accomplishment, community engagement, and Jewish identity in a diverse student body.

This year, we strive to deliver an intellectual, creative, Jewish and general education for our students and their

parents, to deepen our celebration of diversity, and to further focus our thoughts and actions on social justice

within our school, local, national, and global communities. Our purpose and vision are undergirded by our

deep commitment to inspiring curiosity, honouring diversity, and creating community.

Our program nourishes the whole child, fostering:

Academic excellence and a love of learning;

Creativity and personal expression;

A meaningful Jewish identity built on joy, gratitude, and connectedness;

Celebration of diversity within the Jewish, Canadian, Israeli, and local communities;

Concern and a sense of responsibility for the earth and for the world;

The skills, habits and inclinations of effective students, community members, and citizens.

I am confident that, working as a team, our committed faculty and staff, you, and the entire school community will create a stimulating, enriching and exciting year of learning for all of our students.

Welcome!

Rhonda Rosenheck, Principal

For the Faculty and Staff of Paul Penna DJDS




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September 2011/Elul 5772

Dear Parents,

I would like to welcome all of our new and returning families to the 2011-2012 academic year at Paul Penna Downtown Jewish Day School, as well as all of our new and returning staff members. I am confident that this year will be a great one.

I am particularly excited about opening two SK classes for the first time, and continuing on an exciting journey of growth and increasing academic excellence.

As you may know, our school encourages the involvement of our parents and other community members in many different capacities. With this mailing, you are also receiving a letter from Sherry Dayton and Ali Aber, Co-Presidents of the Parents’ Association, about the many different ways in which you can be involved in the various committees and activities of the Parents’ Association.

I also want to take this opportunity to inform you that my family and I are moving to Vancouver this month. As many of you know, this came about very unexpectedly as a result of a significant leadership opportunity with my firm. While we are thrilled to live near family there, I am also sad to leave what has become our family here – this wonderful school community. The Board of Directors will announce my replacement shortly and, of course, I’ll be available as immediate past president to advise and consult as needed.

I urge you to review the attached list of Board Committees and become involved in whatever capacity you can. Several of the committees are looking for new members and I encourage you to put your name forward. While Rhonda and the staff work tirelessly to educate and nurture our children, the Board of Directors and parent body must help our school to grow and develop into the very best school that it can be. There are many opportunities to be involved in significant and meaningful ways. We need your creativity, energy and experience. I assure you from personal experience that getting involved is also the very best way to experience the joy of being part of this community.

Please fill out the attached form and return it by August 15th to the school office either by mail or fax, at 416-533-7471.

I hope you enjoy these last weeks of summer. I look forward to hearing great things throughout the year. On behalf of the entire Board of Directors, welcome to the 2011-2012 academic year!

Mike Harris

President, Board of Directors




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CONTACT INFORMATION AND STAFF LIST

Paul Penna Downtown Jewish Day School, 750 Spadina Avenue, Toronto, Ontario M5S 2J2 Phone: (416) 928-3537 Fax: (416) 533-7471 E-mail: [email protected] Website: www.djds.ca

Paul Penna Downtown Jewish Day School Staff 2011-2012

Rhonda Rosenheck Principal Mariana Catz Executive Director Educational Leadership Laila Lipetz Director of Curriculum and Instruction Pauline Landen Student Services Specialist David Weiss Middle School Coordinator Moshe Oren Hebrew (Grades SK - 8), Judaics (Grades 5-8) Coordinator Lori Shapero-Press Curriculum Team Leader: Mathematics Kate Sable Curriculum Team Leader: Science Rena Markus Curriculum Team Leader: Assessment Avee Helfand Athletics Co-Director Stefani Rakowski Athletics Co-Director Faculty Assignments Janice Feldman Senior Kindergarten Candice Rose Senior Kindergarten (TA) Emma Rinaldo Senior Kindergarten Tracie Kuchinsky Senior Kindergarten (TA) Lori Shapero Press Grade 1 Shira Wolch Grade 1 (TA) Rena Markus Grade 2 Belinda Goffman Grade 2 (TA) Tamara Glick Grade 3 Susan Muscovitch Grade 4 Kate Sable Grade 5 Avee Helfand Middle School Science/Language Arts David Weiss Middle School Math/Social Studies Ellen Kelner Middle School Math/Resource/SK Hebrew Rachel Shalmon Hebrew (Grades 1 & 3) Danna Blower Hebrew (Grades 2, 4, & Middle School) Moshe Oren Hebrew (Grade 5 & Middle School) Deborah Xuereb French Martha Fleury Art Alona Yudashkin Music (Grades SK – 5) Simon Law Music (Middle School) Brent Peers Technology (Grades SK – 5) Stefanie Rakowski Physical Education and Resource Administrative Staff: Cheryl Fine Office & Admissions Coordinator Sheri Rapp Marketing, Recruitment & Development Associate Julia Nish-Lapidus Marketing Coordinator

WHO/WHAT/WHERE: THE BASICS


http://www.djds.ca/

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SCHOOL HOURS

Arrival 8:35 A.M. In classrooms, ready to learn 8:45 A.M. Dismissal 3:45 P.M. * Early Friday Dismissal 2:30 P.M. ** (Friday, November 4, 2011 – Friday, March 9, 2012 inclusive) Professional Development Early Dismissal 2:30 P.M. (where noted in calendar) ** * SK hours extend to 3:45. The day is organized to allow play and rest throughout the day. ** See MNjcc Child Care (page 30) for optional coverage after early dismissals and non-school days

SCHOOL OFFICE/CONTACTING TEACHERS

The school office is open Monday through Friday 8:30 A.M. - 4:30 P.M. (earlier closing during early dismissals for Shabbat and holidays) The school’s office staff will be available to assist you during these hours, and is always available by email at [email protected]. Response will be within one school day and often much quicker. (Please note: This may be a longer period during school holidays, when the office is closed for extended periods.) If you wish to speak to a teacher, please leave a message on his/her voicemail or send an email. (Contact list with extensions and email will follow as a supplement to this Handbook.) Your contact will be returned within one school day, and quicker whenever possible (see note regarding school holidays, above). Please communicate time-dependent or urgent concern directly to a member of the administrative staff rather than rely on an electronic message.

SCHOOL PUBLICATIONS/COMMUNICATIONS

The school makes every effort to remain closely in touch with parents and its broader community. Currently we use the following vehicles. We welcome feedback on how well we’re staying in touch. Kesher is our eNewsletter, sent weekly, usually on Friday, during the school year. This is filled with the latest information for parents. Thanks to your feedback, the Board President will continue to include regular updates on school governance and board-related activity. The Report Card is our print newsletter, published every fall and spring. This celebrates milestones and shares future plans with the entire school community. Paul Penna DJDS Life Style is our student newspaper. The team of student and adult editors/ publishers aims to release three issues each year. www.djds.ca is our web address. The site includes links to all current publications, student-made videos, curriculum summaries, art and photo galleries, admissions information and forms, and volunteering and donation opportunities. Teacher/MS Newsletters are updates of what is coming in the next month regarding trips, curriculum, special events, and requests sent by each Core teacher to his/her students’ parents. The Middle School team produces one newsletter for all MS parents.


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L’Dor vaDor is an eNewletter being planned for grandparents, extended family and special friends. This monthly publication, intended as a digest of items in Kesher, etc., was suggested by an advisory team of grandparents who will also serve as editorial advisors. Facebook and Twitter is where you can get real-time updates about what’s going on in the school, including pictures and videos. www.Facebook.com/PPDJDS and www.Twitter.com/PaulPennaDJDS The UJA’s “Doing Jewish in Toronto” website, located at www.jewishtoronto.net links the Jewish community, including our school, through articles and events listings.

The Miles Nadal JCC’s website: www.milesnadaljcc.ca also has a link to our School website.

School Directory/Class Lists

The school will make available a complete class list. All students’ names, parents’ names, addresses, phone numbers and e-mail addresses will be included, unless we are notified otherwise.

This information is to be used ONLY for school business.

STUDENT RECORDS

The Ministry of Education requires that Ontario School Records (OSRs) be kept by schools for all students from JK to Grade 12 (completion of high school). These records contain students’ report cards, reports such as Individual Educational Plans (IEPS), and attendance records. The OSR must be transferred to the new school when a student changes schools. Parental consent is required before a school can transfer the OSR. Therefore, if your child is transferring from another school, kindly ensure that you have given consent for your child’s records to be released to the Paul Penna Downtown Jewish Day School. Similarly, if your child is transferring to another school, kindly provide our office with written consent to transfer your child’s OSR to the new school.

Parents may see these records in school at any time, and may request copies of items within it.

STAFF PORTFOLIOS: WHOM DO I ASK (OR TELL)

Your child(ren)’s well being and academic, emotional, and social development at school are of utmost importance to us. We wish to keep you informed at all times and for you to feel that we can be easily reached. Please see the following chart for some rules of thumb in finding the path of communication that will most effectively get you the information and support you seek.

We or you want to know about… Start by telling or asking…

My child’s assignments, responsibilities, progress, achievements, homework, behaviours, etc.

News at home or in the family that may affect my child(ren) in school

Verifying or sharing a report I heard from my child about an occurrence at school

Future student absences of any duration

Parent absences (business trips, etc.) of any duration from home

Start with the classroom teacher. The teacher or you may suggest bringing in Pauline Landen (Student Services), Laila Lipetz (Curriculum & Instruction), David Weiss (Middle School) or Moshe Oren (Hebrew) for additional support/guidance

If you are unsatisfied in any way, please get in touch with Rhonda Rosenheck, (Principal), who will work to facilitate smoother communication and resolution of concerns.

In the case of future absences, please alert Cheryl Fine as well as the teacher.

We or you want to know about… Start by telling or asking…

http://www.facebook.com/PPDJDS

http://www.twitter.com/PaulPennaDJDS

http://www.jewishtoronto.net/

http://www.milesnadaljcc.ca/

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Curriculum

Professional development

Curriculum development

Start with David Weiss for Middle School.

Start with Moshe Oren for Hebrew and Hebrew

Bible.

Start with Laila Lipetz for all other areas.

Speak with Rhonda Rosenheck regarding the

philosophy behind, and leadership in, these areas.

