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VALLEY FORGE ELEMENTARY SCHOOLVALLEY FORGE ELEMENTARY SCHOOL Tredyffrin/Easttown School DistrictTredyffrin/Easttown School District

September 20September 2011 44 Dear Students and Parents, Dear Students and Parents, We welcome you to Valley Forge Elementary School. This We welcome you to Valley Forge Elementary School. This handbookhandbook is one way is one way of keeping our lines of of keeping our lines of communication open.communication open. Our outstanding educational program is the result of a close relationshipOur outstanding educational program is the result of a close relationship between home and school. This hbetween home and school. This h andbook was developed to provide you andbook was developed to provide you with with important information about our school’s policies, procedures and activities as important information about our school’s policies, procedures and activities as well as well as our PTO programs. Information regarding the District and school staff, our PTO programs. Information regarding the District and school staff, PTO calendar, officers, committees and coordinators can be found in the VFE PTO calendar, officers, committees and coordinators can be found in the VFE Directory along with class lists, addresses and phone numbers of Directory along with class lists, addresses and phone numbers of families. The families. The Directory isDirectory is distributed in ldistributed in l ate September. ate September. PrintedPrinted copies of this Handbook are copies of this Handbook are always always available in the school office or onavailable in the school office or on -- line at line at www.tesd.net/vfewww.tesd.net/vfe .. Valley Forge is a lively and spirited place for learning and growing. The staff Valley Forge is a lively and spirited place for learning and growing. The staff and I stronand I stron gly encourage parents to be active participants in their child’s gly encourage parents to be active participants in their child’s education. One way of becoming involved is through the PTO. The purpose of education. One way of becoming involved is through the PTO. The purpose of the PTO is to enrich the school experience for our children. The fundraisers and the PTO is to enrich the school experience for our children. The fundraisers and service projects at Valley Forge Elservice projects at Valley Forge Elementary provide many extras for the school, ementary provide many extras for the school, the teachers and our children. Some of the purchases made by the PTO in past the teachers and our children. Some of the purchases made by the PTO in past years include: years include: ipads, laptops, industrial fans, projectors, ipads, laptops, industrial fans, projectors, computers, computers, smartboards, smartboards, paper products for our ppaper products for our p ublishing center, ublishing center, lobby kilobby ki osk system, osk system, playground equipmentplayground equipment and books. and books. The PTO also provides financial support for The PTO also provides financial support for the many inthe many in -- school performances brought to our school each year by our school performances brought to our school each year by our Cultural Arts Committee.Cultural Arts Committee. The PTO website is The PTO website is www.vfespto.www.vfespto.orgorg .. Please do not Please do not hesitate to hesitate to contact us to ask questions, arrange a meeting, or contact us to ask questions, arrange a meeting, or participate in participate in school activities. Our teamwork will benefit your child. school activities. Our teamwork will benefit your child.

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Sincerely, Sincerely,

Rebecca WillsRebecca Wills PrincipalPrincipal

Valley Forge Valley Forge Elementary SchoolElementary School 99 Walker Road99 Walker Road

Wayne, PA 19087Wayne, PA 19087 Main Office 610Main Office 610 -- 240240 -- 16001600

Principal 610Principal 610 -- 240240 -- 16011601 Nurse 610Nurse 610 -- 240240 -- 16041604

Counselor 610Counselor 610 -- 240240 -- 16051605 Reading Specialist 610Reading Specialist 610 -- 240240 -- 16111611

Psychologist 610Psychologist 610 -- 240240 -- 16171617

Table of ContentsTable of Contents T/ET/E Mission StatementMission Statement 33 Philosophy of EPhilosophy of Educationducation 33 Elementary Introduction StatementElementary Introduction Statement 44 School OrganizationSchool Organization 44 The Instructional ProgramThe Instructional Program 55 GroGrouping Students for Instructionuping Students for Instruction 55 Support ProgramsSupport Programs 88

General Information: From A to ZGeneral Information: From A to Z After School ActivitiesAfter School Activities 1212

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AttendanceAttendance 1212 Behavior Guidelines for StudBehavior Guidelines for Studentsents 11 44 CelebrationsCelebrations 2222 Cell Phones and Electronic DevicesCell Phones and Electronic Devices 2222 Dangerous StrangersDangerous Strangers 2323 Dress CodeDress Code 2323 Food ServicesFood Services 2323 Health ServicesHealth Services 2424 InsuranceInsurance 2626 Integrated Pest Management PolicyIntegrated Pest Management Policy 2727 Lost and FoundLost and Found 2828 Messages to StudentsMessages to Students 2828 Parent/Teacher OrganizationParent/Teacher Organization 2828 ParkingParking 3131 Progress ReportsProgress Reports 3131 RecessRecess 3232 School ClosingsSchool Closings 3232 TransportationTransportation 33 22 Visits to SchoolVisits to School 33 33 VolunteersVolunteers 33 33

T/E MISSION STATEMENTT/E MISSION STATEMENT To inspire a passion for learning, personal integrity, the pursuit of excellence, and social To inspire a passion for learning, personal integrity, the pursuit of excellence, and social responsibil i ty inresponsibil i ty in each student.each student.

CONSENSUS BELIEFSCONSENSUS BELIEFS

•• We believe that every individual has intrinsic value.We believe that every individual has intrinsic value. •• We believe that each individual has potential .We believe that each individual has potential . •• We believe that individuals are responsible for their choices and actions.We believe that individuals are responsible for their choices and actions. •• We believe that external and internal expectatWe believe that external and internal expectat ions strongly influence personal growth ions strongly influence personal growth

and achievement.and achievement. •• We believe that individuals and communities are strengthened by a culture of We believe that individuals and communities are strengthened by a culture of

participation, contribution and support.participation, contribution and support. •• We believe that l ifelong learning is essential for one to flourish in a continualWe believe that l ifelong learning is essential for one to flourish in a continual ly ly

changing world.changing world. •• We believe that meaningful growth comes from building on successes, experiencing We believe that meaningful growth comes from building on successes, experiencing

challenges and overcoming adversity.challenges and overcoming adversity.

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PHILOSPHY OF EDUCATIONPHILOSPHY OF EDUCATION

The purpose of education in the District is both to challenge and to assist each The purpose of education in the District is both to challenge and to assist each student towarstudent toward becoming a constructive member of our changing society. By d becoming a constructive member of our changing society. By providing experiences that develop intellectual excellence and promote a providing experiences that develop intellectual excellence and promote a positive understanding of one’s self, the school can effectively help each positive understanding of one’s self, the school can effectively help each student to appreciate the contributions of ourstudent to appreciate the contributions of our nation’s heritage, the nation’s heritage, the interdependence of individuals and the dignity of all .interdependence of individuals and the dignity of all . The focus of the educational program, therefore, is to help students to develop The focus of the educational program, therefore, is to help students to develop to their maximum potential and to acquire skills in ways that stimulate curiosity to their maximum potential and to acquire skills in ways that stimulate curiosity and foster creand foster cre ativity.ativity. The responsibility of the District, in conjunction with families and the The responsibility of the District, in conjunction with families and the community, is to motivate and to assist each student:community, is to motivate and to assist each student:

To acquire the knowledge, skills and experiences necessary to be To acquire the knowledge, skills and experiences necessary to be productive in a global society;productive in a global society; To develop critical tTo develop critical t hinking skills;hinking skills; To develop selfTo develop self -- discipline;discipline; To accept responsibility, acquire selfTo accept responsibility, acquire self -- reliance and develop leadership reliance and develop leadership skills;skills; To formulate social and ethical values consistent with living in a To formulate social and ethical values consistent with living in a democratic society;democratic society; To appreciate the value of individual effort;To appreciate the value of individual effort; To learn to adapt to change;To learn to adapt to change; To learn to collaborate with others;To learn to collaborate with others; To gain a fundamental knowledge that will serve as a basis for further To gain a fundamental knowledge that will serve as a basis for further development.development.

The goal of the schools is to prepare students to be selfThe goal of the schools is to prepare students to be self -- directed, creative lifedirected, creative life --long learners and respolong learners and respo nsible involved citizens.nsible involved citizens.

ELEMENTARY SCHOOL PROGRAM INTRODUCTORY ELEMENTARY SCHOOL PROGRAM INTRODUCTORY STATEMENTSTATEMENT

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The elementary program focuses on the education of the whole child while The elementary program focuses on the education of the whole child while preparing students to become productive members of a diverse community. preparing students to become productive members of a diverse community. Using current research, best praUsing current research, best practices, as well as state and national standards as ctices, as well as state and national standards as regulatory guidelines, the program strives to differentiate instruction to meet regulatory guidelines, the program strives to differentiate instruction to meet each student’s individual needs. Critical thinking and intellectual curiosity are each student’s individual needs. Critical thinking and intellectual curiosity are developed as students are encouraged to acdeveloped as students are encouraged to access, analyze, synthesize and cess, analyze, synthesize and evaluate information from various resources and points of view.evaluate information from various resources and points of view. The goal is to foster a resilient and culturally competent student body by The goal is to foster a resilient and culturally competent student body by cultivating learning habits and tools for independent life long learning. In order cultivating learning habits and tools for independent life long learning. In order tt o meet the needs of the global community, the elementary school practices will o meet the needs of the global community, the elementary school practices will continuously evolve as influenced by technological and societal demands.continuously evolve as influenced by technological and societal demands. The elementary school program recognizes the importance of promoting healthy The elementary school program recognizes the importance of promoting healthy academic, social, physicaacademic, social, physica l, and emotional growth in all students. The elementary l, and emotional growth in all students. The elementary school program upholds the District’s strategic planning mission statement, “To school program upholds the District’s strategic planning mission statement, “To inspire a passion for learning, personal integrity, the pursuit of excellence, and inspire a passion for learning, personal integrity, the pursuit of excellence, and social responsibility in each studentsocial responsibility in each student .” The students, staff, families, and .” The students, staff, families, and community work together to support a caring and nurturing learning community work together to support a caring and nurturing learning environment. environment.

SCHOOL ORGANIZATIONSCHOOL ORGANIZATION

Our elementary school is orOur elementary school is organized into teamsganized into teams so that the collaborative efforts so that the collaborative efforts of teachers can best serve the leaof teachers can best serve the lea rning and developmental needs of each child.rning and developmental needs of each child. PURPOSE OF TEAMINGPURPOSE OF TEAMING Teaming is an organizational pattern that encourages teachers to work Teaming is an organizational pattern that encourages teachers to work cooperatively within a team to provide quality education. The framework of a cooperatively within a team to provide quality education. The framework of a grade level team, in collaboration with grade level team, in collaboration with support and special area teams, promotes support and special area teams, promotes flexibility whereby all teachers contribute in the design and delivery of the flexibility whereby all teachers contribute in the design and delivery of the curriculum. Joint planning allows teachers to vary the methods of instruction curriculum. Joint planning allows teachers to vary the methods of instruction used, the size and structure of the groups, and the allocaused, the size and structure of the groups, and the alloca tion of time. Thus, the tion of time. Thus, the opportunity to consider the individual student and to provide programs geared to opportunity to consider the individual student and to provide programs geared to individual needs is greatly enhanced.individual needs is greatly enhanced. GRADE LEVEL TEAMSGRADE LEVEL TEAMS

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On each grade level “team”, a group of teachers share students, plan together, On each grade level “team”, a group of teachers share students, plan together, have similar schave similar schedules, and may be located in a common area of the school hedules, and may be located in a common area of the school building. Grade level teams provide small neighborhoods within the school for building. Grade level teams provide small neighborhoods within the school for children. Students will have opportunities to learn with other students on their children. Students will have opportunities to learn with other students on their team in various subjects, units, andteam in various subjects, units, and activities and will share lunch and recess activities and will share lunch and recess times with them. times with them.

Teachers on each grade level team meet before school Teachers on each grade level team meet before school daily from 8:05daily from 8:05 -- 8:35 am8:35 am. . to discuss individual student needs, to plan curriculum, to integrate subject to discuss individual student needs, to plan curriculum, to integrate subject areas, to share ideas, and to plan fareas, to share ideas, and to plan f or the grouping and regroupinor the grouping and regrouping of students for g of students for instruction. instruction.

THE INSTRUCTIONAL PROGRAMTHE INSTRUCTIONAL PROGRAM

INTEGRATED CORE CLASSINTEGRATED CORE CLASS Each student on the gEach student on the g rade level team is assigned to arade level team is assigned to an "Integrated Core" class n "Integrated Core" class and Core teacher. Language arts, social studies, science, and healand Core teacher. Language arts, social studies, science, and heal th are taught in th are taught in the core class. Students remain with this same class for the special areas of art, the core class. Students remain with this same class for the special areas of art, music, physical education, music, physical education, and media center.and media center. An Integrated Core class is designed to have students of different reading An Integrated Core class is designed to have students of different reading achievement levels. Each class has achievement levels. Each class has small reading groups, which process at a small reading groups, which process at a learning pace appropriate for each student. Reading instruction within the Core learning pace appropriate for each student. Reading instruction within the Core class is an organized and sequential program, which includes balanced use of a class is an organized and sequential program, which includes balanced use of a basal reader and a variety of quality literature. The Pebasal reader and a variety of quality literature. The Pennsylvania Academic nnsylvania Academic Standards and T/E's Language Arts Learning Competencies provide a framework Standards and T/E's Language Arts Learning Competencies provide a framework for the language arts program. The Houghton Mifflin "for the language arts program. The Houghton Mifflin "Literacy by DesignLiteracy by Design " " reading series is used across the district to provide a consistent foundation for reading series is used across the district to provide a consistent foundation for each each child to develop strong reading skills.child to develop strong reading skills. Core Class subjects include:Core Class subjects include: Language Arts: Reading, WriLanguage Arts: Reading, Wri ting, Spelling, Listening, ting, Spelling, Listening, Speaking, Handwriting, Speaking, Handwriting, Study SkillsStudy Skills , , Social StudiesSocial Studies , , ScienceScience and and HealthHealth The specific curriculum for each grade level is described The specific curriculum for each grade level is described aa t the annual t the annual Curriculum Night. Curriculum Night. Additional information is available on the T/E website Additional information is available on the T/E website www.tesd.netwww.tesd.net ..

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On their grade level team, students may be involved with other teachers on the On their grade level team, students may be involved with other teachers on the team for specific subjects, topics, team for specific subjects, topics, skill instruction, or thematic units. skill instruction, or thematic units. Flexibility and collaborative planning by teachers will provide for a variety of Flexibility and collaborative planning by teachers will provide for a variety of learning settings for students on learning settings for students on the grade level teamthe grade level team ..

GROUPING STUDENTS FOR INSTRUCTIONGROUPING STUDENTS FOR INSTRUCTION

Grouping of students for instruction at theGrouping of students for instruction at the elementary level places an emphasis elementary level places an emphasis on individual student progress leading to the development of the maximum on individual student progress leading to the development of the maximum potential of the learner. In order to accomplish this goal it is essential that potential of the learner. In order to accomplish this goal it is essential that children have opportunities to be intellectually challenged in skichildren have opportunities to be intellectually challenged in ski ll areas and ll areas and have opportunities to learn and share with children of varying abilities. In the have opportunities to learn and share with children of varying abilities. In the process of grouping students, consideration is given to formation of groups that process of grouping students, consideration is given to formation of groups that enhance and foster interdependence among learners, promote independent enhance and foster interdependence among learners, promote independent thinking, thinking, promote maximum opportunities for student interaction, and provide a promote maximum opportunities for student interaction, and provide a stimulating learning environment for each student. The grouping process is part stimulating learning environment for each student. The grouping process is part of the delivery system used to accomplish T/E’s philosophy of education which of the delivery system used to accomplish T/E’s philosophy of education which encourages an individualized,encourages an individualized, continuous progress approach.continuous progress approach. To accommodate the diverse instructional needs of all students, instructional To accommodate the diverse instructional needs of all students, instructional groups are based on a student’s academic and social needs as well as areas of groups are based on a student’s academic and social needs as well as areas of interest.interest. CORE CLASSROOMSCORE CLASSROOMS Students in Grades 1 through 4 are asStudents in Grades 1 through 4 are as signed to a Core class. Core time is the signed to a Core class. Core time is the majority of a student’s day in which all subjects other than math are taught. In majority of a student’s day in which all subjects other than math are taught. In this setting, subject areas are meaningfully integrated. The design of integration this setting, subject areas are meaningfully integrated. The design of integration can include independent, small group, whole classrocan include independent, small group, whole classro om, or grade level om, or grade level instructional activities. Core classes are designed to include students of more instructional activities. Core classes are designed to include students of more than one achievement level. Language arts instruction will occur in the core than one achievement level. Language arts instruction will occur in the core classroom. The language arts curriculum is aligned with the state and national classroom. The language arts curriculum is aligned with the state and national standards. standards.

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LANGULANGU AA GE ARTS INSTRUCTION GE ARTS INSTRUCTION -- KINDERGARTENKINDERGARTEN Students in kindergarten are grouped heterogeneously for language arts. Students in kindergarten are grouped heterogeneously for language arts. Literacy instruction includes both whole class and small group opportunities. Literacy instruction includes both whole class and small group opportunities. Language arts instruction consists of a one hour Language arts instruction consists of a one hour block divided into two half block divided into two half hour segments. One half hour segment of the language arts block is dedicated to hour segments. One half hour segment of the language arts block is dedicated to whole class instruction by the core teacher. During the other half hour segment whole class instruction by the core teacher. During the other half hour segment of the language arts block, the classof the language arts block, the class is divided into small groupsis divided into small groups according to according to the children’s needs. The goal of the program is to meet the needs of the the children’s needs. The goal of the program is to meet the needs of the students; therefore, the number and makeup of groups may vary based on those students; therefore, the number and makeup of groups may vary based on those needs. Guided by onneeds. Guided by on -- going assessments, use of multigoing assessments, use of multi -- level instructional groups level instructional groups provides tprovides t eachers the flexibility to move students between groups as necessary.eachers the flexibility to move students between groups as necessary. LANGUAGE ARTS INSTRUCTION LANGUAGE ARTS INSTRUCTION –– GRADES 1GRADES 1 -- 44 Language arts instruction occurs in the core classroom. Classes are designed to Language arts instruction occurs in the core classroom. Classes are designed to include students of more than one reading achievement level. Neithinclude students of more than one reading achievement level. Neith er the er the highest nor the lowest achievement group on a team by itself constitutes a total highest nor the lowest achievement group on a team by itself constitutes a total class. Typically, the goal of core grouping is to have 2class. Typically, the goal of core grouping is to have 2 -- 3 instructional levels per 3 instructional levels per class. However, the goal of the language arts program is to meet the needs of class. However, the goal of the language arts program is to meet the needs of the stthe st udents; therefore, the number and make up of groups may vary based on udents; therefore, the number and make up of groups may vary based on those needs. those needs. Literacy instruction includes whole group and small group opportunities as well Literacy instruction includes whole group and small group opportunities as well as time for independent practice. A single class on a grade level team will as time for independent practice. A single class on a grade level team will include studentinclude student s with a range of readings with a range of reading achievement levels. Guided by onachievement levels. Guided by on --going assessment, use of these multigoing assessment, use of these multi -- leveled instructional groups provides leveled instructional groups provides teachers the flexibility to move students between groups as necessary.teachers the flexibility to move students between groups as necessary.

An overarching consideration when constructing corAn overarching consideration when constructing core classes is to create welle classes is to create well --balanced groupings that meet students’ academic, social, and emotional needs.balanced groupings that meet students’ academic, social, and emotional needs. MATHEMATICS CLASSROOMSMATHEMATICS CLASSROOMS Students may move from their Core class to another class for mathematics. The Students may move from their Core class to another class for mathematics. The T/E mathematics curriculum is based on a set of T/E mathematics curriculum is based on a set of clearly defined learning clearly defined learning objectives that are aligned with state and national standards. The curriculum and objectives that are aligned with state and national standards. The curriculum and instructional grouping patterns set the foundation for the continuous learning instructional grouping patterns set the foundation for the continuous learning process of all students. Because performance in mathematics is a produprocess of all students. Because performance in mathematics is a product of ct of

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exposure to opportunities and mastery of concepts, the elementary mathematics exposure to opportunities and mastery of concepts, the elementary mathematics curriculum focuses on nurturing the mathematical promise in every child. curriculum focuses on nurturing the mathematical promise in every child. Although a span of abilities and achievement is expected in any math class, Although a span of abilities and achievement is expected in any math class, TESD students are grouTESD students are grou ped for math using the following guidelines:ped for math using the following guidelines:

A.A. Mathematics Instruction Mathematics Instruction ---- Grades KGrades K-- 11

Students in kindergarten are grouped heterogeneously. Students in first Students in kindergarten are grouped heterogeneously. Students in first grade will have the opportunity for flexible grouping and/or achievement grade will have the opportunity for flexible grouping and/or achievement grouping as appropriate tgrouping as appropriate t hroughout the year. hroughout the year.

B.B. Mathematics Instruction Mathematics Instruction ---- Grade 2Grade 2

Students in second grade are considered to be in a year of transition. Students in second grade are considered to be in a year of transition. Students may begin the year heterogeneously or homogeneously grouped. If Students may begin the year heterogeneously or homogeneously grouped. If heterogeneously grouped, students are moved into achieheterogeneously grouped, students are moved into achievement grouping some vement grouping some time during the school year. time during the school year.

C.C. Mathematics Instruction Mathematics Instruction ---- Grades 3 and 4Grades 3 and 4

Students in third and fourth grades are grouped by achievement, and will Students in third and fourth grades are grouped by achievement, and will work in the appropriate mathematics curriculum. Lowest achieving students work in the appropriate mathematics curriculum. Lowest achieving students will not constwill not const itute an entire math class in any curriculum. itute an entire math class in any curriculum.

Some factors that may be considered when grouping by achievement:Some factors that may be considered when grouping by achievement: 1.1. Teacher recommendation from previous yearTeacher recommendation from previous year 2.2. DistrictDistrict -- developed placement testsdeveloped placement tests 3.3. Standardized testing dataStandardized testing data 4.4. OnOn -- going classroom assessment and teachgoing classroom assessment and teacher monitoringer monitoring 5.5. TESD math objective testsTESD math objective tests

SPECIAL AREASSPECIAL AREAS ArtArt Physical EducationPhysical Education Music Music MediaMedia

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INSTRUMENTAL/CHORAL MUSIC INSTRUMENTAL/CHORAL MUSIC

In addition to music class in the 6In addition to music class in the 6 -- day cycle, third and fourth grade students day cycle, third and fourth grade students may participate in our instrumental program. Lesmay participate in our instrumental program. Les sons are thirty minutes in sons are thirty minutes in length during the school day on a rotating basis.length during the school day on a rotating basis. Third grade students may play the violin, viola or cello. Fourth grade students Third grade students may play the violin, viola or cello. Fourth grade students may play a string instrument or a band instrument: flute, clarinet, saxophone, may play a string instrument or a band instrument: flute, clarinet, saxophone, trumpet, Frenchtrumpet, French horn, baritone, trombone or percussion. The students rent an horn, baritone, trombone or percussion. The students rent an instrument from an outside source. The district will continue the present instrument from an outside source. The district will continue the present practice of providing rentalpractice of providing rental -- free instruments for deserving students from free instruments for deserving students from families with a financial hardship. Pleafamilies with a financial hardship. Plea se contact the school counselor for this se contact the school counselor for this service.service.

PHYSICAL EDUCATIONPHYSICAL EDUCATION The physical education program offers a variety of activities to foster the The physical education program offers a variety of activities to foster the development of skill , strength, strategic thinking, a sense of fair play and development of skill , strength, strategic thinking, a sense of fair play and respect for those with differinrespect for those with differing skills and fitness levels. g skills and fitness levels. Students should dress appropriately for physical activity inside and outside. Students should dress appropriately for physical activity inside and outside. Loose fitting clothing and secure fitting sneakers are necessary for safe Loose fitting clothing and secure fitting sneakers are necessary for safe participation. participation. CLASSROOM FIELD TRIPSCLASSROOM FIELD TRIPS Field trips, which are an integralField trips, which are an integral part of the instructional program, are part of the instructional program, are authorized for the students of the District provided that provisions for such field authorized for the students of the District provided that provisions for such field trips are included in the annual budget. trips are included in the annual budget. HOMEWORKHOMEWORK The District believes that homework consists of any instructional requirement assigned by a teacher to be completed by the student as a continuation or extension of classroom instruction. Homework is a necessary part of the curriculum and vital to the learning process. Homework assigned should be suited by amount and task to the age and ability of students and should be consistent with instructional objectives. Homework provides the necessary practice of skills, enriches and enlarges upon classroom experiences, and utilizes school and community resources. In addition, carefully planned assignments foster responsibility, help students work independently, and require the development of good study skills and work habits. Homework can also provide an opportunity for the teacher, parent, and student to work together in the learning process.

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SUPPORT PROGRAMSSUPPORT PROGRAMS Valley ForgeValley Forge has an array of support services provided by a staff of specialists. has an array of support services provided by a staff of specialists. Please contact your Please contact your child’s teacher, or the schoolchild’s teacher, or the school counselor, if you feel your counselor, if you feel your child is in need of a support service.child is in need of a support service. GUIDANCEGUIDANCE Our school has a SchoolOur school has a School Counselor to work with children, parents, and staff. Counselor to work with children, parents, and staff. The guidance program in the elementary school serves children in the following The guidance program in the elementary school serves children in the following areas: areas: CounselingCounseling

The developmental approach to guidance refers to the basic concept that The developmental approach to guidance refers to the basic concept that all children, in the proceall children, in the proce ss of growing, experience certain developmental ss of growing, experience certain developmental needs that must be met in order to insure good mental health. The needs that must be met in order to insure good mental health. The program attempts to offer the kinds of services and experiences that will program attempts to offer the kinds of services and experiences that will assist each child in this growth process. assist each child in this growth process. The counselor works cooThe counselor works coo peratively with the teachers, kindergarten peratively with the teachers, kindergarten through fourth grade, in presenting developmental lessons. through fourth grade, in presenting developmental lessons. Individual counseling and small group counseling are carried out to deal Individual counseling and small group counseling are carried out to deal with specific needs. Students may be included in small groups when they with specific needs. Students may be included in small groups when they need hneed help in the area to be discussed, or as a model with good ideas to elp in the area to be discussed, or as a model with good ideas to share. share.

ConsultingConsulting

The counselor is available for consultations with teachers, parents and The counselor is available for consultations with teachers, parents and administrators. As a consultant, the counselor aids in identifying the administrators. As a consultant, the counselor aids in identifying the needs of children, reconeeds of children, recognizing the strengths of children and providing gnizing the strengths of children and providing information on school, district, and county resources. information on school, district, and county resources.

CoordinatingCoordinating

As a member of As a member of Valley Forge’s Student InterventionValley Forge’s Student Intervention Team, the counselor Team, the counselor helps to determine which, if any, student services are necessaryhelps to determine which, if any, student services are necessary to to adequately provide a program for a child. Help for a student may be adequately provide a program for a child. Help for a student may be provided by the school nurse, reading specialist, provided by the school nurse, reading specialist, math or literacy math or literacy

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interventionintervention teacherteacher ss , , speech and language therapist, cspeech and language therapist, challenge teacher, or hallenge teacher, or school psychologist. school psychologist.