My child’s particular learning or behavioural

challenges

Remediation, enrichment, behavioural plans

Executive functioning/organizational support

Assessments and Psycho-educational testing

Government funding for specialty services such as

Speech or Occupational Therapy

Admissions intake meeting for siblings

Start with Student Services Specialist Pauline

Landen.

You or Pauline may choose to bring the classroom

teacher(s), Laila Lipetz, David Weiss, Rhonda

Rosenheck, outside therapists/advisors, &/or

others into the discussion for varied perspectives

and input.

Absences and lateness

Possible contagions (lice, illness, etc.)

Changes in pick up plans or authorized caregivers

Changes in family contact information

Changes in allergy or medical conditions

Information on school schedule, upcoming events

Urgent/timely messages to deliver to a teacher

(those that cannot wait for an electronic message to

be viewed/heard)

Bringing food to school (Kashrut, nut-free, quantity,

containers, etc.)

Admissions and enrolment, Open Houses, forms

Rosh Hashanah and Tribute cards

Most event RSVPs and order forms, etc.

Start with Cheryl Fine.

Tuition, subsidies, payments

Public perceptions of school

Donations, potential donors, grant opportunities

Concerns and praise regarding the administrative

team (office, marketing, recruitment)

Start with the Executive Director, Mariana Catz.

Sports teams

Meets and games

Sports clubs and recreational sports

Start with Stefani Rakowski or Avee Helfand.

Lunch Clubs

School Lunches, Challah, Coffee Club

Parents’ Association programs and volunteering

Start with Parents’ Association committee

leadership. Sometimes, Cheryl Fine can answer

logistical questions regarding some of these.

Questions, concerns, praise, and insights regarding: Start with Rhonda Rosenheck, Principal.

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School operations

Health and safety

Atmosphere/behaviour/derekh eretz

Facilities use

Educational philosophy and delivery

Personnel performance and/or conduct

Communications/“customer” service performance

school purpose, vision, values

If unsatisfied with the response, contact the Board

President.

Questions, concerns, praise, and insights regarding:

School purpose, vision, values

Growth

Finances

Principal’s performance and/or conduct

Board members’ performance and/or conduct

Start with the Board President.

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GOVERNANCE, BOARD OF DIRECTORS, BOARD COMMITTEES, ANNUAL MEETING Governance

Paul Penna Downtown Jewish Day School is a not for profit organization, with a fiscal year running from July 1 to June 30, and is governed by a 19 member Board of Directors. A minimum of 30 percent of our Directors must be parents; the balance of the Board may be made up of parents and community members. The Board is the legal entity that holds fiduciary responsibility for the school. The board sets the school’s purpose, vision, and values and determines the broad financial and operational policies that will best advance them. Hiring, guiding, and appraising the principal, who, like a CEO, is responsible for all aspects of school operations, is a key governance responsibility. Others are fundraising and institutional development and management of its own governance. The Board also determines and supports implementation of the school’s strategic, incremental growth, and risk management plans.

Each year in March, the Board of Directors holds its Annual Meeting, inviting the entire school membership (parent body, employees and board members) to participate in the election of new directors and officers, to celebrate milestones and achievements and look ahead to the following year’s plans.

Executive Officers (2011-2012)

Mike Harris -President Martin Davidson -Vice President Noni Rabinovitch -Vice President Ian Schnoor -Treasurer Gilda Iron -Secretary Board of Directors(2011-2012) Alexandra Aber Ryan Peck Alan Ackerman Stephen Reich Marcia Beck Ava Roth Sherry Dayton Aviva Rajsky Sandra Finkelman Michelle Rothstein Alan Kriss Paul Rothstein Aurora Mendelsohn Joseph Steiner Sandra Tacuri Founder: Cynthia Lazar Membership on Board Committees:

There is frequently a need for parents with either an interest or expertise in a specific area to join a Board committee. Please contact Mariana Catz at: [email protected] if you are interested.

BOARD COMMITTEES

1. Marketing and Recruitment Committee – designs, recommends, and participates in marketing and recruitment strategies; participates in the development of promotional materials, involvement in Open Houses, etc.

2. Fundraising Committee – plans and carries out fundraising strategies 3. Special Event Sub - Committee – a sub-committee of the fundraising committee - plans and organizes

various special events 4. Human Resources Committee - recommends human resource policies and procedures to the Board


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5. Finance Committee - oversees the preparation of the budget and presents it to the Board, advises administration and Board on areas related to finance

6. Health and Safety Committee – reviews and recommends policies regarding health, safety, and security to the Board, and practices and procedures to the administration.

7. Board Development Committee – recruits and orients new Board Members and recommends governance structures to the Board

8. Subsidy Committee – Determines subsidy availability based on guidelines from the UJA Federation (no parents sit on this committee)

PARENTS’ ASSOCIATION, EXECUTIVE, COMMITTEES, MEETINGS, ONEG SHABBAT, BIRTHDAY CUPCAKES

We have a very active and involved Parents’ Association (PA) that is always looking for volunteers.

The PA was created to serve the needs of the entire school community. Every parent is a member. Through the class parent representatives, who organize parent volunteers for trips and special events, and through the larger parent body, which meets throughout the year, the PA provides teachers and administration support and feedback. There are many ways to become involved and all parents are encouraged to become active; please speak to the President of the PA or the chair of one of the committees to find out how your skills and interests can enhance our children’s school experience.

To volunteer, please email Co-Presidents Sherry Dayton ([email protected]) and/or Ali Aber ([email protected]).

2011/2012 Parents’ Association Executive Co-President: Sherry Dayton

Ali Aber Co-Vice President: Sarah Lambert

Scott Greene Treasurer: Christine Allan Secretary: TBA

Parents’ Association Committees Class Representatives: Class Liaison: Karen Goos SK: Carrie Sand Dara Roth-Edney Lunch Program Coordinator: Elizabeth Miziolek Grade 1: Tania Lewis Lunch Club Coordinators: Susan Morais Grade 2: Tanya Kirsch Challah Fundraiser: Joanne Pukier Grade 3: Linn Clark Rona Sherebrin Grade 4: Nachshon Goltz Holiday Food Coordinator: Amy Ballon Grade 5: Judy Toker Cupcakes for Birthday Celebrations: Naomi Kriss Grade 6: Rhonda Shapiro Buddy Program Coordinator: Jennifer Salter Grade 7/8: Elana Segal Coffee Coordinators: Ezra Braves Jonathan Wyman Indigo Fundraiser: Sherry & Trevor Dayton School Calendar: Kate Rootman Jodi Tanenbaum Parents’ Association Meetings The PA holds five regular meetings each year. Please see the school calendar for dates. Each meeting will feature a theme or topic for discussion as well as an agenda of items relating to the PA’s delivery of support for the school. Every parent is strongly encouraged to attend as many meetings each year as possible.

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Oneg Shabbat

The Oneg Shabbat program, coordinated by the class parent representatives, offers the families in each grade an opportunity to celebrate Shabbat as a community at least once during the year. Activities should all be in the spirit of Shabbat (list of suggestions below), and the kashrut policy should follow that of the school (dairy or vegetarian, nut free.) The dinner is potluck and no fee should be charged.

If the Oneg takes place at the school, parents must be responsible for the supervision of their children, keeping them out of any area that we have not been given specific permission to use for the purpose of the Oneg.

Suggested activities include but are not limited to :

Kabbalat Shabbat service

Shabbat songs

Shabbat stories

Israeli folk dancing

Playing games

The Oneg Shabbat is a wonderful part of the school culture, bringing families together simply to share a part of Shabbat. These guidelines are meant to enable us to continue this tradition in an uncomplicated, inclusive manner.

Birthday Cupcakes (on us)

On the last Friday of each month, the Parents’ Association will deliver kosher/nut free cupcakes to each classroom that celebrated birthdays during that month. Although parents may join their child’s classroom celebration on the date of the birthday, no cake or treats will be shared at that time. This will help eliminate the frequent consumption of high sugar content foods that can occur many times during the school year. Thank you for your support.

CLASS/TEACHER PREFERENCES

The parental preferences for a particular class or teacher are likely to arise now that the school is growing. Concerns may include teacher reputation, advantages of a room, social interactions, etc. Many factors go into forming each class each year, and over the years; class lists are formulated thoughtfully by the academic leadership team.

School policy: Class placement will not be guaranteed or promised to any family.

School practice: While no promises are made, articulated preferences and concerns will be noted and taken into account by the educational leadership team. In particular, parents of new students to the school are encouraged to tell us if there is a child in the class that their child already knows.

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SCHOOL GROWTH AND IMPROVEMENT: THE PARENT/SCHOOL/DONOR PARTNERSHIP Paul Penna Downtown Jewish Day School has grown by leaps and bounds over the past few years. This September is a milestone – the opening of a second SK class, heralding in a robust era of growth to two classes per grade.

Since its inception, the school has engaged in significant fundraising pursuits to ensure that its program can thrive. Last year, we made the tough choice to transition away from the annual gala model for major fundraising. (The Partnership for Excellence in Jewish Education teaches that galas have a limited time span—ours served us well for as long as possible).

Thanks to so many of our parents, last year we successfully completed our first Annual Campaign, building a strong foundation of over 70% family participation in one school year!

Why is “percent participation” important in fundraising? One of the first questions most major donors ask a not-for-profit seeking their support is, “Are the people who benefit most stretching themselves within their means to support the organization?” With the answer they receive they learn how high commitment is among “users” of the organization, often an important factor in their decision. Our current answer is, “Over 70% of our parents, and 100% of our staff and faculty, contributed to our first ever annual campaign!” That’s a great start, and donors will expect that number to rise as we enter into our second annual campaign.

This year, our goal is to increase the percent of parent participation to over 90%, increase our total dollars raised, and raise significant addition funds from major donors to begin our multi-year growth campaign.

Fundraising is an integral and fundamental part of what keeps Paul Penna Downtown Jewish Day going. At its best, fundraising is an opportunity for us, the families that make up the intimate school community and the community-at-large, to invest in the school’s vision, and to reciprocally benefit from the impact that we have on so many lives.

Please be in touch with Executive Director Mariana Catz at [email protected] to find out how you can help the school’s fundraising efforts.

Publicity/Public Relations

You have been asked to sign a consent allowing the school to use a student’s name, photograph, video image or audio recording, and/or school work product for school publicity, marketing, and public relations. If you wish to withhold your consent for the sharing of any of the above information, please inform the office in writing to that effect rather than signing the photo release.


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SCHOOL PHILOSOPHY

Our outstanding academic program builds a solid foundation of skills, knowledge, and understanding in Language Arts, Mathematics, Science, French, and Social Studies, as well as modern Hebrew, Hebrew Bible, and Judaic Studies. The general studies curriculum is based on, and not limited by, the Ontario Curriculum as published by the Ministry of Education and Training. Hebrew language is based on the best, most current methods available. Hebrew Bible and Judaic Studies are our unique programs, crafted to reflect the school’s values and commitments.

Our integrated curriculum allows students to delve deeply into each area of study. Throughout the day, our students develop strong skills and habits and make connections across the subject areas through our multidisciplinary approach. Teachers weave together Jewish and general studies together with the arts wherever possible. We emphasize critical thinking and ethical decision-making skills, along with personal expression.

As a downtown school, we are surrounded by learning opportunities. Frequent curriculum-related field trips help students connect their school learning with the world beyond their classrooms. We engage the arts to encourage creative expression and as a tool for learning. Our teachers use music, drama, visual arts, writing, movement, and dance to explore the widest range of subject areas. Our faculty includes arts specialists. Local museums, concert halls, and theatres become our learning grounds. As well, a wide variety of artists from the community serve as classroom artists-in-residence, facilitating hands-on opportunities for creative exploration and expression.

Our school’s philosophy is rooted in a strong commitment to Jewish values. We believe that Jewish identity starts with the awareness of tradition. Jewish spirituality, focusing on gratitude, connectedness, and an awareness of a Divine presence in the world, is a thread running through our program. Students acquire the skills to participate fully in synagogue services and ritual Jewish life. At the same time, they are encouraged, through discussion, contemplation, and first hand experiences, to feel the personal power of these practices in their daily lives. As they develop comfort with a variety of traditional and contemporary Jewish practices, the children develop a love for Jewish spiritual experience and the knowledge to make meaningful choices now and as adults.

We teach respect for the diversity of religious practice within the Jewish community. We welcome children from a broad spectrum of Jewish backgrounds, celebrating those very differences.

We engender a love, appreciation and knowledge of Israel through art, academic study, and cultural celebrations. Students learn Hebrew as a living language and as the language of our past. Our Hebrew program enriches the study of sacred texts and deepens our relationship with the State of Israel and the worldwide Jewish community.

We stress our partnership in the ongoing (re)creation of the world, a Jewish value concept called Tikkun Olam (repairing the world). It encapsulates our responsibility to ourselves, our communities, and the earth; to the past, the present and the future. Beginning in kindergarten, the curriculum teaches our students about friendship and caring for each other. This becomes the basis for learning in a cooperative and respectful environment where the students help one another.

Our curriculum incorporates a commitments to social justice and social action within the Jewish, Torontonian, Canadian, and global communities. As well, tzedakah money is collected by students throughout the year and donated to worthwhile causes of their choice. Thus, we complement the academic preparation of children with the skills and attitudes requisite for becoming responsible citizens and leaders of their generation.

LEARNING/TEACHING/PARENTING

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More than a school, Paul Penna Downtown Jewish Day School is a community. It includes students, staff, parents, extended family, the Board of Directors, members of the local neighbourhood, and the larger Jewish community. Our students have many opportunities to learn and celebrate with each other through a variety of programs that bring different age groups together. Parents give generously of their time and knowledge, helping in the school, serving on committees, organizing programs, going on field trips, and planning celebrations within the school community.

ACADEMICS AND SCHEDULING

Outcomes-Based Planning

Our teachers are trained in and use Outcomes based planning to design their curricula. Outcomes based planning (sometimes called backward planning) begins with articulating the desired end points, determining how best to assess student progress toward those end points, and then, designing the educational activities that will facilitate the learning. Outcomes that teachers look for include the basics of skill development and knowledge (information) acquisition, along with higher order understandings, and the development of those habits and habits of mind that aid in further learning and growth.

Schedule

Each class’s schedule is set by the teacher and made available to parents in September. Each grade (Grades SK – 5) has a morning recess, a 30 minute quiet lunch, a 30 minute midday recess, and an afternoon recess. Core and Hebrew teachers schedule and engage students in brief movement breaks throughout the day, in a program called Daily Physical Activity. Middle School students have a one hour lunch period and brief breaks between some morning and afternoon classes. Throughout the week, the Core teachers include Math, Language Arts (reading, writing, speaking, listening & media studies), Integrated Studies (often incorporating Science, Social Studies, Judaics and the Arts), Jewish Studies, tefillah (prayer), Awe Talk, parashat hashavua (weekly Torah portion), tikkun olam (social justice) and Jewish holidays in their weekly schedule. Hebrew language and Hebrew Bible are taught by a Hebrew Teacher for 1.5 hours every day (except in SK, when it is 3 days per week, 45 minutes each). Hebrew teachers include Hebrew Language Arts (reading, writing, speaking, listening), Torah text studies, Jewish values, and Jewish holidays in their weekly schedule. (Hebrew and Core teachers divide the Jewish holiday work between them.) Specialties are scheduled throughout the week: Visual Arts, Gym (2x per week), French (3 times per week, starting in Grade Two), Music, and Technology. This year, we are beginning a drama specialty in Middle School and plan to incorporate it soon within the elementary school as well.

Middle School students (Grades 6-8) have subject teachers and an Advisory Teacher. Included in their schedule is weekly Project Time, several hours in which the MS faculty and all students are available simultaneously to confer in their collaborative groups, conduct research, do “as needed” learning, and demonstrate multi-dimensional skills and understanding through interim assessments and final presentations.

Field Trips and Artists/Scientists-in-Residence

Field trips are an important part of our curriculum. Students go on an average of 6 field trips per school year. We welcome parent volunteers as chaperones on the trips. It is important that the children are supervised at all times. School rules are in force both at school and on trips, including the Kashruth and nut free guidelines. The teacher(s) are ultimately responsible both for the safety of the students and the success of the program. They need parents’ utmost support and attention.

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When going on class trips, the most appropriate means of transportation will be used. We may walk to nearby locations. Otherwise, we will use hired buses or public transit. Some school trips may involve a nominal charge, which shall be borne by parents.

Artists/Scientists-in-Residents bring their talents to a class through a series of at least three engagements over a brief period of time. Teachers use a generous Artist/Scientist-in-Residence budget to further the integration of the arts and of scientific discovery into their classroom curriculum, and to enhance students’ experience with meaningful and fun hands-on encounters.

School Events/Assemblies There are many school events which take place during the school year, including Curriculum Night, a Chanukah Concert, Family Education Programmes, and Parent Education. Parents are invited and encouraged to attend these important school events. For each Jewish Holiday, students and faculty gather together for a special program and/or assembly. We also gather once a month to celebrate Rosh Chodesh, the beginning of a new month in the Jewish calendar, with a traditional or contemporary morning service.

PROFESSIONAL DEVELOPMENT/CURRICULUM DEVELOPMENT

The most important key to strong student learning is a strong faculty, one comprised of talented and devoted teachers who reflect insightfully on their practice, collaborate, communicate, and are continually pushing themselves and each other – along with their students – to take the risks necessary to learn and grow.

Over the next several years, professional development for our faculty will be focused on an intense, collaborative engagement with our curriculum and our instructional and assessment methods. Teams of teachers, each led by Team Leaders, will study aspects of the curriculum, investigating current research and best practices, considering the best choices for our school, and educating their peers in how to improve their practice and alter their curriculum accordingly. Our Director of Curriculum and Instruction will directly oversee and support this powerful process.

You will notice on the school calendar that more time has been set aside for Professional Development than in the past. This time will be well spent in assuring the excellence of our educational delivery at every level.

Differentiated Instruction One priority of our teachers in improving their instruction is to strengthen their skills in differentiation. Students learn best differently, have different areas of interest, and have different areas of strength and weakness. Teachers strive to engage multiple modes of learning, to have lessons spark student interest in different ways, and to adjust assignments to allow students to push forward both from where they are strong and from where they need to build strength. As you can imagine, this is a complex task and an on-going process with each particular group of students. Your partnership is needed; feedback on your child’s responses to classroom learning can provide important and helpful insight for the teachers. Standards and Benchmarks This year, the entire faculty will learn a framework of identifying those curricular standards in each area which closely align with our school’s particular values and priorities, and articulating the benchmarks that will indicate progress and achievement toward meeting the standards. We are doing this with the coaching and support of the Jewish Theological Seminary and AVI CHAI Foundation’s Standards and Benchmarks Project, into which we were admitted with a major grant.

Also this year, the Math, Science, Tanakh (Hebrew Bible), and Assessment teams will begin their investigations.

Developing Internal Expertise

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Expertise can be defined as an understanding of the deep, underlying structures of a field and a facility with building and moving this about upon those structures. As our teams of teachers become experts in the specific fields of their work, they build the capacity of the entire school: as empowered and thoughtful educators and as readily available resources to each other. From day one of their journeys, they will become better teachers, by virtue of being engaged in serious consideration of the processes of teaching and learning.

STUDENT SERVICES

Pauline Landen leads our Student Services team in providing students, parents, and teachers the following areas of support. Other regular members of the team include two part-time certified and experienced resource teachers, our core teachers during the hours each week that they support their peers’ students, and contract specialists assigned to our school in the areas of Speech and Occupational Therapy and psycho-educational assessment. Other contract specialists may be brought in to address particular needs. Differentiation coaching Along with the Director of Curriculum and Instruction, Pauline Landen and her team support teachers’ efforts to ensure that each child is engaged and is being appropriately challenged and supported during classroom lessons. Enrichment Students who can push beyond the curriculum in a particular area will at times be engaged in more challenging or complex work. Remediation Students who need to build confidence, skills, and basic knowledge in a particular area will at times be engaged in small group or one-on-one work to better facilitate growth in that area. Behavioural and organizational support Students who need particular support in developing executive functioning skills (i.e. keeping track of assignments, neatness, breaking large tasks into smaller ones, etc.) and those who need regular support and guidance in developing behavioural self-management may have regular and as-needed opportunities to be supported in their efforts by the Student Support Specialist. Referrals, assessments, and coordination of services and public funding The Student Services Specialist will help families identify areas of concern for further investigation, offer referrals to trusted therapists and service providers, seek government funding for services where available, and coordinate services delivered during school hours. Parents are free to choose external therapists and service providers for their children. We ask that when you choose someone new to us, you indicate to the therapist or service provider the benefit of communicating openly and readily with the school.