Please contact Please contact the schoolthe school counselor by calling the school office. counselor by calling the school office. SCHOOL INTERVENTION TEAMSCHOOL INTERVENTION TEAM The purpose of the School Intervention Team The purpose of the School Intervention Team (S.I.T.) (S.I.T.) is to help children who are is to help children who are experiencing sociaexperiencing socia l or academic problems. Thl or academic problems. Th ee teamteam consists of the principal, consists of the principal, psychologist, coupsychologist, counselor, math suppnselor, math support teacher, reading specialistort teacher, reading specialist , classroom , classroom teacher, other teachers and parents. The team works together to suggest and teacher, other teachers and parents. The team works together to suggest and implement changeimplement change ss to help the cto help the c hh ild in the classroom setting. A child may be ild in the classroom setting. A child may be recommended for the SIT process by the prinrecommended for the SIT process by the principal, a teacher, or the child’s cipal, a teacher, or the child’s parents. Parents who wish to initiate the process should contact the classroom parents. Parents who wish to initiate the process should contact the classroom teacher, school counselor or principal. After a request is received a member of teacher, school counselor or principal. After a request is received a member of the team notifies parents, collects data, observes the child andthe team notifies parents, collects data, observes the child and prpr oo vides vides interventions targeted for the child. There will be periodic review of the interventions targeted for the child. There will be periodic review of the student’s response to intervention and ongoing communication with parents. student’s response to intervention and ongoing communication with parents. The goals of SIT are:The goals of SIT are:

!! to provide initial screening and direct intervention for students for whto provide initial screening and direct intervention for students for wh om om instructional or behavioral support is needed;instructional or behavioral support is needed;

!! to provide peer support for teachers and staff;to provide peer support for teachers and staff; !! to enhance home/school communication;to enhance home/school communication; !! to coordinate the delivery of support services to the child;to coordinate the delivery of support services to the child; !! to monitor and evaluate the child’s progress.to monitor and evaluate the child’s progress.

BRIDGEBRIDGE The The “BRIDGE” program is designed to provide early intervention and/or “BRIDGE” program is designed to provide early intervention and/or supplemental reading instruction to kindergarten and first grade students who supplemental reading instruction to kindergarten and first grade students who require additional literacy support. require additional literacy support. In kindergarten, eligible students receive intensive small group instrucIn kindergarten, eligible students receive intensive small group instruc tion four tion four to five times a week. The obto five times a week. The ob jective of the program is to enhjective of the program is to enh ance language ance language development, concepts about print and reading readiness skills. The evaluation development, concepts about print and reading readiness skills. The evaluation for eligibility in thfor eligibility in thee kindergarten program begins with the fall Kindergarten kindergarten program begins with the fall Kindergarten Screening that Screening that is administered is administered to all kindergarten students. Ato all kindergarten students. A team made up ofteam made up of

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the reading specialist, speech/the reading specialist, speech/ language therapist and BRIDGE teacher uses the language therapist and BRIDGE teacher uses the results to select children for fresults to select children for further assessment, including a langage eurther assessment, including a langage evaluation valuation and teacher recommendation. and teacher recommendation. InIn first grade, onefirst grade, one -- onon -- one instruction is providedone instruction is provided dailydaily .. The objectives of the The objectives of the program are to teach successful strategies in approaching print and to develop program are to teach successful strategies in approaching print and to develop sight vocabulary. Core teachers, the reading specialist and the speech/language sight vocabulary. Core teachers, the reading specialist and the speech/language therapist collaboratherapist collabora te to select students for evaluation with the Early Literacy te to select students for evaluation with the Early Literacy Assessment and the Test of Auditory Analysis Skills. Assessment and the Test of Auditory Analysis Skills. OnOn -- going communication going communication with parents takes place throughout the year.with parents takes place throughout the year. READING SUPPORTREADING SUPPORT This program is designed to provide supplemental readingThis program is designed to provide supplemental reading instruction for instruction for students in need of additional support in grades one through four. Instruction students in need of additional support in grades one through four. Instruction for eligible students occurs 3for eligible students occurs 3 -- 55 times per week.times per week. MATH SUPPORTMATH SUPPORT This program provides supplemental instruction for students needing additional This program provides supplemental instruction for students needing additional supportsupport in mathemin mathem atics. Instruction is delivered via small groups, and may occur either atics. Instruction is delivered via small groups, and may occur either during or induring or in addition to the children’s regularly scheduled math class. Membership in these addition to the children’s regularly scheduled math class. Membership in these groups is flexiblegroups is flexible and varies according to content strands and individual student needs. The and varies according to content strands and individual student needs. The specific level and areaspecific level and area of instruction is determined by the math support teacher in collaboration with of instruction is determined by the math support teacher in collaboration with the mathematicsthe mathematics teachers. Ongoing communication with parents is encouraged throughout the teachers. Ongoing communication with parents is encouraged throughout the year.year. SPECIAL EDUCATION SUPPORT & SERVICESSPECIAL EDUCATION SUPPORT & SERVICES The District providThe District provid es a range of special education supports and services for es a range of special education supports and services for eligibleeligible students. An Individualized Education Program (IEP) is developed to specify the students. An Individualized Education Program (IEP) is developed to specify the type of supporttype of support and instruction that enables the student to participate in regular education to the and instruction that enables the student to participate in regular education to the fullest efullest extentxtent

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possible. This may include direct instruction by the special education teacher, possible. This may include direct instruction by the special education teacher, curriculumcurriculum adaptations, or other accommodations in the regular classroom. Placement in the adaptations, or other accommodations in the regular classroom. Placement in the program is aprogram is a team decision involving staff, parents, the school psychologist, ateam decision involving staff, parents, the school psychologist, a nd the student nd the student when appropriate.when appropriate. At the elementary level, the District operates programs of learning support, At the elementary level, the District operates programs of learning support, emotionalemotional support, autistic supportsupport, autistic support , l ife skills support, l ife skills support and speech and language supportand speech and language support . . In In addition, related services such asaddition, related services such as occupational, physoccupational, phys ical, vision or hearing ical, vision or hearing therapies are provided by qualified personnel when thetherapies are provided by qualified personnel when the student requires these student requires these services. The IEP is reviewed at least annually. Any team member mayservices. The IEP is reviewed at least annually. Any team member may request a request a meeting at any time during the school year to review the program.meeting at any time during the school year to review the program.

PROGRAMMPROGRAMM ING FOR GIFTED STUDENTS (CHALLENGE)ING FOR GIFTED STUDENTS (CHALLENGE) Programming for gifted students in the elementary schools provides a wide Programming for gifted students in the elementary schools provides a wide range ofrange of services. A Gifted Individualized Educational Plan (GIEP) is developed that services. A Gifted Individualized Educational Plan (GIEP) is developed that specifies the type ofspecifies the type of support and instruction that meets the support and instruction that meets the students’ needs. Options may include students’ needs. Options may include direct instruction bydirect instruction by the gifted support teacher, small group enrichment, curriculum and instruction the gifted support teacher, small group enrichment, curriculum and instruction differentiation anddifferentiation and collaboration with the classroom teacher.collaboration with the classroom teacher. The program is aligned with the requirements of the PennThe program is aligned with the requirements of the Penn sylvania state sylvania state regulations.regulations.

SPEECH AND LANGUAGESPEECH AND LANGUAGE The speech and language therapist diagnoses speech, voice, and/or language The speech and language therapist diagnoses speech, voice, and/or language difficulties, and provides therapy suited to a child’s needs. Referrals can be difficulties, and provides therapy suited to a child’s needs. Referrals can be made by contacting the speech and language themade by contacting the speech and language the rapist, the clrapist, the cl assroom teacher, or assroom teacher, or the schoolthe school counselor.counselor.

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ENGLISH AS A SECOND LANGUAGE (ESL)ENGLISH AS A SECOND LANGUAGE (ESL) Students whose native language is not English Students whose native language is not English and who demonstrate a need for and who demonstrate a need for additional support additional support receive receive individualized or smallindividualized or small -- group instruction beyondgroup instruction beyond the the instrucinstruc tion in the regulartion in the regular classroom classroom from the ESL teafrom the ESL teacher for as long as needed. cher for as long as needed. PHYSICAL/OCCUPATIONAL THERAPIESPHYSICAL/OCCUPATIONAL THERAPIES Physical and occupational therapies are provided for those students who are Physical and occupational therapies are provided for those students who are assessed as needing these services.assessed as needing these services. DENTAL PROGRAMDENTAL PROGRAM A dental hygienist iA dental hygienist i s employed parts employed part -- time by the T/E School District for an time by the T/E School District for an educationally based stateeducationally based state -- mandated program in kindergarten through fourth mandated program in kindergarten through fourth grade. Local dentists act as resource persons and consultants to the program.grade. Local dentists act as resource persons and consultants to the program. The Children’s Dental Clinic is a community orgThe Children’s Dental Clinic is a community org anization that provides dental anization that provides dental treatment for eligible students. The Clinic, which is open one day per week, is treatment for eligible students. The Clinic, which is open one day per week, is a nona non -- profit charitable organization supported by fundprofit charitable organization supported by fund-- raising events and raising events and contributions.contributions.

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GENERAL INFORMATIONGENERAL INFORMATION

FROM “A FROM “A TO Z”TO Z”

AFTER SCHOOL ACTIVITIES AFTER SCHOOL ACTIVITIES The AfterThe After -- School Sports Program at Valley Forge Elementary is conducted School Sports Program at Valley Forge Elementary is conducted periodically throughout the school year for seconperiodically throughout the school year for secondd , third and fourth grade , third and fourth grade students under the supervision of the school’s physical education teacher. Istudents under the supervision of the school’s physical education teacher. I t is t is usually held three days a week from 3:20usually held three days a week from 3:20 -- 4:50 (dates to be announced). Parents 4:50 (dates to be announced). Parents are responsible for picking up children attending this program at 4:50. are responsible for picking up children attending this program at 4:50. Permission slips will be distributed in the fall . Permission slips will be distributed in the fall . All participantsAll participants are required to have student acare required to have student ac cident insurance, which is cident insurance, which is available to cover your child during his/her school activities. Application forms available to cover your child during his/her school activities. Application forms are sent home for each child at the beginning of the school year. are sent home for each child at the beginning of the school year. The The PTOPTO sponsors a variety of clubs sponsors a variety of clubs before and after school before and after school such as, such as, Art Club, Art Club, Foreign Language ClubForeign Language Club DramaDrama ClubClub ,, Chess Club Chess Club and more. The clubs are and more. The clubs are scheduled to have several sessions during the school yearscheduled to have several sessions during the school year .. Information about Information about dates, times, and fees will be sent home during the school yeardates, times, and fees will be sent home during the school year and posted on and posted on the PTO website the PTO website www.vfespto.orgwww.vfespto.org . . ATTENDANCEATTENDANCE SCHOOL HOURSSCHOOL HOURS

KindergartenKindergarten Morning SessionMorning Session Classes begin: 8:45Classes begin: 8:45 AM; Dismissal: 11:40 AM. AM; Dismissal: 11:40 AM. Afternoon SessionAfternoon Session Classes begin: 12:25Classes begin: 12:25 PM; Dismissal: 3:20 PM.PM; Dismissal: 3:20 PM. (Students should not be dropped off until 12:20 P(Students should not be dropped off until 12:20 PM) M) Grades 1 to 4Grades 1 to 4 Classes begin: 8:45Classes begin: 8:45 AM; Dismissal : 3:20 PM.AM; Dismissal : 3:20 PM. (Dismissal for Gr.1(Dismissal for Gr.1 -- 4 is 12:20 PM on 1/2 day sessions.)4 is 12:20 PM on 1/2 day sessions.)

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No child should arrive at school prior to No child should arrive at school prior to 8:8: 3535 AMAM since proper staff supervision since proper staff supervision is not available until that time. If a child needs tois not available until that time. If a child needs to arrive before 8:arrive before 8: 3535 AM, a AM, a child care program is provided at child care program is provided at Valley ForgeValley Forge by by A Child’s Place.A Child’s Place. 2-HOUR DELAY SCHEDULE FOR KINDERGARTEN AM and PM kindergarten sessions will follow a modified schedule on days when inclement weather results in a 2-hour delayed opening. Each kindergarten session will be reduced by 1 hour when there is a delayed opening to provide equal instructional time for both sessions. AM kindergarten classes will begin at 10:45 am and will conclude at the modified pick-up time of 12:40 pm. Parents of PM kindergarten students should drop their children off at the modified start time of 1:25 pm. School dismissal time for PM kindergarten students remains at 3:20 pm. As a result, AM kindergarten students who use bus transportation to school will be picked up at their bus stops 2 hours later than usual and PM kindergarten students will ride the bus home at their regularly scheduled time. Parents are asked to make note of the change in the mid-day pick-up and drop-off times on days when there is a 2-hour delayed opening. Modified Kindergarten Schedule AM Kindergarten: 10:45 am – 12:40 pm PM Kindergarten: 1:25 pm PM Kindergarten: 1:25 pm –– 3:20 pm3:20 pm ABSENCEABSENCE To report your child absent call the To report your child absent call the Valley ForgeValley Forge School Voice Mail at 610School Voice Mail at 610 -- 240240 --11 66 00, Option 5, before 8:5500, Option 5, before 8:55 AM on the dAM on the day of your child’s absence. You will ay of your child’s absence. You will be asked to give your child’s name, homeroom, and a brief reason why your be asked to give your child’s name, homeroom, and a brief reason why your child is absent. Upon returning to school following an absence, an absence card child is absent. Upon returning to school following an absence, an absence card or note should be sent from the parent to the student’s core teaor note should be sent from the parent to the student’s core teacher. cher. If your child must be absent longer than two days and you desire homework, If your child must be absent longer than two days and you desire homework, please call the officeplease call the office .. Homework will be sent to the Homework will be sent to the office within one day of office within one day of notice.notice. Pennsylvania law allows a limited number of reasons for which a child may be Pennsylvania law allows a limited number of reasons for which a child may be excused fexcused f rom school for all or part of a day. These include:rom school for all or part of a day. These include:

1.1. i l lness illness –– documented by note from the parentdocumented by note from the parent 2. 2. death in the family death in the family 3. 3. medical excuse by doctor or dentist medical excuse by doctor or dentist 4. 4. student travel (educational) student travel (educational) -- Prior permission must be given by the Prior permission must be given by the

principal for trprincipal for tr ips of up to five school days in duration and by the ips of up to five school days in duration and by the Superintendent for longer trips. A form is available in the school office Superintendent for longer trips. A form is available in the school office and should be completed two weeks prior to the trip.and should be completed two weeks prior to the trip.