Early Intervention Contrary to the old view of “They’ll grow out of it; it’s just a phase; give it time…” virtually all research into mitigation of learning and behavioural issues clearly indicates the strong value of early intervention. Once someone passes the developmental norm for an aspect of growth and has not achieved it, the sooner the parents and school act, the more likely it is that intervention will be quickly successful. In some cases, that translates into intervention as simple as four speech sessions and her R’s are perfect. In other, more complex situations, it might mean getting on-going attention and/or treatment quickly “off on the right foot” thereby preserving the child’s hopefulness and self-esteem, and building helpful habits from the start.

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Likewise, if a student’s development is way ahead of developmental norms in an area, early adaptation to his or her needs will facilitate full engagement, and can circumvent the many behavioural and academic problems that can result from boredom and frustration. If you have any questions at all about your child’s development of academic, physical or social skills, please contact Pauline Landen at [email protected] to discuss those concerns. At Intake - When attracting new families to the school, we want to ensure that there is a good match between the school and the family. The intake process involves a thorough interview and an observation of the student in a classroom setting. At this time, we require full disclosure of any past or present support services. A team of professionals including classroom teachers, support teachers, our Student Services Specialist and administration provide ongoing assessment of the students.

There are certain needs that are beyond the scope of our school’s resources. The Principal will review each individual child’s application. In some cases, the student is given a conditional acceptance based on available information. This acceptance may be given at the time of intake or at any time thereafter as deemed necessary. In rare occurrences, if the student’s needs can no longer be met, the student may be counselled out of our school.

Once a child is in school - Teachers meet with the Student Services Specialist and Principal on a regular basis to discuss student progress. If academic, behavioural, or emotional concerns are identified, a further investigation begins.

Parents are expected to: At intake:

provide information regarding any exceptional needs

provide any assessments that have been done

provide past report cards (if there are any)

grant permission when requested for the school to communicate with the past school/day care

Once in school:

meet with the teacher, Student Services Specialist, and/or Principal when invited

provide any relevant information that may pertain to a child’s difficulty

be a partner in any remediation process – this may involve follow through at home, and/or agreeing to the use of external resources which may be at a cost to the parents

The School is expected to:

inform parents as soon as a concern is identified

present parents with concrete suggestions and strategies

hear the parents’ perspective

be clear about the parameters and limitations of available support through the school

inform parents when their child is receiving ongoing support

give regular feedback on the child’s progress

Student Assessments: School Questionnaire Policy Psycho-educational assessments view a student through many lenses: those of the parents, those of the teachers, through past performance indicators (work product, report cards, etc.), and through that of the psychologist administering a battery of tests and sometimes observing the student in her/his learning environment. To ensure that the psychologist receives parent and teacher perspectives uninfluenced by each other, the school’s policy is that teacher questionnaires must be sealed and sent directly to the psychologist, and that teachers and parents may not discuss the responses.


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BEHAVIOUR AND DISCIPLINE PRACTICES What is hateful to you, do not do unto others. This is the whole Torah.

~ Hillel the Elder

Purpose

School is one of a child’s foremost settings in which to become a mentsch (a fully engaged human being):

develop character and become a good friend, student, community member, and citizen. Character

development includes such tasks as identifying and learning to abide by shared behavioural expectations,

balancing competition with cooperation, asserting one’s own needs effectively, seeing to the needs of others,

internalizing a guiding code of values, and becoming a skilled thinker and communicator capable of advocacy,

perspective shifting, self-reflection, and self-control.

At Paul Penna DJDS, we grow mentchen by facilitating strong development of our students’ intellect, creativity,

character, body, soul, and communal sensibility. Our behaviour and discipline practices support those efforts,

providing and upholding guidelines through which consistent and developmentally appropriate character

education can take effect.

These practices have been developed collaboratively by the faculty and administration to ensure that daily life

at school reflects our core values of inspiring curiosity, honouring diversity, and creating community. A specific

anti-bullying section is included to highlight the differences between bullying and non-bullying behaviours and

between the school’s responses to them.

Chart: Partners’ Actions and Expectations

Role Actions Reasonable Expectations

Students Complete work to the best of your ability

Be present, on time, and ready to learn

Follow school expectations and instructions

Do not curse, swear, name-call, be rude, steal, hit, or kick

Treat each other and adults with courtesy, respect, and kindness

Include anyone who wishes to join: ‘You may not say, “You may not

play”.’

Do not interfere with other students’ ability to learn, play, and feel safe

Intervene and report to an adult when bullying or other hurtful behaviour targets others

Resolve conflicts peacefully, seeking adult support, as needed

Be challenged and supported in your learning

Have your interests and strengths considered by your teachers

Feel that school adults know and care about you

Receive adult support in managing your feelings and relationships

Have your rights, feelings and property respected by peers and adults

Be included in group play when you wish

Learn and play safely

Be free from abuses such as name-calling, theft, exclusion, hitting, kicking, and bullying

Be empowered to improve school life and peacefully resolve conflicts

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Parents Familiarize yourself with this material

Encourage your child(ren) to aspire to meet school behavioural expectations

Ensure that your child(ren) are present, on time, and ready with a conscientious attitude toward learning

Inform teachers of outside circumstances with in-school impact

Model positive interactions

Promptly report interpersonal and academic concerns

Inform administration when you feel that partnership with a teacher is not effective

Read further addenda about bullying

Differentiate between bullying and other behaviours in reporting concerns

Empower your children to partner with peers, teachers, and administration to intervene and report hurtful behaviours

Feel confident that the school is a safe, secure, challenging, and supportive environment

Have your concerns heard and responded to in a timely manner

Be communicated with regularly in support and celebration of your child(ren)’s development

Be invited to partner in problem-solving

Communicate/meet with teachers and administrators as needed, at mutually convenient times

Receive clear communications regarding school policies, practices, facilities, and schedules

Feel like a welcome member of a “community of difference”, where we honour and celebrate our differences as well as our commonalities.

Teachers

(Most actions

apply to all

school

employees.

Reasonable

expectations

apply to

guests and

volunteers as

well.)

Fulfill your responsibilities well

Create and maintain a challenging, disciplined, organized, supportive, and safe learning and play environment

Get to know and concern yourself with the well-being of students in your care

Promote student safety for all, in and out of the classroom


Provide students opportunities for meaningful accomplishment, to develop strengths, interests, and learning and interpersonal skills

Celebrate student accomplishments

Act with integrity, kindness, and the courage to do the right thing

Communicate readily with, and respond promptly to, parents

Keep administration aware of concerns, events, and celebrations

Conscientious student and parent attitudes towards learning, attendance, and punctuality

Receive respect, cooperation, consideration, and support

Teach (work &/or volunteer) in a safe and non-threatening environment

Have access to sufficient resources to fulfill your responsibilities

Be challenged and supported in teaching and professional growth

Schedule parent meetings in your available time

Receive from administration sufficient guidance and support

Celebrate accomplishments

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Administration Fulfill your responsibilities well

Support teachers and other staff in setting a challenging, disciplined, organized, supportive environment

Get to know and concern yourself with the well-being of students, staff, and parents


Promote school health and safety

Communicate and implement school policies well

Set, communicate, and implement school practices

Act with integrity, kindness, and the courage to do the right thing

Keep teachers, administrative staff, and parents appropriately informed of concerns, events, and celebrations

Listen well and respond promptly to parents’, students’, and staff’s concerns

Conscientious attitudes towards teaching, learning, and the business of running a healthy school

Receive respect, cooperation, consideration, and support

Work in a safe and non-threatening environment

Be challenged and supported in your leadership and professional growth

Have access to sufficient resources to fulfill your responsibilities

Receive from colleagues and the Board sufficient guidance, support, and feedback

Celebrate accomplishments

Derech Eretz/Behavioural Practices

Derech eretz kadma l’torah. The ancient Rabbis understood that civility is the precondition that elevates study to a holy activity. Paul Penna DJDS is committed to establishing a positive learning environment and developing in students the behaviours and habits of derech eretz. B’tzedek, u’vmishpat, u’vchesed, u’vrachamim. The prophet Hosea believed that righteousness, justice, kindness, and mercy are the preconditions that elevate our lives to a divinely bound existence. The school aims beyond derech eretz to tzedek, mishpat, chesed, and rachamim. We encourage students to draws connections between their interactions/behaviours and a vision of community shaped by social justice and caring. We operationalize these goals through education, vigilance, and accountability: Education —Classroom routines and experiences regularly include developmentally appropriate opportunities for students to: Learn and practice healthy and effective ways to communicate and advocate for their needs

Feel safe, welcome, heard, respected, challenged, supported, and cared about

Learn to focus and practice focusing on the task at hand and to expend physical energy appropriately

Practice working cooperatively with other students and with adults

Explore issues, responsibilities, and risks associated with personal and group power

Learn how to safely and effectively intervene and report hurtful or dangerous behaviours

Receive explicit and developmentally appropriate instruction regarding behavioural expectations, their relationship to the school’s values, and the school-based consequences both of meeting them and not meeting them

Reflect on their own motivations and behavioural choices, and the outcomes

Observe and reflect on adults and other students modeling the forms of interaction being encouraged

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Vigilance – Faculty, staff and administration strive to maintain sufficient presence, supervision, and vigilance regarding the property and physical, emotional, and psychological safety and well-being of every student, in classrooms and the halls, at recess, on trips, and during lunch, clubs, gym, practices, rehearsals, etc. Each person’s vigilance extends to the well-being of all students; personnel seeing an incident that requires attention will intervene immediately and then, if not the child(ren)’s teacher, communicate promptly with the classroom teacher(s). Accountability – School responses to behavioural concerns are educative for the child being disciplined and supportive of other students’ reasonable expectation for safety and well-being. Faculty, staff and the administration hold students accountable for their negative actions. School personnel strive to understand a student’s motivations when behaving hurtfully, unsafely, or disrespectfully toward others, and to work with that child to practice alternative behavioural responses. At the same time, the school holds that student fully accountable for her/his choice of action toward others, for the obligation to make amends, and to accept appropriate consequences.

Each teacher will articulate, post prominently, and share with parents the developmentally appropriate code of behaviour to which their students will be held accountable, defining expectations and potential consequences. The codes will reflect these expectations and be applied equitably and consistently. Each code will include school-wide standards of behaviour, applicable during less structured times at

school, including ‘You may not say, “You may not play”.’

Individual negative actions will, whenever possible, be addressed before they become a pattern of bullying;

Parents will be asked to partner with and fully support the school in an effort to change a negative behaviour or pattern of behaviours;

Consequences resulting from negative actions may include the following. o Informal conversation with the teacher; o The requirement to make amends; o Loss of privileges, particularly those related to personal choice and unstructured time; o Formal conversation with the teacher and administrator(s); o Telephone conversation with the parent(s); o Special conference with the parent(s); o Individualized behaviour contract with check-ins and specific consequences; o In school suspension; o Full suspension pending prescribed acts; with one year notation in the student file; o Full suspension pending prescribed acts, with permanent notation in the student file; o Dismissal from the school.

These consequences are additive though not necessarily sequential. They are intended to escalate in seriousness until the student’s behaviours consistently accord with expectations or are seen by the administration as very unlikely to become so. When a breach or breaches of conduct is/are severe, the administration, at its sole discretion, may immediately issue a suspension or dismiss a student from the school.

Power relationships, severity of harm, intent, repetition and frequency of negative actions, and responses to previous disciplinary efforts will affect the school’s response to each situation.

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Social practices: linking home and school in derech eretz As partners in your children’s moral and social development, it is important that parents and school personnel deliver messages that are in significant agreement with each other. If some of our social justice principles and practices are unclear or disconcerting to you, or are not reflected in the school’s actions, please contact Rhonda Rosenheck ([email protected]) and arrange a time to talk. Otherwise, please reinforce the school’s behavioural messages at home; the impact will be exponentially greater when we all work together. Invitation Practice Because of the pluralistic and non-dogmatic mission of our school, Paul Penna DJDS does not become involved with what families do in their own homes. At the same time, it is our firm practice that teachers and other staff will not become involved in handing out any type of invitations on behalf of students or their families. Our guidelines regarding invitations to parties are as follows:

If a student has invitations to give out to ALL students in the class, that student (or the parent) may distribute them outside of class time (in the hall, lobby, etc.) or mail out the invitation.

If a student has a letter or invitation which does NOT include every student in the class, that letter or invitation must be mailed, emailed, or otherwise delivered away from school premises. To avoid hurt feelings, such invitations must NOT be given out on school premises. If a party plan includes most but not all of a child’s class, we strongly encourage parents to consider the opportunity to teach your child(ren) kindness and inclusion by insisting that all students be invited.

When inviting Paul Penna DJDS students to your home, please be mindful that our families observe varying degrees of traditional practice. As part of our commitment to ensuring an inclusive school culture for all our students and families, we request that children’s birthday parties or special events not be scheduled for Saturday. This is a time when many of our families attend synagogue for Shabbat services, and it is unfortunate that their children miss out on celebrating with their friends.

Dress Code Students should come to school dressed in a manner that is comfortable for ease of movement and respectful of studying within a Jewish learning environment. Clothing and jewelry choices should not distract oneself or other students from the main tasks of school. Students must wear appropriately supportive clothing and footwear for gym, outdoor play, swimming and other physical activities (i.e. a coat in winter, runners for gym, etc.). A committee of middle school students and faculty will work this year to craft a middle school dress code to provide more specific guidance in balancing personal style, comfort, and modesty. Cell Phones Students at Paul Penna DJDS are not permitted to use their cell phones at any time during school hours. If a student needs to call home s/he must do so from the school office. If a parent needs to contact a child during the school day this must also be done through the school office. Computer/On-line conduct The school regulates access to and the use of electronic technology and a computer network. Students using electronic technology and/or the computer network are expected and required to avoid actions that are dishonest, unkind (e.g. personal attacks and invasion of privacy), illegal (e.g. harassment, identity theft, libel, slander, vandalism, theft, inappropriate access), or other actions deemed inappropriate, both in and out of school. Inappropriate use of electronic and computer technology may result in the revoking of privileges.


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Anti-Bullying Practices “Every child has the right to feel safe at home, at school and in the community” (UN Convention on the Rights of the Child, 1990).

Bullying is ultimately damaging both to the bully and to the bullied. These anti-bullying practices reinforce our commitment to the healthy social, emotional, and intellectual development of each student, and to creating an environment of safety and mutual respect (derech eretz), regardless of race, ancestry, place or ethnicity of origin, colour, language, citizenship, religion, religious practice, gender, sexual orientation, age, ability, or personality.

The same education, vigilance, and accountability above hold true in response to bullying. Every effort will be made to respond to negative behaviours before they escalate to a pattern of bullying. Distinctions in consequences will be made between behaviours that cause direct or indirect harm to others on the one hand and those that are otherwise disruptive of the purposes of school and the activity of the moment on the other. Further distinctions will be made between responses to non-bullying behaviours and to a pattern of bullying (see definitions, below). As written above, power relationships, severity of harm, intent, repetition and frequency of negative actions, and responses to previous disciplinary efforts will affect the school’s response to each incident. Definition of Terms

Bullying includes a pattern of actions within a relationship between a dominant and a less dominant person or

group, where:

1. An imbalance of power (real or perceived) is manifest through aggressive actions, physical or

psychological (including verbal or social);

2. Negative interactions occur that are direct (face-to-face) or indirect (gossip, exclusion);

3. Negative actions are taken with an intention to harm. These can include some or all of the following;

Physical actions (punching, kicking, biting), Verbal actions (threats, name calling, insults, ethnoculturally-, gender- or sexually-based comments), Electronic or written actions (posting insults or threats on line, negative or threatening graffiti or

passed notes, etc.) and Social exclusion such as lashon hara (spreading rumours, damaging a person’s reputation, and

gossiping), ignoring, ostracizing, excluding. 4. The negative actions are repeated. Either the intensity or the duration of the actions establishes the

bully's dominance over the victim. (Adapted from Public Safety Canada)

Non-Bullying Behavioural Concerns include:

1. Negative interactions, direct & indirect, between or among people in a context of a perceived power

balance;

2. Negative interactions without an intention to harm;

3. Negative interactions that are not repeated;

4. All other actions that, while they may be disruptive of learning, order and/or safety, fall outside the

definition of bullying.

“Roughhousing, fighting, and other behaviours between or among people with equal power in a

relationship and one time events, may be behaviours worth addressing, but are not considered bullying”

(Public Safety Canada).

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THE PARENT/TEACHER PARTNERSHIP

Agendas and Supplies Beginning in Grade 2 all students will be provided with school agendas. Homework assignments will be recorded in these agendas as well as notes to parents. Please feel free to write to the teacher in these agendas. Parents are expected to read students’ agendas each night.

Supplies for students in Grades SK – 8 should be purchased before the first day of school and replenished throughout the school year, as required.

Students should come to school each day with the appropriate supplies including kippot, sufficient lunch (necessary utensils), snacks and water bottle to carry them through the day, as well as appropriate clothing (depending on the season).

Attendance and Timeliness Policies See Safe Arrivals and Departures Procedures (page 32) for details. New procedures have been put into place to assure student safety and to promote orderly and effective use of precious classroom time for learning. Parents in the Classroom Parent involvement in the school is welcomed through these main volunteering channels:

Chaperoning school trips

Being a guest speaker, to talk about one’s profession or other area of expertise

Being a guest teacher, e.g. leading a class in dance, art or gym

Special in-class activities, such as baking or special art activity

Reading with the class or small groups

“Kabbalat Shabbat” (Welcoming the Sabbath) – helping in the classroom

Helping with general “prep” for the classroom – e.g. preparing art materials, making math/Hebrew/language arts games, and recording stories on tape both in English/Hebrew

Scholastic orders – ordering, paperwork, sorting Please offer your support to the teacher directly or through the PA class representative. Parent/Teacher Communications (Newsletters, P/T Conferences, as needed meetings) We strive to stay connected in regular and “as needed” intervals. (Please see the chart on page 31 for a list of starting points for as-needed discussion.) A curriculum night is held in the fall for parents to learn about overall curriculum and goals for the school year.

Regular parent/teacher conferences are scheduled in November and March. Others may be scheduled as needed as requested by the teachers and/or the parents.

Notes or emails may be sent home from the teachers and/or administrators to update parents on issues and achievements, or providing information about their child’s class or school. Teachers may also call a parent to speak about a concern or share an achievement.

We ask parents, as well, to keep us well informed of any information that may affect your child’s mood, performance, or concentration, or, of course, physical capabilities. Students never arrive at school in a vacuum: outside circumstances can make a big difference and it helps us to be aware of changes such as a move, illness of a beloved relative, a recent disappointment in another realm, etc.

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Report cards are sent home in January and June. Progress will be measured according to expectations of grade level in the Ministry of Ontario Curriculum Guidelines. Behaviour, skill development, understanding, and participation are reported to parents.

If we are communicating sufficiently well, there should be nothing on the report card that comes as a surprise. Please let us know when we fall short of that goal.

A class newsletter, describing the coming month’s plans, is sent home monthly.

Reinforcing the development of values and skill at home Homework - Formal homework begins in Grade One. It provides students with an opportunity to

develop organizational skills and positive work habits, to learn to organize their time and to extend their formal learning into the home. It provides parents an opportunity to observe their children’s formal learning, offers them insight into their children’s program of study, and enhances communication between school and parents. It also addresses individual needs and fosters and encourages individual growth. Homework for Grade Two and up is recorded in students’ agendas. Please check your child’s agenda daily.

You can help your child by providing a comfortable, quiet, well-equipped space and suitable time to complete homework.