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5.5. Religious holidays & instruction Religious holidays & instruction If any medication needs to be continuIf any medication needs to be continued at school after an absence,ed at school after an absence, please see please see the school nurse.the school nurse. EARLY DISMISSALEARLY DISMISSAL Parents who wish to have children dismissed early or excused from school for Parents who wish to have children dismissed early or excused from school for doctor appointments or other urgent reasons, should send a note to the child’s doctor appointments or other urgent reasons, should send a note to the child’s teacher. Your child witeacher. Your child wi ll be dismissed through the office. Please inform your ll be dismissed through the office. Please inform your child of the pickchild of the pick -- up time so that classes do not have to be disturbed.up time so that classes do not have to be disturbed.

LATE ARRIVALLATE ARRIVAL Any studentAny student s who arrive at school after 8:s who arrive at school after 8:5050 AM. must report to the lobby AM. must report to the lobby before going to class. before going to class. Daily attendance iDaily attendance i s taken at 8:50s taken at 8:50 AM and pupils who are AM and pupils who are late are marked absentlate are marked absent until they report to the lobbyuntil they report to the lobby . Also, PM kindergarten . Also, PM kindergarten students arriving after 12:3students arriving after 12:300 PM should report to the lobbyPM should report to the lobby .. AUTOMOBILE AUTOMOBILE DROPDROP-- OFF/PICKOFF/PICK-- UPUP ARRIVALARRIVAL

!! School School starts at 8:45starts at 8:45 a.m. anda.m. and students shstudents should be in class by that time.ould be in class by that time. StudeStudents arriving to class after 8:45nts arriving to class after 8:45 a.m. are latea.m. are late ..

!! As you enter the school driveway from Walker Road, form a single line in As you enter the school driveway from Walker Road, form a single line in the far right side of the driveway and proceed to the front entrance of the the far right side of the driveway and proceed to the front entrance of the school.school.

!! Do not enterDo not enter the bus circle area.the bus circle area. The bus circle is for buses only.The bus circle is for buses only. Please Please wait in a single line until you can safely drop off students at the front wait in a single line until you can safely drop off students at the front entrance.entrance.

!! Pull all the way forward to the sidewalk at the front entrance in a single Pull all the way forward to the sidewalk at the front entrance in a single line and discharge passengers frline and discharge passengers fr om the right side of your vehicle on to the om the right side of your vehicle on to the sidewalk.sidewalk. At no time should children be in the driveway.At no time should children be in the driveway. Several cars Several cars can easily pull up to the curb in a single file.can easily pull up to the curb in a single file.

!! Please pull forward, and do not park in front of the school or leave your Please pull forward, and do not park in front of the school or leave your vehicle.vehicle.

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DISDIS MISSALMISSAL

!! School is dismissed at 3:20 p.m.School is dismissed at 3:20 p.m. As you enter the driveway from Walker As you enter the driveway from Walker Road form a single line in the far right side of the driveway.Road form a single line in the far right side of the driveway. Students are Students are dismissed from the Second Grade Lobby but please pull forward to the dismissed from the Second Grade Lobby but please pull forward to the front entrance to allow room fofront entrance to allow room fo r several cars.r several cars.

!! Place Place the designated parent pick up signthe designated parent pick up sign in your front window with the in your front window with the family family name of the student(s) to be picked up.name of the student(s) to be picked up. School personnel will School personnel will record the names and inform other personnel to send the appropriate child record the names and inform other personnel to send the appropriate child out to his/her vehicout to his/her vehic le. le.

!! If your child is not at the pickIf your child is not at the pick -- up area and there are other parents waiting up area and there are other parents waiting behind you, pull forward and we will call for your child.behind you, pull forward and we will call for your child.

!! After your passengers have boarded, check that they have their seat belts After your passengers have boarded, check that they have their seat belts fafa stened and proceed carefully (10stened and proceed carefully (10 mphmph ).).

BEHAVIOR GUIDELINES FOR STUDENTSBEHAVIOR GUIDELINES FOR STUDENTS We expect our students to demonstrate respect for themselves, for others, and We expect our students to demonstrate respect for themselves, for others, and for property. At the elementary level we work to teach and to reinforce good for property. At the elementary level we work to teach and to reinforce good behavioral choices. Our schoolbehavioral choices. Our school -- wide “prowide “pro -- social” skills behavisocial” skills behavior programor program Paths Paths Programs Programs and Olweus Bully Prevention Program and Olweus Bully Prevention Program address the social and address the social and interpersonal aspects interpersonal aspects of student behavior and provideof student behavior and provide a systematic approach for a systematic approach for dealing with problems. dealing with problems. COMMON SCHOOL RULESCOMMON SCHOOL RULES School rSchool r ules are posted in classrooms. ules are posted in classrooms. These cThese c ommon rules pertain to the halls, ommon rules pertain to the halls, cafeteria, playground, bus, and carpool waiting area. The rules and the cafeteria, playground, bus, and carpool waiting area. The rules and the consequences for not adhering to these rules are reviewed with children and consequences for not adhering to these rules are reviewed with children and referred to during the school year. referred to during the school year.

2020

Tredyffrin/Easttown SchooTredyffrin/Easttown Schoo l Districtl District

ELEMENTARY SCHOOL CODE OF CONDUCTELEMENTARY SCHOOL CODE OF CONDUCT Philosophy/MissionPhilosophy/Mission

The goal of each elementary school in the Tredyffrin/Easttown School District The goal of each elementary school in the Tredyffrin/Easttown School District is to provide the highest quality of educational programs for our students. The is to provide the highest quality of educational programs for our students. The cornerstone of school disciplinecornerstone of school discipline lies in the development of responsible behavior lies in the development of responsible behavior of each child. All five schools utilize the Batsche “Pro Social Skills” model of each child. All five schools utilize the Batsche “Pro Social Skills” model which emphasizes the responsibility of students to make proper choices for their which emphasizes the responsibility of students to make proper choices for their behavior. When a choice is made, a student musbehavior. When a choice is made, a student mus t reflect and evaluate it with an t reflect and evaluate it with an awareness of direct consequences. To facilitate these skills, guidelines are awareness of direct consequences. To facilitate these skills, guidelines are established which are consistent at all grade levels. All school staff members established which are consistent at all grade levels. All school staff members are trained to employ this model if and when a confrontation occare trained to employ this model if and when a confrontation occ urs.urs. Student behavior on buses, in hallways, cafeteria and recess areas is expected to Student behavior on buses, in hallways, cafeteria and recess areas is expected to comply with established guidelines. In addition, rules for behavior are in effect comply with established guidelines. In addition, rules for behavior are in effect at school sponsored events during or after school hours, on or off the building at school sponsored events during or after school hours, on or off the building premipremi ses.ses. We believe that a climate conducive to learning is established through the We believe that a climate conducive to learning is established through the consistent application of disciplinary guidelines, staff expectations and parent consistent application of disciplinary guidelines, staff expectations and parent support. The Elementary School Code of Conduct reflects a strong sense of support. The Elementary School Code of Conduct reflects a strong sense of community and partncommunity and partn ership exemplified through the responsible behavior and ership exemplified through the responsible behavior and academic excellence of our elementary students.academic excellence of our elementary students.

PROSOCIAL SKILLS OVERVIEWPROSOCIAL SKILLS OVERVIEW Behavioral psychology indicates that internal language is a key to selfBehavioral psychology indicates that internal language is a key to self -- control. control. The Prosocial Skills Program includes a fiThe Prosocial Skills Program includes a fi veve -- step system that provides language step system that provides language to help children control impulses and make constructive choices. Initially, this to help children control impulses and make constructive choices. Initially, this language is externally impressed by parents and visual icons. Through language is externally impressed by parents and visual icons. Through modeling, rehearsal, and application, this language is internalizmodeling, rehearsal, and application, this language is internaliz ed by children ed by children and used to exercise selfand used to exercise self -- control and social responsibility. The following is a control and social responsibility. The following is a list of the five steps and the rationale for each.list of the five steps and the rationale for each.

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1. 1. STOP AND THINKSTOP AND THINK Teachers say “Stop and think” to students behaving inappropriately. This Teachers say “Stop and think” to students behaving inappropriately. This message interrmessage interr upts negative and impulsive behaviors. This prompt also aids upts negative and impulsive behaviors. This prompt also aids selfself -- control as students internalize and apply it themselves. For adults, “Stop control as students internalize and apply it themselves. For adults, “Stop and think” is a calm, rational, consistent response to challenging behaviors. It and think” is a calm, rational, consistent response to challenging behaviors. It serves as an alternative to emoserves as an alternative to emotional responses such as yelling or being drawn tional responses such as yelling or being drawn into arguments with children.into arguments with children. 2.2. GOOD CHOICE OR BAD CHOICEGOOD CHOICE OR BAD CHOICE Teachers ask, “Are you going to make a good choice or a bad choice?” This Teachers ask, “Are you going to make a good choice or a bad choice?” This question places responsibility for decisions squarely upon children. Power question places responsibility for decisions squarely upon children. Power struggles and win or lose situations that are generated by child defiance are struggles and win or lose situations that are generated by child defiance are defused. It is made clear that consequences are derived from choices made by defused. It is made clear that consequences are derived from choices made by children.children. 3.3. CHOICE OR STEPSCHOICE OR STEPS Implementation of this part of the sequence varies according to need. SImplementation of this part of the sequence varies according to need. Some ome children are helped to explore alternative choices. In other cases, children are children are helped to explore alternative choices. In other cases, children are taught social skills essential for school and interpersonal success. These steps taught social skills essential for school and interpersonal success. These steps are concrete and specific. For example, steps for ignoring are: Break (the are concrete and specific. For example, steps for ignoring are: Break (the gaze), Turngaze), Turn (your body), and Move (out of the area). These steps are verbalized (your body), and Move (out of the area). These steps are verbalized to reinforce the controlling capacity of language.to reinforce the controlling capacity of language. 4.4. JUST DO IT!JUST DO IT! Teachers say, “Just do it!” This message is intended to activate children and Teachers say, “Just do it!” This message is intended to activate children and eliminate excessive verbaige regarding eveneliminate excessive verbaige regarding even ts and behavioral expectations.ts and behavioral expectations. 5.5. HOW DID I DO?HOW DID I DO? This step is used for selfThis step is used for self -- monitoring and selfmonitoring and self -- evaluation. Children reflect upon evaluation. Children reflect upon the results of their choices and consider behavioral alternatives when needed.the results of their choices and consider behavioral alternatives when needed. In addition to this fiveIn addition to this five -- step sequence for addrstep sequence for addressing challenging child essing challenging child behaviors, the Prosocial Skills Program offers a problembehaviors, the Prosocial Skills Program offers a problem-- solving system that is solving system that is adaptable across ages and situations.adaptable across ages and situations. (( Based on the work of Dr. George BatscheBased on the work of Dr. George Batsche . Adapted by Jerry McMullen, Ph.D.). Adapted by Jerry McMullen, Ph.D.)

OLWEUS BULLY PREVENTION PROGRAM

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Our elementary schools use the research based on the Olweus Bully Prevention Program as the foundation for creating a safe environment for children. This program presents a clear definition of the term “bullying” “A person is bullied when he/she is exposed, repeatedly and over time, to negative actions on the part of one or more persons.” (Olweus, 1993) This program provides a structured approach to the prevention of bullying. It promotes increased understanding of the issues involved with “bullying” behaviors and provides a coordinated plan for addressing these issues. The program involves training for staff and students as well as information for parents. Information regarding bullying behaviors is shared systematically in the school. Supervision is coordinated among all staff members. Interventions may occur with individuals or groups within the school. The goals of the program are:

• To reduce (and ideally eliminate) existing bully/victim problems among school children • To prevent the development of new bully/victim problems • To achieve better peer relations at school

Four building rules apply to bullying. In our bully-free school, we will:

• Not bully others • Help students who are bullied • Include all students who are left out • Tell an adult at school and home when someone is bullied

PROMOTING ALTERNATIVE THINKING STRATEGIES (PATHS) PROMOTING ALTERNATIVE THINKING STRATEGIES (PATHS) CURRICULUM:CURRICULUM: At Valley Forge Elementary School, the PATHS Curriculum is delivered in all At Valley Forge Elementary School, the PATHS Curriculum is delivered in all grade levels, Kgrade levels, K-- 4. The PATHS Curriculum is a program designed to facilitate 4. The PATHS Curriculum is a program designed to facilitate the devthe dev elopment of selfelopment of self -- control, positive selfcontrol, positive self -- esteem, emotional awareness and esteem, emotional awareness and interpersonal probleminterpersonal problem -- solving skills. The purposes of the PATHS Curriculum solving skills. The purposes of the PATHS Curriculum are to enhance social and emotional competence and understanding in children, are to enhance social and emotional competence and understanding in children, as well as to develop a caring,as well as to develop a caring, prosocial context that facilitates educational prosocial context that facilitates educational processes in the classroom. processes in the classroom.

GENERAL BEHAVIORAL GUIDELINESGENERAL BEHAVIORAL GUIDELINES All five schools hold discipline expectations for students, which are consistent All five schools hold discipline expectations for students, which are consistent among all staff members regardless of the location or grade levelamong all staff members regardless of the location or grade level in the in the building. A primary goal of the school is to nurture the concept of selfbuilding. A primary goal of the school is to nurture the concept of self --discipline and respect for others. The following guidelines are to be reviewed discipline and respect for others. The following guidelines are to be reviewed

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by students and their parents annually at the beginning of school and referenced by students and their parents annually at the beginning of school and referenced frequently thfrequently th roughout the year:roughout the year: HALLWAYSHALLWAYS 1.1. Students should always walk and stay to the right when traveling to and Students should always walk and stay to the right when traveling to and

from classes.from classes. 2.2. Quiet voices are to be used.Quiet voices are to be used. 3.3. Students must keep their hands to themselvesStudents must keep their hands to themselves and their position in lineand their position in line .. 4.4. Students are not to linger in bathroomStudents are not to linger in bathrooms.s. OFFICE AREAOFFICE AREA 1.1. Students should be considerate of those working and wait their turn to Students should be considerate of those working and wait their turn to

speak.speak. 2.2. The office telephones are not to be used unless it is an emergency.The office telephones are not to be used unless it is an emergency. CAFETERIACAFETERIA 1.1. Students should enter and exit quietly.Students should enter and exit quietly. 2.2. Students should remain seated unless followStudents should remain seated unless following routines of trash disposal, ing routines of trash disposal,

snack or bathroom use.snack or bathroom use. 3.3. Students shall demonstrate appropriate table manners.Students shall demonstrate appropriate table manners. 4.4. Nothing should ever be thrown in the cafeteria.Nothing should ever be thrown in the cafeteria. 5.5. Running is not permitted at any time.Running is not permitted at any time. 6.6. When finished eating, students should leave the area clean anWhen finished eating, students should leave the area clean an d respect d respect

others’ space.others’ space. 7.7. Students should not lend or borrow money from each other.Students should not lend or borrow money from each other. 8.8. Students must be silent for announcements and follow directions of the Students must be silent for announcements and follow directions of the

cafeteria monitors.cafeteria monitors. 9.9. Students should know his/her point of sale pin number. Students should know his/her point of sale pin number. PLAYGROUNDPLAYGROUND While each graWhile each gra de level or division constructs specific rules for recess behavior, de level or division constructs specific rules for recess behavior, the following are common in all schools:the following are common in all schools: 1.1. Students must play safely only in designated areas and remain within Students must play safely only in designated areas and remain within

playground boundaries.playground boundaries. 2.2. Fighting or games involving body contact are not permiFighting or games involving body contact are not permi tted at any time.tted at any time.