Homework may consist of: Reinforcement of skills/concepts introduced in class Finishing-up work Extended individual projects Parent-student activity

As a Jewish day school, we do not give homework over Jewish holidays, and no more than one day’s

homework is given over the weekends, due to Shabbat. Over longer breaks, such as winter/summer vacations, teachers may send home suggestions for reading

practice or other activities. These activities, while beneficial to the children’s learning, will be optional. If a child requires more extended reinforcement/finishing-up at home, the teacher will first discuss the

matter with the parents.

Home “talk” - Please converse regularly with your child(ren) about content from their classes, and invite discussion about activities of your child(ren)’s special interest and of social interactions in school. Keeping in mind that a student’s understanding is but one perspective, your input (at home and by being in touch with us when something is unclear or disconcerting) can help us all work with each child to draw real and meaningful connections from their experiences.

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RELIGIOUS POLICIES

Paul Penna Downtown Jewish Day School is an egalitarian, pluralistic, community based school. We accept children from families of any configuration and Jewish affiliation, as long as a commitment is made that the child is raised with a Jewish identity. Non-Jewish parents of Jewish children are celebrated and welcome members of our community.

Our school aims to provide students with the skills and knowledge required to live a meaningful Jewish life in the modern world. Our teachers accomplish this through experiences and educational opportunities aimed at helping children develop and act on a sense of pride in their heritage, their spirituality, and their ability to contribute as future members of our community.

Halloween and Valentine’s Day are not celebrated at Paul Penna DJDS Because their origins lie in the traditions of another religion. In addition, Mother’s Day and Father’s Day are also not celebrated at Paul Penna DJDS, as they exclude those children from untraditionally configured families. If you wish to distribute cards for any of these occasions, please do so by mail or outside of the school premises.

Living & Learning - Our aim is for our students to experience what they learn, including the incorporation of Jewish values into their everyday lives. We also want our students to enjoy a sense of awe and wonder about the world. Our goal is that our students’ concept of God (a Divine presence in the world) and understanding of Torah will continue to mature, and that their moral, social, and spiritual consciousness will continue to develop, propelling them to create and do good deeds in the Jewish and broader community.

Egalitarian Judaism - In keeping with our understanding that men and women should be equal partners in family, religion, and society, Paul Penna DJDS makes no religious role distinctions between males and females.

K’lal yisrael: - (the concept that the Jewish people are one) is important to us. We consider celebration of Jewish diversity, love of Israel, knowledge of Hebrew, and competency in siddur (Hebrew prayer book) and other Hebrew texts to be key components of k’lal yisrael.

Pluralism - We respect the divergent modes of Jewish belief and practice and we welcome children from a broad spectrum of Jewish backgrounds, from secular to traditional. A foundational believe at Paul Penna DJDS is that Judaism is strengthened through respect for, and appreciation of, diversity.

Kippot - A kippah (head covering) is required by all students and members of the faculty during prayers, text studies, and Jewish holiday celebrations, and is optional at other times of the school day.

Observance: Home & School - Because of our respect for diversity, the level of observance in the school is intended to ensure the comfort and participation of the broadest spectrum of the student body. We respect the choice of parents regarding the level of observance at home.

God - As a Jewish school, we affirm the strong connection between Judaism and God. We respect the many different conceptions of God within Jewish tradition while understanding that the ultimate reality which the term “God” strives to connote is beyond human comprehension. Because we are a pluralistic community, we do not inculcate any one interpretive system or perception of God.

Torah (Bible) - We approach Jewish sacred texts with respect for our people’s long tradition of multiple interpretations. We understand that the Torah speaks in human language and that everything in Torah is open for interpretation. We believe that lively discussion of varied interpretations can lead to wisdom. Our rabbis called this arguments b’shem shamayim (in the name/for the sake of Heaven).

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Kashrut/School Celebrations - In order to accommodate the many levels of Kashrut observed by members of the Paul Penna DJDS community, children are required to bring food for lunch or snacks which is either dairy or parve (neither meat nor dairy). Food from home may not be shared. Food which is cooked and/or served to the children at school as part of a school activity will always meet the school’s communal Kashrut standards.

Lunch and Snacks Each day your child must bring a lunch and snacks to school. The contents must follow our Kashrut guidelines – either dairy or parve (neither meat nor dairy) - and should be healthy and nutritious. Children may eat their snacks during morning and/or afternoon recess time or at the discretion of the teacher during class time. We do not allow sharing of any food brought from home. Lunches may be purchased through the Parents’ Association several times each week. Please note that no refrigeration or reheating facilities will be available for student lunches.

****Allergies To avoid potential problems from food allergies all foods sent to school should be FREE FROM PEANUTS, NUT PRODUCTS, OR TRACES OF NUTS.****

In-School Celebrations All food items must be Kosher and nut free. Baked goods sent to the school must be purchased from a kosher bakery that has a kosher certification or, if from a supermarket, comes to school in a sealed box with a kosher symbol clearly present on the sealed box. Nut Free Bakeries: - no nuts and no traces of nuts

Amazing Donuts (416) 398-7546 Hermes Bakery (416) 787-1234 Isaacs Bakery (416) 789-7587 Richman’s Bakery (416) 636-9710 The following are some of the common symbols (hechshers) indicating that a product is kosher:

MNJCC CHILD CARE DURING NON-TEACHING HOURS AND DAYS (formerly known as Bridge Care)

In an agreement with the MNjcc, their Child Care division has graciously agreed to offer programming and child care for our students during non-teaching school hours and days such as early dismissals and PD days at a very reasonable cost per child. Please ask our office or Risa Antoine at the MNjcc for further information and registration forms. (This does not apply to Jewish, provincial or federal holidays.)

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DOWNTOWN AND SAFE: RULES OF THUMB ON AN URBAN CAMPUS

We take the safety of our students and staff quite seriously. Thanks to the MNjcc’s strong security measures, we need only to abide by and supplement their efforts to keep our children safe. While we benefit from being situated in an urban hub, it does present challenges that are different from those of a suburban campus.

Basic rules of thumb include:

Keep children under adult supervision during non-structured times and in transitions

As they say in NYC, “If you see something, say something.” If you see a lone package, asuspicious looking person, or anything at all that causes you discomfort, stay calm and promptly let someone know. Go straight to a security guard, or let someone in the school office know.

Teach children to remain relaxed yet aware of their surroundings when outdoors. It is always best when walking or biking around town to have all one’s senses engaged – that means no head phones, no looking down at a cell phone, etc.

SCHOOL AND JCC SECURITY POLICIES Entry into the MNjcc and into our school during school hours is by Security Access card only, and those work only where and when a person is permitted entry. All parents must “swipe” in first at the MNjcc reception desk before using the door swipe pads. Please be very cautious about holding the door open for someone to enter the stairwell or elevator with you. Hold the door to be polite if you must, and ask them to swipe their card nonetheless. If they do not have their card available, ask them to return to the reception desk for permission to enter. If you feel at all bullied or uncomfortable in this situation, call or signal over to the security guards for assistance. ****Entry to or exit from our classrooms on the first floor will be through the school’s second floor entrance and the South Stairwell ONLY. The lobby doors to the first floor are completely closed to us at all times – they are for the exclusive use of the nursery. This is a critical safety measure for the very young children with whom we share that corridor. Please respect this without exception.****

SCHOOL/CLASS CONTACT LIST: RESTRICTED USAGE AGREEMENT

For your convenience and to facilitate community, the school provides each family with a school directory/class lists. Safety and confidentiality necessitate that this list not be shared in partial or whole content, in any form, with anyone outside of the parent body. In addition, the list must only be used for school business. We ask each parent to sign a pledge to respect this restriction.

HEALTH AND SAFETY

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SAFE ARRIVAL PROCEDURES

We are growing! With the addition of a second Senior Kindergarten class we have made changes to both the

arrival and dismissal procedures for all grades. We are committed to making safety our highest priority for all

our children. Please ensure that you carefully review these new procedures.

Access to Paul Penna DJDS

Children need to be in their classrooms, ready to start their day by 8:45 am . A chime will ring in each hall, indicating the start of the school day.

Access to Paul Penna DJDS will only be available with an MNjcc security access card, and only through the 2nd and 3rd floor school entrances.

Security access cards issued to parents will provide access to the 2nd and 3rd floor hallways between 7:50 am and 8:40 am only.

For those parents requiring use of the elevator (for medical reasons or if accompanied by a stroller), a security access card is required to activate the elevator for either floor.

Security access cards can be arranged through the main information desk of the Miles Nadal JCC. Cards will only be issued to “parents of record” of Paul Penna DJDS students and their agents.

Parents may request security access cards for all authorized caregivers (grandparent, nanny, etc.).

A refundable deposit of $10.00 will be levied by the MNjcc for each card issued. Notification of Absence, Late Arrival, Early or Late Departure

If you know in advance that your child(ren) will be absent or arriving late, please notify the office, preferably by email at [email protected]. Include your child’s name, grade, length of the absence (if known), and reason for the absence. Report all unanticipated absences and reasons as soon as possible by note or email.

If your child has an appointment during the school day, please notify the office. Students leaving school for any reason are required to be signed out (and in, if they return) in the office on the second floor. Only an authorized parent/guardian/caregiver may sign the student out of school. Middle school (6-8) students may sign themselves out with parental/authorized caregiver permission given in advance.

Please notify the office of an early or late departure. (See below regarding fees for late departures.)

SAFE ARRIVALS PROCEDURES

Arriving by car and dropping off outside the MNjcc a. Paul Penna DJDS staff will be ready to accept students into their care beginning at 8:25 a.m

b. Staff will accept children in the parking area on the west side of the Sussex Mews laneway. Please pull your vehicle as far into the laneway/Metro parking lot as possible, drop off your child(ren), and then proceed out the Metro lot and onto Robert Street. Do not park in the privately owned/rented parking spaces.

c. Paul Penna DJDS staff will escort all children directly to their classrooms at 8:35 a.m. After 8:35 am, parents driving their children to school must find legal parking and escort their children inside. (The school is not responsible for illegally parked vehicles.)


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Arriving by all other means a. Entrance to the MNjcc is through the main doors on Spadina Avenue only.

b. Grade 3 and 4 students may be dropped off on the third floor.

d. Classes begin at 8:45 am. Students should arrive and prepare between 8:35 am and 8:40 am. A chime will

ring and classroom doors will close at 8:45 am sharp.

e. Students arriving after 8:45 am must bring a late slip from the office to be admitted to class. Each late

arrival will be noted on the official attendance record. Parents of Middle School students arriving on their

own will be called when three latenesses are recorded within a short period of time.

f. Class Attendance Records will be submitted to the office by 9:15 am. If your child is marked absent and the office has not received notification that your child(ren) will be absent or late on that day, you will be contacted with an inquiry about his/her whereabouts.

SAFE DEPARTURES PROCEDURES

a. Dismissal is at 3:45 pm each day unless noted in the calendar (holidays and early dismissal days).

b. CARPOOL STUDENTS will be escorted by Paul Penna DJDS staff to the designated area in the parking lot on the west side of the Sussex Mews laneway via the north staircase.

c. AFTERCARE PROGRAM students will be escorted by Paul Penna DJDS staff to the program meeting area.

d. PARENT/CAREGIVER PICK-UP students will be escorted out of the school wing to the 2nd floor foyer at 3:45pm.

e. Students escorted home by a Middle School sibling must follow the same pick-up procedure, with the older sibling waiting in the 2d floor foyer with other caregivers.

f. Any student remaining at 4:00pm will be escorted back to the school office on the 2nd floor. Parents/caregivers will be required to pick-up these students from the office. A $20 per hour fee per student, charged in 15 minute intervals, will apply for students remaining after 4:00 pm.

g. If you wish to alter your child(ren)’s departure method for any reason, you must notify the office directly either by phone or email before 3:15pm on the day the change is effective. Any request made by leaving a message on the school voicemail or by email to [email protected] will be acknowledged promptly by return email. If you do not receive an email confirmation by 3:00pm, please assume that your request has NOT been received and that your child(ren) will be dismissed according to their regular routine unless you speak to someone in office directly by phone no later than 3:15pm.

Safety Procedures in Our New Space

c. To ensure the safety of our neighbours in the MNjcc Nursery as well as all of our own students, access to the first floor classrooms will ONLY be allowed via the main school entrance on the second floor and down the South Stairwell. Paul Penna DJDS may never use the classroom wing’s 1st floor doors to the lobby. This applies to entry and exit for students, parents, and teachers, any time of day. This procedure will be strictly enforced at all times.


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“MY CHILD IS SICK”: POLICY AND PRACTICES

Students should not be sent to school with fever, cough, cold, or any other communicable diseases, or if the parent suspects a developing illness. If your child becomes ill at school, you will be notified. Please have arrangements in place so that you can pick up a sick child immediately.

A student should be fever-free for 24 hours before returning to school from an illness. Please notify the school immediately if your child is diagnosed with a communicable illness.

In order to be excused from physical activity, a written note from the parents must be submitted.

Because lice are a reality among school age children, Paul Penna DJDS retains the right to examine the hair of any student, at any time it is deemed necessary.

Neither the teachers nor the office staff administers medication. Please send a pre-measured dose which your child can self-administer or arrange to be present during medication times.

The school office and your child’s teacher must be notified if he/she is taking medication.

Students who require an Epi Pen have one on his/her possession at all times, in a place known to the teacher. An extra Epi Pen should be provided to be stored in the school office. Classmates and their parents will be informed of the allergy.

INJURY AT SCHOOL PRACTICES

Paul Penna DJDS does not have a school nurse. Many staff members are trained in basic First Aid and CPR. If a student is injured at school, the teachers and staff will make a judgment of whether to apply initial treatment or to send for outside emergency assistance. The staff will call you at the first possible juncture after tending to your child, and ask for you to decide on next steps. Each student injury at school will be written up with the steps taken.

FAMILY NOTIFICATIONS TO SCHOOL

Each year, parents are asked to provide, and keep up-to-date, the following information. See enclosed forms for providing the first three sets on information.

Emergency contact information

Medical and Allergy information

Swim readiness level

Absence and lateness (by contacting the school in advance when possible, afterwards when not)

Midday departures

Changes in pick up routine

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INCLEMENT WEATHER AND OTHER UNPLANNED SCHOOL CLOSINGS

On days of inclement weather, listen to CBC and CFRB radio stations, which will carry information regarding school closings. Paul Penna DJDS will close if the Centre for Enhancement of Jewish Education (formerly the BJE) calls a “snow day” for its schools. Such a closing is based not only on the likelihood of children and staff being able to arrive safely at school, but also on whether the proper supervision can be in place if the school is open, whether children and staff can return home safely, and on Fridays, whether children and staff can return home before Shabbat begins. We have established a phone tree for both parents and staff that will notify you as soon as possible of such a closing. If the school opens but weather significantly worsens during the day, you will be notified. Please contact the school about possible early closing only if you cannot be reached at home or work. Your co-operation will enable us to quickly and safely evacuate the school.

The “phone tree” will likewise be used for any other unplanned school closures.

EMERGENCY DRILLS AND PROCEDURES

Each year, the school practices responses to emergencies. A Fire Drill rehearses rapid, safe evacuation from the building. A Safe-Inside, or Lockdown, drill rehearses staying safely locked into classrooms. The staff is trained in their roles conducting these drills, and before drills earlier in the year, teachers discuss with students the procedures and purposes of these drills. We receive on-the-spot feedback from the Fire Department on our responses in fire drills. We were rated excellent both in speed and orderliness this past spring. Parents will generally receive a notice of upcoming drills, without a specific time or day. Our purpose in conducting these drills is to reduce the risk of harm to children in the case of a real emergency. Our aim in planning how we conduct the drills is to minimize children’s anxiety by acknowledging that emergencies could happen. Please remain alert to your child’s feedback about the drills and keep the classroom teacher informed if you sense your child feeling unresolved anxiety about it.

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Addenda:

Recommended Reading on Bullying

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Public Safety Canada Anti-Bullying

http://www.publicsafety.gc.ca/res/cp/res/bully-eng.aspx#a01 , including these excerpts:

Chart 1 - Types and effects of bullying

Physical Psychological

Verbal Social

Hitting Kicking Punching Pushing/Shoving Stealing Dating Aggression [*]

Insults Name calling Comments about how you

look or talk Threats Sexual Harassment [**] Ethnoculturally-Based

Comments [***]

Gossiping Rumours Ignoring Not including someone

in group activities

Results

Can hurt the young person's body, damage

belongings or make the person feel badly

about himself or herself.

Can make the young person feel

badly about himself or herself.

Can make the young person

feel alone and not part of

the group.

Appendix D

Age appropriate interventions

Across all age groups, whole school anti-bullying programs should include definitions of bullying, discussions on

how bullying affects everybody, and what students can do to eliminate bullying in their school (B.C. Ministry of

Education & B.C. Ministry of Attorney General, 1999; Pepler & Craig, 2000). Interventions should also include

building social skills for children and youth including: lessons on interpersonal skills, assertive coping strategies

(especially for those being victimized), empathy, and conflict resolution (Lumsden, 2002; Mahady Wilton, Craig

& Pepler, 2000; Pepler & Craig, 2000; Pepler, Smith & Rigby, 2004; Sampson, 2002; Smith & Madsen, 1999).

For useful suggestions on age-related content of interventions see: Smith (2000) and Pepler & Craig (2000).

Anger has not been found to be a main motivator for bullying behaviour (Pepler, Smith & Rigby, 2004).

Therefore, anger management does not need to be a central aspect of antibullying interventions, although it

can have a positive impact on social interactions of children who have trouble managing this emotion.

Primary grades (ages 4-9)

Children at this age are adjusting to prolonged periods of time away from their primary caregiver. Success at

this point of development is characterized by adjustment to school routine and the emergence of interpersonal

skills of cooperation, empathy and sharing. Children in this age group who are having problems may display

difficulty relating to their peers in a pro-social manner as evidenced by disruptive play and insensitivity to the

needs of others. Therefore, interventions for these children should focus on the basics: the development of

http://www.publicsafety.gc.ca/res/cp/res/bully-eng.aspx#a01

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social skills such as cooperation, respect and empathy (B.C. Ministry of Education & B.C. Ministry of Attorney

General, 1999; Smith & Madsen, 1999).

Bullying in primary grades is characterized by direct physical and verbal aggression aimed primarily toward

same-sex peers. If the behaviour is not corrected early on, it is likely to continue and get progressively worse

(Fox et al, 2003; Hepworth, 2001). Interventions in the primary grades can help support children as they

develop the necessary interpersonal skills and learn how to effectively relate to others. Working cooperatively

with other children to complete a task can help children understand and respect others' perspectives. It also

helps them learn to trust and to be more tolerant of others and diversity (Smith & Madsen, 1999).

Cooperative activities are more effective when they are integrated into everyday activities in the classroom. For

example, cooperative group work and circle time should be introduced early on, from about age five, as a

means to complete work in various academic subjects. Circle time helps create a positive classroom climate by

emphasizing communication, self-esteem and relationship development (Smith, 2000).

Middle grades (ages 10-13)

At this stage, children are primarily interested in interacting with same-sex peers and look increasingly towards

them for social approval rather than to their parents. Psychological (social and verbal) bullying emerges in

grades 4, 5, and 6 as children learn about social power in relationships with their friends (Pellegrini, 2002).

There is the beginning of interest, near the end of this stage, in the opposite sex and an awareness of gender-

based roles. As this occurs, social aggression and sexual harassment behaviours appear more frequently and

are targeted toward both same- and opposite-sex peers (Pepler & Craig, 2000; Pepler, Smith & Rigby, 2004).

According to an American meta-analysis of international studies on childhood aggression, children in early

adolescence have a more positive view of aggression than younger children and are more likely to reinforce

aggression in their peers (Pellegrini, 2002). Similarly, in Canadian surveys, 11 to 12 year-old students reported

bullying others more than younger (9 to 10 year-old students) or older (13 to 14 year-old) students.