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3.3. Students should use equipment and supplies in a safe and appropriate Students should use equipment and supplies in a safe and appropriate manner.manner.

4.4. Any serious problem involving equipment or injury should be reported to Any serious problem involving equipment or injury should be reported to the teacher on duty immediately.the teacher on duty immediately.

5.5. Students may not play on ice or throw snowballs.Students may not play on ice or throw snowballs. 6.6. When heWhen he aring the bell, students should line up quickly and quietly.aring the bell, students should line up quickly and quietly. 7.7. A request not to participate in outdoor recess due to health reasons requires A request not to participate in outdoor recess due to health reasons requires

a note from a parent for one day or from a physician for an extended amount a note from a parent for one day or from a physician for an extended amount of time.of time.

INDOOR RECESSINDOOR RECESS 1.1. Students must remStudents must remain in the classroom unless given permission by the ain in the classroom unless given permission by the

teacher on duty to leave the room.teacher on duty to leave the room. 2.2. Activities and equipment should be appropriate for an indoor setting and Activities and equipment should be appropriate for an indoor setting and

approved by each grade level team.approved by each grade level team. BUSBUS 1.1. The same conduct that is expected in the classroom shoulThe same conduct that is expected in the classroom shoul d be observed on d be observed on

the bus.the bus. 2.2. Students should walk on and off the bus.Students should walk on and off the bus. 3.3. Quiet voices should be used.Quiet voices should be used. 4.4. Students must remain seated and keep their hands to themselves. Head, Students must remain seated and keep their hands to themselves. Head,

hands and feet must be kept inside the bus.hands and feet must be kept inside the bus. 5.5. Students should not eat or drink while ridingStudents should not eat or drink while riding the bus. Nothing is to be the bus. Nothing is to be

thrown out of windows.thrown out of windows. 6.6. No profane language is permitted at any time.No profane language is permitted at any time. 7.7. The bus should be kept clean and students should not tamper with any The bus should be kept clean and students should not tamper with any

equipment.equipment. 8.8. Students should ride only on the assigned bus and disembark at the assigned stoStudents should ride only on the assigned bus and disembark at the assigned sto p unless p unless

given prior approval through the principal’s office.given prior approval through the principal’s office.

DISCIPLINARY MEASURESDISCIPLINARY MEASURES

To ensure the rights, privileges and safety of all elementary students, the To ensure the rights, privileges and safety of all elementary students, the following guidelines are in place to some degree in each school. The listing is following guidelines are in place to some degree in each school. The listing is not inclusivenot inclusive but meant to be a guide for fair and equitable treatment of but meant to be a guide for fair and equitable treatment of students. The administration will exercise its discretion in making judgments students. The administration will exercise its discretion in making judgments regarding behavioral issues not listed within these guidelines.regarding behavioral issues not listed within these guidelines.

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OFFENSEOFFENSE MINIMUM CONSEQUENCEMINIMUM CONSEQUENCE 11 Disruptive behaviDisruptive behavior inor in 11 Warning GivenWarning Given classroom, cafeteria, library,classroom, cafeteria, library, 22 Time OutTime Out assemblies, fire drill , field trips,assemblies, fire drill , field trips, 33 Parent ContactParent Contact social events or other schoolsocial events or other school 44 SuspensionSuspension sponsored events.sponsored events. 22 Physical injury caused byPhysical injury caused by 11 Parent ContactParent Contact fightingfighting 22 SuSu spensionspension

33 Possession Possession of Weaponsof Weapons 11 See Policy #5410See Policy #5410 44 Sexual HarrassmentSexual Harrassment 11 See Polivy # 5420See Polivy # 5420 55 Threatening BehaviorThreatening Behavior 11 See Policy #5423See Policy #5423 66 Destruction of student or schoolDestruction of student or school 11 Parent ContactParent Contact propertyproperty 22 Restitution in Some Restitution in Some MannerManner

33 PossPoss ible Suspensionible Suspension 77 Bus OffensesBus Offenses 1 1 WarningWarning

22 Written NotificationWritten Notification 33 Possible SuspensionPossible Suspension

88 ThreatsThreats 11 Parent ContactParent Contact

22 Report to AdministrationReport to Administration 33 Possible SuspensionPossible Suspension

99 BullyingBullying 11 WarningWarning 22 Parent ContactParent Contact 33 Loss of PrivilegeLoss of Privilege 44 PoPo ssible suspensionssible suspension The Elementary Code of Conduct, Guidelines for Behavior and Disciplinary The Elementary Code of Conduct, Guidelines for Behavior and Disciplinary Activities exist to ensure the safety of each child in our schools. These Activities exist to ensure the safety of each child in our schools. These

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protective measures are in effect during school hours, field trips, on bus roprotective measures are in effect during school hours, field trips, on bus ro utes utes and atand at afterafter -- school and PTOschool and PTO sponsored events.sponsored events. WEAPONS (District Policy #5410WEAPONS (District Policy #5410)) It is the policy of the District to comply with Act 26 of 1995 amending the It is the policy of the District to comply with Act 26 of 1995 amending the Pennsylvania Public School Code of 1949 which prohibits possession of Pennsylvania Public School Code of 1949 which prohibits possession of weapons in the schools or at school acweapons in the schools or at school ac tivities.tivities. Section 4. The Act [of March 10, 1949 (P.L. 30, No. 14), known as the Section 4. The Act [of March 10, 1949 (P.L. 30, No. 14), known as the Public School Code 1949] is amended by adding a section to read:Public School Code 1949] is amended by adding a section to read: SECTION 1317.2SECTION 1317.2 POSSESSION OF WEAPONS PROHIBITEDPOSSESSION OF WEAPONS PROHIBITED •• Except as otherwise provided in this section, a school distExcept as otherwise provided in this section, a school dist rict or area rict or area

vocationalvocational -- technical school shall expel, for a period of not less than one technical school shall expel, for a period of not less than one year, any student who is determined to have brought a weapon onto any year, any student who is determined to have brought a weapon onto any school property, any schoolschool property, any school -- sponsored activity or any public conveyance sponsored activity or any public conveyance providing transportation tproviding transportation t o a school or school sponsored activity.o a school or school sponsored activity.

•• Every school district and area vocationalEvery school district and area vocational -- technical school shall develop a technical school shall develop a

written policy regarding expulsion for possession of a weapon as required written policy regarding expulsion for possession of a weapon as required under this section. Expulsions shall be conducted pursuant to alunder this section. Expulsions shall be conducted pursuant to al l applicable l applicable regulations.regulations.

•• The superintendent of a school district or an administrative director of an The superintendent of a school district or an administrative director of an

area vocationalarea vocational -- technical school may recommend discipline short of technical school may recommend discipline short of expulsion on a caseexpulsion on a case -- byby -- case basis. The superintendent or other chief case basis. The superintendent or other chief administrative oadministrative o fficer of a school entity shall, in the case of an exceptional fficer of a school entity shall, in the case of an exceptional student, take all steps necessary to comply with the Individuals with student, take all steps necessary to comply with the Individuals with Disabilities Education Act (Public Law 91Disabilities Education Act (Public Law 91-- 231, 20 U.S.C. 1400 seq.).231, 20 U.S.C. 1400 seq.).

•• All school districts and area vocationalAll school districts and area vocational -- technical sctechnical sc hools shall report all hools shall report all

incidents involving possession of a weapon prohibited by this section as incidents involving possession of a weapon prohibited by this section as follows:follows:

1.1. The school superintendent or chief administrator shall report the discovery The school superintendent or chief administrator shall report the discovery

of any weapon prohibited by this section to local law enforcement officialof any weapon prohibited by this section to local law enforcement official s.s. 2.2. The school superintendent or chief administrator shall report to the The school superintendent or chief administrator shall report to the

Department of Education all incidents relating to expulsions for possessions Department of Education all incidents relating to expulsions for possessions

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of a weapons on school grounds, schoolof a weapons on school grounds, school -- sponsored actvities or public sponsored actvities or public conveyances providing trasportation toconveyances providing trasportation to a school or schoola school or school -- sponsored sponsored activity. Reports shall include all information as required under Section activity. Reports shall include all information as required under Section 13021302 -- A.A.

SECTION 1301SECTION 1301-- A.A. DEFINITIONS DEFINITIONS –– AS USED IN THIS ARTICLEAS USED IN THIS ARTICLE “School Property” shall mean any public school grounds, any school“School Property” shall mean any public school grounds, any school -- sponsored sponsored activity activity or any conveyance providng transportation to a school entity or schoolor any conveyance providng transportation to a school entity or school --sponsored activity.sponsored activity. “Weapon” shall include, but not be limited to ”any knife, cutting instrument, “Weapon” shall include, but not be limited to ”any knife, cutting instrument, cutting tool, nunchaku, firearm, shotgun, rifle and any other tool, instrument, or cutting tool, nunchaku, firearm, shotgun, rifle and any other tool, instrument, or impimp lement capable of inflicting serious bodily injury.lement capable of inflicting serious bodily injury. A complete copy of Act 26 of 1995 may be obtained in the Main Office.A complete copy of Act 26 of 1995 may be obtained in the Main Office. SEXUAL HARASSEXUAL HARASSMENT (District Regulation #5420SMENT (District Regulation #5420)) Procedure for Resolving Complaints involving Sexual Harassment of Students:Procedure for Resolving Complaints involving Sexual Harassment of Students: Sexually Sexually harassing conduct in the school setting, whether committed by students harassing conduct in the school setting, whether committed by students or staff, is prohibited. Sexual harassment shall consist of unwelcome sexual or staff, is prohibited. Sexual harassment shall consist of unwelcome sexual advances, requests for sexual favors, inappropriate verbal or physical conduct of advances, requests for sexual favors, inappropriate verbal or physical conduct of a sexual nature, or displa sexual nature, or displ ay of materials which evoke responses not in keeping ay of materials which evoke responses not in keeping with the atmosphere intended for the classroom or workplace. It shall be a with the atmosphere intended for the classroom or workplace. It shall be a violation of this policy for any student or staff member to harass any student or violation of this policy for any student or staff member to harass any student or staff member.staff member. Such conduct includes, but is Such conduct includes, but is not limited to:not limited to: (a)(a) Sexual flirtations, touching, advances or propositions;Sexual flirtations, touching, advances or propositions; (b)(b) Verbal or written comments of a sexual nature including sexually suggestive Verbal or written comments of a sexual nature including sexually suggestive

or degrading langauge.or degrading langauge.

Any student or parent who alleges sexual harassment by any staff member or Any student or parent who alleges sexual harassment by any staff member or student student may complainmay complain directly to a teacher, schooldirectly to a teacher, school counselor, or building counselor, or building administrator. The recipient of such a complaint shall report the complaint to administrator. The recipient of such a complaint shall report the complaint to

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the building principal within 24 hours. In the case of a student harassing the building principal within 24 hours. In the case of a student harassing another student, the principal or another student, the principal or a designee will investigate the allegations of a designee will investigate the allegations of misconduct on a confidential basis and take appropriate action when sexual misconduct on a confidential basis and take appropriate action when sexual harassment has occurred. In the case of an employee harassing a student, the harassment has occurred. In the case of an employee harassing a student, the principal shall confer with the Director of Personnel, wprincipal shall confer with the Director of Personnel, who shall be designated to ho shall be designated to investigate such complaints together with the principal.investigate such complaints together with the principal. AA ny student who is found, after appropriate investigation, to have engaged in ny student who is found, after appropriate investigation, to have engaged in sexual harassment shall be subject to disciplinary action consistent with the sexual harassment shall be subject to disciplinary action consistent with the Student Code of Student Code of Conduct Conduct and the and the Pennsylvania Public School Code of 1949Pennsylvania Public School Code of 1949 , , as amended. An employee shall be subject to disciplinary action, depending on as amended. An employee shall be subject to disciplinary action, depending on the circumstances, up to and including terminaion, consistent with the Procedure the circumstances, up to and including terminaion, consistent with the Procedure for Resolving Complaints Involving Sexufor Resolving Complaints Involving Sexual Harassment Among Employees, the al Harassment Among Employees, the School Code of PennsylvaniaSchool Code of Pennsylvania , and the applicable provisions of the Collective , and the applicable provisions of the Collective Bargaining Agreement.Bargaining Agreement. THREATENING BEHAVIOR (RISK ASSESSTHREATENING BEHAVIOR (RISK ASSESS MM ENT) (within Regulation ENT) (within Regulation #5401#5401 )) The Tredyffrin Easttown School District is committed to The Tredyffrin Easttown School District is committed to providing a safe and providing a safe and secure environment for all studnets and staff. Toward that end, the secure environment for all studnets and staff. Toward that end, the administration, with Board support, has developed a protocol for responding to administration, with Board support, has developed a protocol for responding to threatening student behaviors. When a student makes a verbal or written threatening student behaviors. When a student makes a verbal or written comment or gestucomment or gestu re that could suggest a threat, our protocol is as follows:re that could suggest a threat, our protocol is as follows:

Protocol for Risk Assessment of Threatening Behaviors 1. Building administrator or designee conducts initial investigation to verify incident and probability of student involvement; Office of Individualized Student Services is notified. 2. Building administrator or designee contacts parent/guardian to review these steps in the protocol:

! Student will be suspended out of school pending further investigation and results of mental health assessment conducted by a certified child and adolescent psychiatrist to determine if student poses a threat to self or others and what supports and services may be required to assist student. ! Office of Individualized Student Services or designee will contact family to

discuss arrangements for assessment. Signed parent/guardian permission will be required. ! If suspension exceeds three days, family has the right to an informal hearing. ! Police must be notified in the event of a weapons or drug offense. ! Police may be notified at the discretion of building administration in situations involving assault resulting in serious bodily injury.

3. Office of Individualized Student Services or designee prepares permission for

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building administrator to secure parent signature. 4. Office of Individualized Student Services arranges assessment and contacts parent/guardian and building administrator. 5. Building administrator prepares summary of incident for Superintendent. 6. Upon receipt of parental permission, building administrator or designee contacts mental health professional to provide information about the incident and records containing pertinent background information. The administrator or designee makes arrangements with the mental health professional to contact the building administrator or designee immediately following the assessment as to whether the student is safe to return to school. 7. Following the risk assessment, the mental health professional contacts the building administrator or designee as per previous agreement. The administrator or designee contacts the family. 8. The mental health professional sends a written report to the Office of Individualized Student Services, which, in turn, disseminates this to the building administrator and to the parent/guardian. 9. Disciplinary action is determined within the context of the mental health assessment. If student is not considered a threat to self or others, then student returns to school following a term of suspension determined by building administration. Supports and services are determined by appropriate building based team (Student Assistance, IEP, IST). 10. District personnel work with family to discuss and implement recommendations

CELEBRATIONSCELEBRATIONS During the school year there are During the school year there are four classroom celebrations: Halloween, four classroom celebrations: Halloween, WinWin ter, Valentine’s, End of Yearter, Valentine’s, End of Year partiesparties . Homemade foods shall be limi. Homemade foods shall be limi ted to ted to these large scale schoolthese large scale school -- wide celebrations. All foods for these large scale wide celebrations. All foods for these large scale celebration should exclude peanuts and tree nuts as ingredients. Foods must be celebration should exclude peanuts and tree nuts as ingredients. Foods must be clearly labeled with all inclearly labeled with all in gredients. gredients. Halloween Parade and PartiesHalloween Parade and Parties

There is an annual Halloween parade followed by classroom parties planned There is an annual Halloween parade followed by classroom parties planned by homeroom parents. Participation in the Halloween parade and parties is by homeroom parents. Participation in the Halloween parade and parties is optional. We ask that students adhere to these simple cosoptional. We ask that students adhere to these simple cos tume guidelines:tume guidelines: Costume apparel to avoid:Costume apparel to avoid:

1. 1. avoid gory subjects avoid gory subjects –– costumes depicting monsters, blood, death, horror costumes depicting monsters, blood, death, horror creatures, controversial political figures or other frightenting characters.creatures, controversial political figures or other frightenting characters.

2. avoid weaponry 2. avoid weaponry –– items resembling guns, swords, rifles,items resembling guns, swords, rifles, knives, or knives, or other weapons.other weapons.

3. avoid full face covering 3. avoid full face covering –– material or masks that inhibit vision or material or masks that inhibit vision or breabrea thing or cause students to be uthing or cause students to be u nrecognizable. Latex masks are not nrecognizable. Latex masks are not allowed.allowed.

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4. Avoid costumes that are reve4. Avoid costumes that are reveaa ling or doling or do not follow the dress code.not follow the dress code. Classroom Parties (Winter, Valentine’s, End of Year) Classroom Parties (Winter, Valentine’s, End of Year) Homeroom Parents work with classroom teachers to organize parties. The Homeroom Parents work with classroom teachers to organize parties. The celebrations includecelebrations include refreshments and a craft or game planned by homeroom refreshments and a craft or game planned by homeroom parents.parents. Student BirthdaysStudent Birthdays Parents who choose to recogniParents who choose to recognize their student’s birthday in school can do so ze their student’s birthday in school can do so with frutis, vegetables or with a small nonwith frutis, vegetables or with a small non-- food item. Communicate with food item. Communicate with your child’s teacher before sending any food or item into the classroom. your child’s teacher before sending any food or item into the classroom.

CELL PHONES AND ELECTRONIC DEVICESCELL PHONES AND ELECTRONIC DEVICES In accordance with DistricIn accordance with Distric t Policy 5414 students may possess electronic devices t Policy 5414 students may possess electronic devices including, but not limited to, cellular telephones, cameras and personal digital including, but not limited to, cellular telephones, cameras and personal digital assistants with video/camera capabilities within all of the buildings owned by assistants with video/camera capabilities within all of the buildings owned by the Districtthe District .. The administration has theThe administration has the right to regulate the use of all right to regulate the use of all electronic devices.electronic devices. At the elementary level we recommend that students do not bring electronic At the elementary level we recommend that students do not bring electronic devices to school. In unusual circumstances when a student’s family feels the devices to school. In unusual circumstances when a student’s family feels the need to have their child bring an electronic deneed to have their child bring an electronic device to school (i .e. , cell phone) vice to school (i .e. , cell phone) the device must be turned off during the school day so that it does not cause any the device must be turned off during the school day so that it does not cause any disruption to the educational program.disruption to the educational program. Individual teacher discretion is used to Individual teacher discretion is used to plan for the use of eplan for the use of e -- reading devices. If families choose reading devices. If families choose to send an eto send an e -- reader reader device with teacher permission, the school cannot be responsible for missing or device with teacher permission, the school cannot be responsible for missing or damaged items.damaged items. DANGEROUS STRANGERSDANGEROUS STRANGERS Occasionally we receive reports of isolOccasionally we receive reports of isolated incidents where a strangerated incidents where a stranger has has approached a child. This approached a child. This raises the concern oraises the concern o f the possif the possibility of abduction. bility of abduction. Students in the Tredyffrin/Easttown School District routinely receive instruStudents in the Tredyffrin/Easttown School District routinely receive instrucc tion tion in our health and safety curriculum on procdures to follow if this situation in our health and safety curriculum on procdures to follow if this situation should occur. should occur. When a report of an incident is made to the schooWhen a report of an incident is made to the schoo l the police are notifiedl the police are notified immediatelyimmediately and the teachers are instructed to review with the children and the teachers are instructed to review with the children strategies concerning “dangerous strangers.” A notice of the incident will be strategies concerning “dangerous strangers.” A notice of the incident will be sent home to parents. sent home to parents.

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DRESS CODEDRESS CODE It is our belief that an individual’s mode ofIt is our belief that an individual’s mode of dress reflects not only pride in one’s dress reflects not only pride in one’s self, but in his/her school. If a child’s dress is considered inappropriate, the self, but in his/her school. If a child’s dress is considered inappropriate, the parents will be notified. parents will be notified. Sneakers are required in the gym. Nametags on your children’s clothing help us Sneakers are required in the gym. Nametags on your children’s clothing help us return lost items. Treturn lost items. There is here is a lost and founda lost and found in in the schoolthe school . . Since we attempt to take the children outside for recess in all but rainy weather, Since we attempt to take the children outside for recess in all but rainy weather, parents are encouraged to have students wear the apropriaparents are encouraged to have students wear the apropria te clothingte clothing for outdoor for outdoor recrecess throughout the year. ess throughout the year. FOOD SERVICESFOOD SERVICES Our School CafOur School Cafeteria operates under the National School Lunch and School eteria operates under the National School Lunch and School Breakfast Programs. Menus are published and posted in the school Breakfast Programs. Menus are published and posted in the school and in The and in The FalconFalcon . . PURCHASING LUNCH TICKETSPURCHASING LUNCH TICKETS AND SNACKSAND SNACKS Our school uses a “point of sale” system in the cafeteria. This eliminateOur school uses a “point of sale” system in the cafeteria. This eliminates the s the need to carry cash each day and helps to alleviate lines at the cashier. This need to carry cash each day and helps to alleviate lines at the cashier. This computerized debit system tracks students’ meal and snack purchases and computerized debit system tracks students’ meal and snack purchases and payments. Each student is assigned a 4payments. Each student is assigned a 4 -- digit PIN number to access his/her digit PIN number to access his/her account. To put money account. To put money ii n n your child’s account, please your child’s account, please access the “Pay Pams” access the “Pay Pams” webiste under the food and nutrition services tab at webiste under the food and nutrition services tab at www.tesd.netwww.tesd.net . You may . You may also also send cash or a check (made payable to send cash or a check (made payable to Valley ForgeValley Forge Cafeteria) in an Cafeteria) in an envelope with youenvelope with you r r child’s name and room numberchild’s name and room number on it . If a check is returned, on it . If a check is returned, any service charge from the bank will be passed on to the parent. any service charge from the bank will be passed on to the parent. Parents may put restrictions on their child’s Parents may put restrictions on their child’s account. The system can block aaccount. The system can block a la la Carte purchases, canCarte purchases, can limit dollar expenditurelimit dollar expenditure s on as on a la Cla C arte purchases, or can arte purchases, or can permit apermit a la Carte purchases on certain days of the week. They system has no way la Carte purchases on certain days of the week. They system has no way to limit a la Carte purchases based on the number of times a week. Parents may to limit a la Carte purchases based on the number of times a week. Parents may request a printout of their child’s account at any time. Low balarequest a printout of their child’s account at any time. Low balance and charge nce and charge notices are sent out at a minimum of every two weeks. notices are sent out at a minimum of every two weeks. When a student does not have money in their account for lunch he/she may When a student does not have money in their account for lunch he/she may charge lunch or milk only. If your child charges, please try to repay this debt charge lunch or milk only. If your child charges, please try to repay this debt the next day. Encourage your cthe next day. Encourage your c hild to keep up to date with the balance in hild to keep up to date with the balance in

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his/her account. Charging is a privilege and should be used only on an his/her account. Charging is a privilege and should be used only on an occasional basis. occasional basis. Information regarding free and reduced price lunch applications is available Information regarding free and reduced price lunch applications is available either in the school guidance office or theither in the school guidance office or th e Food Service Office at 610e Food Service Office at 610 -- 240240 -- 19551955 . . Students approved for these meals use the same type of POS account as the Students approved for these meals use the same type of POS account as the other students to prevent any overt identification. other students to prevent any overt identification. Both the lunch and breakfast programs operate under the “Offer vs Serve” Both the lunch and breakfast programs operate under the “Offer vs Serve” option under whoption under wh ich students may choose at least three of the five lunch ich students may choose at least three of the five lunch components and three of the four breakfast components. Students are components and three of the four breakfast components. Students are encouraged to take all components.encouraged to take all components. Breakfast is available daily from the time the buses arrive until students must Breakfast is available daily from the time the buses arrive until students must report to theireport to thei r core class. The breakfast includes a 1/2 cup of fruit or juice, a r core class. The breakfast includes a 1/2 cup of fruit or juice, a total of 2 ounces of bread, cereal or meat/cheese, and a 1/2 pint of milk. Ala total of 2 ounces of bread, cereal or meat/cheese, and a 1/2 pint of milk. Ala carte breakfast items are also available. carte breakfast items are also available. Offering breakfast is intended to provide the opportunity forOffering breakfast is intended to provide the opportunity for a student to eat a student to eat this important meal in case it was missed at home. this important meal in case it was missed at home. LUNCHLUNCH The The cost of a student lunch is $2.35cost of a student lunch is $2.35 . The lunch includes 2 ounces of meat or . The lunch includes 2 ounces of meat or meat alternate, 3/4 cup of at least two different fruits and/or vegetables, 1meat alternate, 3/4 cup of at least two different fruits and/or vegetables, 1 -- 2 2 ounces of bread orounces of bread or pasta and a 1/2 pint of milk. In addition to the published pasta and a 1/2 pint of milk. In addition to the published menu, students may substitute a choice of a cold sandwich, menu, students may substitute a choice of a cold sandwich, hot alternate entrée hot alternate entrée or salad platteror salad platter for the main dish. for the main dish. BEVERAGES and OTHER FOODSBEVERAGES and OTHER FOODS The cafeteria offers skim, low fat, and whole whiteThe cafeteria offers skim, low fat, and whole white milk and low fat chocolate milk and low fat chocolate milk with lunch and breakfast as well as ala carte ($.50). Other snacks and milk with lunch and breakfast as well as ala carte ($.50). Other snacks and ala ala carte itemscarte items are offered, after the students have had time to eat their lunch. are offered, after the students have had time to eat their lunch. Some of the popular items are: Soft PretzelSome of the popular items are: Soft Pretzel -- $.$. 66 0; Ice Cream 0; Ice Cream and Fruiand Frui t Juice t Juice PushPush -- upsups -- $.$. 66 00 -- .. 88 5; Cookie5; Cookie -- $.$. 66 00 ; Bagged Snacks; Bagged Snacks -- $.$. 66 00 -- .. 77 5; String Cheese5; String Cheese -- $75;$75; 4oz Yogurt4oz Yogurt -- $.75.$.75. QUESTIONS?QUESTIONS?