In fact, bullying rates increase with age for boys and girls, reaching a peak in middle grades (11 to 14 year-old

students) and then tapering off in high school (Craig, Peters & Konarski, 1998; Pellegrini, 2002; Smith &

Madsen, 1999). Interventions for children in the middle grades should continue to emphasize the development

of social skills introduced in earlier grades such as cooperation, respect and empathy. However, at this stage,

the youth can become more involved in the delivery of the program (B.C. Ministry of Education & B.C. Ministry

of Attorney General, 1999; Smith, 2000). One effective approach with this age group is a peer support program,

provided the adults within the school adequately support the children and remain involved throughout the

process (Cowie, Jennifer & Sharp, 2001; Pellegrini, 2002; Pepler, Smith & Rigby, 2004; Smith, 2000). Peer-

oriented programs are important at this age because developmentally, the children begin to turn more toward

their peer group for the support and approval they once obtained from their parents (Pepler & Craig, 2000).

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The following parent materials from CAYRE (Community Alliance for York Region Education)

PARENTS 1.1 Myths about Bullying

There are many pervasive myths about bullying in our communities. They may be encouraged by parents, staff,

other adults or older students. These myths may act to downplay the negative impact of bullying, but we know

that bullying is NEVER positive or acceptable. Bullying is harmful for all those involved: bully, target and

bystander. You may encounter some ofthe following myths in your community.

“Bullying is a normal part of growing up. It happened to me and I turned out fine.” Bullying affects people in

many different ways. This person may not be aware of the effect the bullying has had on their life, or may have

forgotten their past pain.

“The target needs to be more assertive—-to stand up for themselves.” When children reach the point at

which they can no longer tolerate the bullying happening to them is when they usually seek help from an adult.

Due to the power imbalance between bully and target it is virtually impossible for targets to solve the situation

on their own. When they are asking for help it is because they have tried everything they can and have

recognized their inability to cope on their own. This action needs to be encouraged and supported by adults. -

“The target needs to fight back. This is the only action a bully understands.” Fighting back is the worst

possible action a target can take. Bullies are quite frequently bigger than their targets and fighting back can

mean serious injury for the target. It is also not true that bullies only understand violence as a means to solve

problems. Fighting back reinforces the bully's behaviour and will increase the likelihood it will happen again.

“lt builds character.” The kind of character bullying builds will often lead to serious problems for both the bully

and the target as they move through life. Bullying results in a lowered self-esteem for targets and bullies

increasingly find themselves involved with the law as they grow older.

“Sticks and stones can break your bones but names will never hurt you.” Bruises left by blows fade and heal

but the scars left by verbal, emotional or psychological bullying can and do often last forever.

“That's just teasing! It's not bullying.” It is true there is a fine line between teasing that is fun for all involved

and teasing that is bullying. It is important that when friends tease each other they are aware of the lines they

cannot cross—sometimes teasing is fun up until a point and then all but the target are laughing.

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PARENTS 1.2

Advocating For Your Child

Increase your knowledge of bullying and collect information on issues that arise. Clip articles from

newspapers and magazines," make a-special effort to listen to any radio or television programs that

deal with the issue and read magazine articles on the topic.

Understand Instant Messaging and other forms of electronic communication. Help your child learn to

compose an appropriate message and respond appropriately when they receive something that makes

them feel uncomfortable

Organize a resource bank of people and materials that can illuminate the problem and offer solutions.

Contact your local library or school to become a Resource Center for videotapes, books, pamphlets,

curriculum, and other reference materials.

Identify individuals who are willing to join you in your advocacy (i.e. other parents) and engage groups

such as School Councils and Child Abuse Prevention organizations.

Involve children and students in significant roles within the advocacy; ask children what they think and

what they want to happen about the issue.

Let your child know the reasons for your advocacy and that you want to support them.

Identify national and local experts who can speak on the topic in a compelling way and invite them to

speak at Parent Council meetings and community forums.

Involve the media in a solution-oriented and positive way.

Bring up the subject at social gatherings. Spread the word through conversational networks to build

support and momentum.

Set a precedent to bring about change.

Adapted from Bullies & Victims: Helping Your Child Survive the Schoolyard Battlefield

SuEIIen Fried and Paula Fried

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PARENTS 1.3

If Your Child is Being Bullied

Victimized children are not always randomly targeted by children who bully. Targets are sometimes anxious,

insecure children who lack social skills and the ability to defend themselves. They may be individuals who do

not usually participate in regular day-to-day peer activities.

Parents need to work to identify a child who is being victimized. Targets do not ask for adult help and

will often make an effort to hide the bullying situation out of fear of retaliation from the children who

are bullying.

Parents can help by ensuring bullying behaviour is not being modelled at home.

Due to the power imbalance between bully and target, adult intervention is often the only way targets

can solve bullying situations.

Some reasons why children tend to be victimized:

have poor social skills

cry easily

feel lonely or depressed, are anxious and insecure have, poor self-esteem, are restless

tease and/or irritate others

are easily provoked into conflict with others

fight back in bullying situations, but lose

Signs of Being Bullied

Aside from the obvious signs that indicate physical bullying such as bruises, torn clothing, regularly missing

personal items (hat, jacket, notebooks, money, toys), look for:

Avoidance

certain areas of the school or want to arrive late

stays close to teacher on duty

stays in classroom at lunch time

goes to the nurse/office at recess because they don’t feel well

refuses to go to school altogether.

sudden disinterest in computer or cell phone

secretive on-line activity

Distress

difficulty sleeping and/or waking up

change in appetite

change in attitude about school or drop in grades

poor concentration

may over-react to small problems or frustrations

Withdrawal

from their family and friends because of shame and embarrassment, and damage to self-esteem

reluctant to join new groups, or to try new experiences

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What to do if your child is being bullied

Teach assertive behavior - Promote assertive behaviour. Self-confidence is the first line of defence against

bullies.

Communicate - Ask your children how they are treated by their peers at school. Children who are being

bullied are often ashamed to bring the problem up themselves.

Enroll your child in a Skills Course - Enrolling your child in a skills group will help him/her to learn and practice

assertiveness skills.

Increase social interactions - All children should be encouraged to have many positive social interactions,

however, this is most important for targets. Encourage sleep-overs, welcome friends into your home, and

include a friend on family outings occasionally.

Access community based support - Enrol your child in classes or groups in which s/he shows interest.

Encourage him/her to join with a friend.

Watch TV with your child - Sometimes the media uses violence as entertainment. Read your children’s

magazines/comics to be aware of the level of violent content. Discuss the uses of violence with your child to

increase understanding.

Empathize - Talk to your child about a target's feelings of fear, humiliation, and having the feeling of not

belonging.

Encourage your child to spend time with friends - Groups of children are less likely to be bullied.

Keep a written record of times, dates, and places where bullying has occurred. - You will be much more

effective in working with school administrators if you have specifics on what happened, when and where. If

your child is being bullied over the internet, save threatening messages that can be forwarded to your Internet

Service Provider

Adapted from Set Straight on Bullies National Education Service

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PARENTS 1.4

If Your Child is Bullying Others

Some of the possible signs that a child may be bullying include:

Teasing ridiculing, or intimidating others.

Being physically aggressive in solving problems

Responding with avoidance or anger to any questioning

Having difficulties expressing or offering emotions

Being easily frustrated by cooperative games with others

Having items that do not belong to them

Displaying a lack of empathy towards others

Secretive on-line activity

Strategies to use if you receive a report that your child is bullying others

Talk to your child. Don't blame. Stay calm and make it clear that bullying is NOT acceptable.

Reassure your child that you still love him or her. lt’s the bullying behaviour you don’t approve of. Tell

your child that you’ll work together to help change the behaviour.

Talk with your child’s teacher(s) and other adults at the school — in private, when no other students

are around. Get the facts on your chi|d’s behaviour. Ask them to keep you informed.

Work with the school to modify your child’s behaviour. Stay in touch so you know how your child is

progressing. Let them know about your efforts at home.

Apply reasonable, age appropriate, developmentally appropriate consequences for bullying behaviour.

Consequences should be clear and logical, NOT punitive. Use restorative consequences, as long as the

safety of the target is not compromised.

Talk with your child about how bullying affects the target. Help your child to learn empathy.

Help your child learn and practice positive ways to handle anger, frustration, and disappointment.

(How do you handle those feelings at home? You are an important role model for your child.)

Encourage your child’s efforts to change. Support your child for following home and school rules. The

more positives you can give your child, the better.

Ensure that there is a consistent approach being taken to your chi|d’s consequences within the home

and at school.

Adapted from The Bully Free Classroom

Allan L. Beane

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PARENTS 2.1

Strategies to Take Action Against Bullying

It is important for all parents to attend school sponsored meetings about bullying or participate in the School

Council meetings. Make yourself familiar with the school's behaviour policies (e.g. Code of Conduct, safe

schools policies).

Five basic steps to getting involved

Help your child - Do not expect children to work out this problem on their own. Bullying is not a solitary

problem — it is a community problem. Adults must make it safe for children to report bullying.

Intervene - Always intervene. Adults play a crucial role in the socialization of children. Since children learn by

example, any time adults do not intervene, they are denying children the opportunity to learn a different way

to solve problems other than using aggression. Aggression usually escalates the situation. Keep records of

incidents so you can be specific in your discussion.

Talk to the teachers - Express any concerns you may have. Keep communication frequent.

Get the school Involved - Talk with school administration. A community approach to bullying is most effective

in reducing the bullying problem. School personnel may have observed the conflict first hand. Work

collaboratively with school personnel to address the problem until it is resolved.

Get your Internet Service Provider (ISP) involved - Internet Service Providers are legally obligated to

investigate the source of harassing messages and can also deny service to a location from which harassing

messages are being generated.

Identify the difference between "ratting" and reporting - Explain that "ratting" is telling to get someone else

in trouble. Reporting is telling to get someone out of trouble. Bullying puts people in danger. Bullying hurts.

Help your child understand the difference.

Reassure your child that the school can help - Explain that the school can help only if they know about the

bullying. Children may be very reluctant to report bullying to the school out of fear of retaliation. Ensure you

are sensitive to this and problem solve accordingly.

Adapted from Take Action Against Bullying

Gesele Lajoie, Alyson Mcllellan and Cindi Seddon

Parent School Handbook 2011 2012/5772 - Paul Pennadjds.ca/sites/default/files/2011-2012 Paul Penna...

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Transcript of Parent School Handbook 2011 2012/5772 - Paul Pennadjds.ca/sites/default/files/2011-2012 Paul Penna...