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Any questions concerning the cafeteria may be directed to the cafeteria manager Any questions concerning the cafeteria may be directed to the cafeteria manager or the Supervisor of T/E Food Services (610or the Supervisor of T/E Food Services (610 -- 240240 -- 19551955 ). If wr). If wr iting regarding iting regarding concerns, please include your name and address so the response can be sent. concerns, please include your name and address so the response can be sent. The Cafeteria Staff looks forward to serving you and your children this school The Cafeteria Staff looks forward to serving you and your children this school year! year! HEALTH SERVICESHEALTH SERVICES The stateThe state -- mandated health program guides T/E School Districtmandated health program guides T/E School District ’s program. Under ’s program. Under the program, medical examinations are required upon original entry into school the program, medical examinations are required upon original entry into school (kindergarten or first grade), for new students, if their medical records do not (kindergarten or first grade), for new students, if their medical records do not meet Pennsylvania requirements, and for all students in the 6th and 11th grademeet Pennsylvania requirements, and for all students in the 6th and 11th grade s. s. The screening procedures done regularly by the school nurse are vision, hearing, The screening procedures done regularly by the school nurse are vision, hearing, height and weight, and scoliosis. height and weight, and scoliosis. IMMUNIZATIONSIMMUNIZATIONS State law requires that all children enrolled in the school district must be State law requires that all children enrolled in the school district must be immunized. Please contact the school nurimmunized. Please contact the school nur se for details. se for details. Children without the proper immunization will not be allowed to attend school. Children without the proper immunization will not be allowed to attend school. The law provides for medical or religious exemptions. The law provides for medical or religious exemptions. COMMUNICABLE DISEASESCOMMUNICABLE DISEASES Children suspected of having a communicable disease are excluded from schoChildren suspected of having a communicable disease are excluded from school ol until their condition is no longer contagious. The time period for some of the until their condition is no longer contagious. The time period for some of the more common diseases are as follows:more common diseases are as follows: • • Chicken Pox Chicken Pox -- all scabs must be dryall scabs must be dry • • Contagious Conjunctivitis (Pink eye)Contagious Conjunctivitis (Pink eye) -- 24 hours after the start of 24 hours after the start of

prescribed prescribed medicationmedication s s

•• Diphtheria Diphtheria –– Two weeks from onset or until negative cultureTwo weeks from onset or until negative culture • • Fifth Disease Fifth Disease -- no exclusionno exclusion • • ImpetigoImpetigo -- 24 hours after the start of prescribed med24 hours after the start of prescribed med icationication

•• Measles Measles –– 4 days from the onset of rash4 days from the onset of rash •• Mumps Mumps –– 9 days from the onset or until subsidence of swelling9 days from the onset or until subsidence of swelling

• • Pediculosis (lice)Pediculosis (lice) -- until treated and free of lice until treated and free of lice •• Pertussis Pertussis –– 4 weeks from onset or 7 days from start of antimicrobial 4 weeks from onset or 7 days from start of antimicrobial

therapytherapy

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•• Pinworms Pinworms –– UU ntil first dose of treatment is givenntil first dose of treatment is given •• Respiratory Streptocococcal infections Not less than 7 days from Respiratory Streptocococcal infections Not less than 7 days from

the onset or 24 hours after start of appropriate therapythe onset or 24 hours after start of appropriate therapy •• Ringworm Ringworm –– Until judged not contagious by the nurse or physicianUntil judged not contagious by the nurse or physician •• Rubella Rubella –– 4 days from onset of 4 days from onset of rashrash •• Scabies Scabies –– Until judged not contagious by the nurse or physicianUntil judged not contagious by the nurse or physician

• • Scarlet Fever or Strep ThroatScarlet Fever or Strep Throat -- 24 hours after the start of prescribed 24 hours after the start of prescribed medicationmedication

•• Tonsillitis Tonsillitis –– 24 hours from start of appropriate therapy24 hours from start of appropriate therapy •• Trachoma Trachoma –– 24 hours from start of appropriate24 hours from start of appropriate therapytherapy

• • Any undiagnosed rash or feverAny undiagnosed rash or fever -- until diagnosis is established or until diagnosis is established or symptoms are gone for 24 hourssymptoms are gone for 24 hours

Parents can help prevent and control disease by keeping children home when Parents can help prevent and control disease by keeping children home when they are sick, notifying the school promptly when a child is home becausthey are sick, notifying the school promptly when a child is home becaus e of a e of a communicable disease, and by keeping immunizations up to date. communicable disease, and by keeping immunizations up to date. FIRST AIDFIRST AID First aid is given in school for pupils injured or sick while attending school. First aid is given in school for pupils injured or sick while attending school. Standard orders for first aid are recommended by the school doctor. Parents are Standard orders for first aid are recommended by the school doctor. Parents are expected toexpected to provide information to the school to cover emergency situations and provide information to the school to cover emergency situations and to make transportation available when needed. The school is not responsible for to make transportation available when needed. The school is not responsible for treating injuries that happen outside of school. treating injuries that happen outside of school. MEDICATION POLICYMEDICATION POLICY

1.1. Students are not permitted to carrStudents are not permitted to carry prescription or overy prescription or over -- thethe -- counter counter medications to school. The parent or guardian must deliver the medications to school. The parent or guardian must deliver the medication and any necessary refills to the nurse’s office.medication and any necessary refills to the nurse’s office.

2.2. Medication may be given in school if failure to take the medication Medication may be given in school if failure to take the medication would jeopardize the student’swould jeopardize the student’s health or prevent a child from health or prevent a child from attending school. The initial dose of a medication will not be given at attending school. The initial dose of a medication will not be given at school.school.

3.3. Acetaminophen (generic Tylenol) and Benadryl for allergic reactions may Acetaminophen (generic Tylenol) and Benadryl for allergic reactions may be dispensed in the nurse’s office at the discretion of the school nursebe dispensed in the nurse’s office at the discretion of the school nurse , , and with the permission of ta parent or guardian. A check off area for and with the permission of ta parent or guardian. A check off area for permission to give these medications is included on the emergency card.permission to give these medications is included on the emergency card.

4.4. Prescription medicationPrescription medication and overand over -- thethe -- counter medications may be counter medications may be administered only with specific written orders administered only with specific written orders from a physician indicating from a physician indicating

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the student’s name, the name of the medication, the dosage, the route of the student’s name, the name of the medication, the dosage, the route of administration, the time or special circumstances administration, the time or special circumstances ii nn which the medication which the medication should be administered, and the length of the period for which the should be administered, and the length of the period for which the medication is medication is prescribed. A change in dose requires a new physician’s prescribed. A change in dose requires a new physician’s order.order.

5.5. Epipens and inhalers are considered emergency medications and may be Epipens and inhalers are considered emergency medications and may be carried by the student if a physician’s request form is on file in the carried by the student if a physician’s request form is on file in the nurse’s office. Students must sign a medication form nurse’s office. Students must sign a medication form in the nurse’s office in the nurse’s office each time a dose is selfeach time a dose is self -- administered.administered.

6.6. Parents of students who haveParents of students who have lifelife -- threatening allergies should provide to threatening allergies should provide to the nurse each year a completed the nurse each year a completed Emergency Allergy PlanEmergency Allergy Plan and any needed and any needed emergency medications as indicated as indicated iemergency medications as indicated as indicated i n n Allergy Policy and Allergy Policy and Regulation 5403.Regulation 5403.

7.7. A medication will not be given if the prescription date is over a year old, A medication will not be given if the prescription date is over a year old, or if the medication has expired. All requests for medication or if the medication has expired. All requests for medication administration by parents and physicians must be renewed each school administration by parents and physicians must be renewed each school year.year.

8.8. All mAll medications must be picked up from the nurse’s office during the last edications must be picked up from the nurse’s office during the last week of school by a parent or guardian. Medications remaining after the week of school by a parent or guardian. Medications remaining after the last day will be destroyed. last day will be destroyed.

NURSE ON DUTYNURSE ON DUTY A nurse is on duty every day in the health room. She will be glad to A nurse is on duty every day in the health room. She will be glad to answer any answer any questions or concerns. The Health Service Handbook provides a more detailed questions or concerns. The Health Service Handbook provides a more detailed explanation of health services and is available on request.explanation of health services and is available on request. EMERGENCY CARDSEMERGENCY CARDS The school nurse keeps a card on file for each child. This card, which is The school nurse keeps a card on file for each child. This card, which is completed by completed by parents in September, l ists names and telephone numbers of parents in September, l ists names and telephone numbers of people to be contacted in case of emergency (such as an accident or severe people to be contacted in case of emergency (such as an accident or severe illness). Please contact the school nurse if there are any changes in this illness). Please contact the school nurse if there are any changes in this information during the school yearinformation during the school year INSURANCEINSURANCE You will be given the opportunity to purchase insurance coverage for your You will be given the opportunity to purchase insurance coverage for your child. It will be your choice as to whether you wish the student to be insured in child. It will be your choice as to whether you wish the student to be insured in school, 24 hour coverage, and/or special coverage such as dental and life school, 24 hour coverage, and/or special coverage such as dental and life

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insurance. There is a dinsurance. There is a d ifferent fee for each coverage. Full information is sent ifferent fee for each coverage. Full information is sent home in September.home in September. INTEGRATED PEST MANAGEMENT POLICYINTEGRATED PEST MANAGEMENT POLICY Purpose:Purpose: The school district shall utilize Integrated Pest Management (IPM) The school district shall utilize Integrated Pest Management (IPM) procedures to manage structural and landscape pests and the toxic procedures to manage structural and landscape pests and the toxic chemicals chemicals used for their control in order to alleviate pest problems with the least possible used for their control in order to alleviate pest problems with the least possible hazard to people, property and the environment. The school district shall use hazard to people, property and the environment. The school district shall use pesticides only after consideration of the full range of alternatives, based on pesticides only after consideration of the full range of alternatives, based on anaana lysis of environmental effects, safety, effectiveness and costs.lysis of environmental effects, safety, effectiveness and costs. As part of the utilization of IPM procedures, the District shall institute an IPM As part of the utilization of IPM procedures, the District shall institute an IPM Plan for district buildings and grounds that complies with policies and Plan for district buildings and grounds that complies with policies and regulations promulgated by the Departregulations promulgated by the Department of Agriculture.ment of Agriculture. Defintions: Defintions: IPMIPM is the coordinated use of pest environmental information to is the coordinated use of pest environmental information to design and implement pest control methods that are environmentally and design and implement pest control methods that are environmentally and economically sound and socially responsible. IPM promotes prevention over economically sound and socially responsible. IPM promotes prevention over remediationremediation , and it advocates the integration of at least 2 or more strategies to , and it advocates the integration of at least 2 or more strategies to achieve longachieve long -- term solutions.term solutions. An An IPM PlanIPM Plan is a plan that establishes a sustainable approach to is a plan that establishes a sustainable approach to managing pests by combining biological, cultural, physical and chemical tools managing pests by combining biological, cultural, physical and chemical tools in a way thin a way th at minimizes economic, health and environmental risks.at minimizes economic, health and environmental risks. Implementation: Implementation: The Superintendent or designee shall be responsible to The Superintendent or designee shall be responsible to implement IPM procedures, to adopt an IPM Plan and to coordinate implement IPM procedures, to adopt an IPM Plan and to coordinate communications between the district and the approved contractorcommunications between the district and the approved contractor .. The Superintendent shall designate an employee to serve as IPM The Superintendent shall designate an employee to serve as IPM coordinator for the district. Appropriate personnel involved in making coordinator for the district. Appropriate personnel involved in making recommendations relative to pest management shall participate in periodic and recommendations relative to pest management shall participate in periodic and updated training.updated training. IPM strategies may inIPM strategies may include education, exclusion, sanitation, maintenance, clude education, exclusion, sanitation, maintenance, site appropriate pesticides and biological and mechanical controls.site appropriate pesticides and biological and mechanical controls. An IPM decision shall consist of the following 5 steps:An IPM decision shall consist of the following 5 steps:

1.1. Pest Species IdentificationPest Species Identification 2.2. Estimate pest populations and compare to establishEstimate pest populations and compare to establish ed action thresholdsed action thresholds 3.3. Select the appropriate management tactics based on current on site Select the appropriate management tactics based on current on site

informationinformation

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4.4. Assess effectiveness of pest managementAssess effectiveness of pest management 5.5. Maintain accurate and appropriate recordsMaintain accurate and appropriate records

Communication: Communication: Parents and Guardians of district students will have the Parents and Guardians of district students will have the opportunity to be notified of the planned and emergency applications of opportunity to be notified of the planned and emergency applications of pesticides in school buildings or school grounds. All parents and guardians of pesticides in school buildings or school grounds. All parents and guardians of District students will be advised annually of the procedures to follow to request District students will be advised annually of the procedures to follow to request notification of pesticnotification of pestic ide applications. The superintendent or designee will ide applications. The superintendent or designee will ensure that annually such procedures are sent to all parents and guardians of ensure that annually such procedures are sent to all parents and guardians of district students.district students. Notification of Planned Applications: Notification of Planned Applications: When pesticide applications are When pesticide applications are planned and scheduled in school planned and scheduled in school buildings and on school grounds, the District buildings and on school grounds, the District shall provide notification in accordance with law, includingshall provide notification in accordance with law, including

1.1. Posting a pest control sign in an appropriate visible areaPosting a pest control sign in an appropriate visible area 2.2. Providing the pest control information sheet to all individuals working Providing the pest control information sheet to all individuals working

in the buildingin the building 3.3. PP roviding required notice to all parents and guardians of students or to roviding required notice to all parents and guardians of students or to

a list of parents and guardians who have requested notification of a list of parents and guardians who have requested notification of applications of pesticides.applications of pesticides.

Notification of Emergency Applications: Notification of Emergency Applications: When pests pose an immediate When pests pose an immediate threat to the heathreat to the hea lth and safety of students or employees, the district may lth and safety of students or employees, the district may authorize an emergency pesticide application and shall notify by telephone or by authorize an emergency pesticide application and shall notify by telephone or by message on an answering machine any parent or guardian who has requested message on an answering machine any parent or guardian who has requested such notification. The Superintendent or desuch notification. The Superintendent or designee will promulgate additional signee will promulgate additional procedures for notification of emergency pesticide applications.procedures for notification of emergency pesticide applications. Records: Records: The District shall maintain detailed records of all chemical pest The District shall maintain detailed records of all chemical pest control treatments for at least 3 years. Information regarding pest management control treatments for at least 3 years. Information regarding pest management activities shall be available to the public at the District’s office.activities shall be available to the public at the District’s office. LOST and FOUNDLOST and FOUND Please be sure that your child is dressed appropriately for the weather and that Please be sure that your child is dressed appropriately for the weather and that garments, school bags, and lunch boxes are properly labeled with your child’s garments, school bags, and lunch boxes are properly labeled with your child’s name in caname in ca se of loss. Encourage your child to claim lost articles from the se of loss. Encourage your child to claim lost articles from the Lost Lost and Found and Found located located in the in the schoolschool . Twice a year items are placed on display for . Twice a year items are placed on display for

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the childrethe childre nn and parents to view.and parents to view. Please check the lost and foundPlease check the lost and found for any lost for any lost items. items. MESSAGES TO STUDENTSMESSAGES TO STUDENTS We request that classes not be interrupted during school hours. If it is necessary We request that classes not be interrupted during school hours. If it is necessary to deliver a message or drop something off for your child or a teacher, please go to deliver a message or drop something off for your child or a teacher, please go to the main office. Messages about changes in transportation will be announced to the main office. Messages about changes in transportation will be announced at the end at the end of the school day. Children are permitted to cof the school day. Children are permitted to c all home only in all home only in emergency situaemergency situa tions. Forgotten lunches or homework are not normally tions. Forgotten lunches or homework are not normally considered emergencies. Students will be helpconsidered emergencies. Students will be help ee d in handld in handl ing this situation ing this situation responsibly.responsibly.

PARENT / TEACHER ORGANIZATIONPARENT / TEACHER ORGANIZATION

Valley Forge has a rich tradition of active parent involvement. All parents are invited and encouraged to become involved in PTO activities as all services and fundraisers go to support the children and programs of Valley Forge. The PTO website is www.vfespto.org PTO COMMITTEES The purpose of the Parent-Teacher Organization is to support the educational process. This is accomplished by promoting a closer relationship among administration, students, parents and faculty. Parents can become personally involved through a large number of volunteer programs. Listed below is a partial list of volunteer opportunities at our school. For a complete listing please visit the “Volunteer” page on the PTO website (www.vfespto.org). If you can help, contact one of the Executive Board members listed or sign up on the website Volunteer page.

Art Goes To School Art Goes to School is a non-profit community program. Parent volunteers assist an AGTS representative with age-appropriate presentations that provide the children with enriching experiences in art appreciation. The program began in 1962 under the auspices of the Junior League of Philadelphia and has been conducted in our school district for the past 25 years. Parent volunteers do not need teaching or art experience - just a genuine interest in art and in working with children. Clubs (Before and After School) The PTO organizes optional, supervised activities for students for a small fee. The offerings vary each year depending on student interest. Parent volunteers coordinate registration for the club and assist the instructor if needed. Students on club rosters will attend before or after school clubs as scheduled. If a student will not be attending a scheduled club, please send a note in the child’s red folder about the change. Book Fair

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Our annual Book Fair fundraiser is sponsored by the PTO each fall in conjunction with Scary Gym. The Book Fair offers a wide variety of books to the children in order to encourage them to read. Parent chairpersons plan and organize the event. Parent volunteers sign up for shifts to help with classes as they visit the book fair. Cultural Arts The TESD Cultural Arts Group is called DELTA. This group includes parent representatives from the five elementary and two middle schools in the district. It is a non-profit organization that strives to provide affordable professional entertainment for the entire community with 2 evening programs open to the public during the year. Additionally, VFE has an internal cultural arts committee that coordinates a series of programs that are funded by the PTO. The goal is to enrich our children's educational experience with exposure to various dance, music, drama and science performances and workshops. Parents are always welcome to attend these programs. Parents can volunteer to serve on the committee as a grade level representative or assist at one of the programs. Dental Clinic Our school district provides a free dental clinic for children who otherwise would not receive regular dental care. The PTOs in the district help fund this project. Volunteers drive the children to and from the clinic, which is located at the T/E Middle School. The VFE coordinator of the dental clinic distributes fundraising materials once per year. Homeroom Parents Homeroom parents coordinate class parties and schedule volunteers from their class for the Spring Fair. Inter-School Council The primary purpose of the Inter-School Council (ISC) is to serve as an interchange for ideas and information among the parent organizations and the various committees in the T/E School District. Areas of mutual interest include the educational process, legislation, student behavior and activities. Meetings are generally held monthly, September through May. A parent representative from each school is present at all meetings, but all parents are invited to attend these informative gatherings. Library Volunteers Parents support the librarian and library staff performing a variety of tasks during their assigned library shift. Newsletter - The Falcon The VFE Newsletter is published every other week and sent to each household via email. Two parent volunteers share responsibility as co-editors of the newsletter which results in a commitment every 4 weeks during the school year. Publishing Center

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The Valley Forge Elementary Publishing Center provides a way to showcase students' original writing. Children write, revise and edit their work in the classroom with the help of their teachers. The pieces are then submitted to the Publishing Center where a coordinator and volunteers create the final product. Students take the text and covers home to do their illustrations. All parents are asked to help in this step by encouraging children to complete their illustrations by the specified due date and by making sure the portfolios are returned to the Publishing Center. One copy of the book is placed in the library collection and the second copy of the book is given to the child to take home. Publishing books helps our young authors develop a sense of pride and accomplishment. Parent volunteers can perform various tasks that include typing, proofreading, and editing, plus the binding and assembly of the books. The Publishing Center Coordinator is available to train all new volunteers. Scary Gym In late October, parent volunteers organize and construct a “not-so-scary” maze in the gym that is appropriate for elementary age children. Optional participation by VFE students in this event is broken down by grade for the students, so "scary effects" are appropriate for the various K-4 grades. Parent volunteers are needed in maze construction, student organization, treat baking and "scaring". School Board Representative The School Board representative attends monthly meetings and acts as the "eyes and ears" of the Valley Forge Elementary community. Reports from our representative, presented at PTO meetings or through The Falcon, help our community stay informed. All parents are encouraged to attend school board meetings and register for school district updates at www.tesd.net. School Store Two fourth grade parents coordinate a weekly school store. Fourth grade students and parent volunteers work at the store which offers school supplies and novelty items. All proceeds are used to pay for an end-of-year party for all 4th grade students. Social Events for the Families The PTO sponsors a variety of social events throughout the year. In past years, the PTO has sponsored Pizza Bingo Night, the Bowling Party, Family Fun Night, the Ice Cream Social and the Back to School Picnic. Parent coordinators organize these events and general parent volunteers serve on the committee and work shifts during the event as needed. Social Events for the Parents The PTO sponsors an off-site Adult Social event each year. A parent coordinator organizes all invitations and communication to the adults, interacts with the vendor,

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collects funds as needed and submits all paperwork. A committee of volunteers assists with various aspects such as registration, nametags, set up and clean up. Spring Fair The major event at VFE for many years has been the Spring Fair with games and prizes, a raffle, a bake sale and food. The idea is to have a fun, family event to "finish off the year". The Spring Fair Chairperson works with a committee of chairpersons to plan the event. Many volunteers are needed on the day of the event to make it a safe, fun event for everyone. Teacher Appreciation Luncheons The PTO hosts three luncheons each year: "A Welcome Back" luncheon in August, a pre-holiday luncheon in December and an "End of the Year Appreciation" lunch in June. Each event has a parent coordinator and much help is needed from parent volunteers with food preparation, hosting, and clean up in order to make these events a success. Spirit Sale The PTO sponsors the sale of various “Spirit” items with the Valley Forge Elementary School name. A parent coordinator organizes all communication to the families, interacts with the vendor, processes orders and submits all financial paperwork.

PARKINGPARKING There are times during the school year when school events far exceed our parking capacity. Please feel free to park in the field along Walker Road, at VFMS, or on Walker Road. PROGRESS REPORTSPROGRESS REPORTS The school issues progress reportsThe school issues progress reports three times each yearthree times each year . Each special area . Each special area teacher assigns grades each two of the three markingteacher assigns grades each two of the three marking peirods. Also, thpeirods. Also, th ere will be ere will be two parent conferences per year. Check the school calendar and newletter for two parent conferences per year. Check the school calendar and newletter for dates. dates. KindKindergarten progress reportsergarten progress reports are issuedare issued three times a year, with a format more three times a year, with a format more specifically designed to match the program. specifically designed to match the program. RECESSRECESS As part of a well balanAs part of a well balanced school day, a period of outside play is planned for ced school day, a period of outside play is planned for each day. each day. We attempt to take the children outside for recess in all but rainy We attempt to take the children outside for recess in all but rainy weather or if the temperature is below 20 degrees. Parents are encouraged to weather or if the temperature is below 20 degrees. Parents are encouraged to have students wear the aphave students wear the appp ropriate clothing fropriate clothing for outdoor recess throughout the or outdoor recess throughout the

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year including a warm coat, gloves, boots and hat. year including a warm coat, gloves, boots and hat. Except in the most unusual Except in the most unusual circumstances, pupils who are not able to go outside during recess are circumstances, pupils who are not able to go outside during recess are considered too ill to attend school. If you do not want your child to go oconsidered too ill to attend school. If you do not want your child to go o utside utside for an extended period of time, a doctor’s excuse may be requested.for an extended period of time, a doctor’s excuse may be requested. SCHOOL CLOSINGSSCHOOL CLOSINGS The T/E School Closing Hotline The T/E School Closing Hotline phone number is phone number is 610610 -- 240240 -- 1970.1970. If it is necessary to close school due to inclement weather, local radio stations If it is necessary to close school due to inclement weather, local radio stations will announce schowill announce school district numbers. Tredyffrin/Easttown’s school number is ol district numbers. Tredyffrin/Easttown’s school number is “Chester County #854.”“Chester County #854.” You may also call the school district closing You may also call the school district closing information number at (610)240information number at (610)240 -- 1970. 1970. TE AllTE All -- Call is an automated phone notification system that will quickly call Call is an automated phone notification system that will quickly call parentparent s with a recorded message in the event of a weathers with a recorded message in the event of a weather -- related school related school closing, early dismissal, late opening or any other unscheduled closing, closing, early dismissal, late opening or any other unscheduled closing, cancellation or emergency situation.cancellation or emergency situation.

TE AllTE All -- Call will send a recorded message to parents at a specific school in theCall will send a recorded message to parents at a specific school in the event of an emergency or closing at their school. All parents in the District will event of an emergency or closing at their school. All parents in the District will be notified of Districtbe notified of District -- wide closings or emergencies.wide closings or emergencies.

All numbers on file will be called even if the first call is answered. The system All numbers on file will be called even if the first call is answered. The system will leave a voicemail or answering will leave a voicemail or answering machine message if no one answers the machine message if no one answers the phone. If you use the same phone numbers for more than one child, duplicate phone. If you use the same phone numbers for more than one child, duplicate numbers will only be called once.numbers will only be called once.

The elementary schools will receive a computerized report indicating which The elementary schools will receive a computerized report indicating which calls were answered, went to an acalls were answered, went to an a nswering machine/voicemail or were busy or nswering machine/voicemail or were busy or unanswered.unanswered.

We request that you review emergency procedures with your child in the event We request that you review emergency procedures with your child in the event school is closed early and you will not be home. school is closed early and you will not be home. (Please note that school is (Please note that school is sometimes cancelled or dismissed early due to sometimes cancelled or dismissed early due to reasons other than weather reasons other than weather (Loss of water, heat, electricity, etc). (Loss of water, heat, electricity, etc). Please be sure your child knows your Please be sure your child knows your emergency plan.)emergency plan.)

2 Hour Delay Modified Schedule for Kindergarten AM Kindergarten: 10:45 am – 12:40 pm

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PM Kindergarten: 1:25 pm PM Kindergarten: 1:25 pm –– 3:20 pm3:20 pm TRANSPORTTRANSPORT ATIONATION All students are expected to ride the buses to which they have been assigned. All students are expected to ride the buses to which they have been assigned. Written parental requests for occasional, shortWritten parental requests for occasional, short -- term bus exceptions are to be term bus exceptions are to be directed to the principal, who in turn will evaluate the requests and, if approved, directed to the principal, who in turn will evaluate the requests and, if approved, issue a dissue a d ay pass. Day passes will be issued for lessons, scouting, or supervision, ay pass. Day passes will be issued for lessons, scouting, or supervision, and are contingent upon available seats. and are contingent upon available seats. Parents who desire a longParents who desire a long -- term exception to bus assignments specifically for the term exception to bus assignments specifically for the purpose of child care shall complete a purpose of child care shall complete a Request for LongRequest for Long -- TeTe rm Alternate Bus rm Alternate Bus Assignment FormAssignment Form . Consideration will be given only to requests for alternate . Consideration will be given only to requests for alternate transportation within a student’s attendance area on a regular basis for a transportation within a student’s attendance area on a regular basis for a semester or an academic year, subject to space availability.semester or an academic year, subject to space availability. Students who normally rideStudents who normally ride buses may not walk home without written buses may not walk home without written permission from their parents. If parents want to give their children blanket permission from their parents. If parents want to give their children blanket permission to walk home at their own discretion, a letter stating this information permission to walk home at their own discretion, a letter stating this information must be on file in the school office. must be on file in the school office. TRANSPORTATIONTRANSPORTATION CHANGECHANGE When your child will not be going home by the usual way, please send a note to When your child will not be going home by the usual way, please send a note to school stating how your child will be going home. If a pass for another bus is school stating how your child will be going home. If a pass for another bus is requested, please include the following information in the note:requested, please include the following information in the note: • your child’s name;• your child’s name; • the student with whom your child will be going home;• the student with whom your child will be going home; • the number of the bus your child will be riding.• the number of the bus your child will be riding. VISITS TO SCHOOLVISITS TO SCHOOL Parents are encouraged to visit our school, particularly for special activities and Parents are encouraged to visit our school, particularly for special activities and events. If you would like to observe ievents. If you would like to observe i n a classroom, please make arrangements n a classroom, please make arrangements with the principal. We ask that you always register with the principal. We ask that you always register with the with the lobby greeterlobby greeter and and wear a visitor badge wear a visitor badge for the safety and security of our students.for the safety and security of our students. If you need to bring any items to your child, please leave them in thIf you need to bring any items to your child, please leave them in th e office in e office in order to minimize classroom interruptions.order to minimize classroom interruptions.

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GREETERGREETER From From 7:7:45 am to 45 am to 3:33:300 pmpm, p, p lease sign in with our greeter and get an ID badge lease sign in with our greeter and get an ID badge before going to any part of the building. Please go directly to your destinationbefore going to any part of the building. Please go directly to your destination .. Please check in with the greeterPlease check in with the greeter again if you decide to go again if you decide to go anywhere else in the anywhere else in the building.building. VOLUNTEERSVOLUNTEERS The school program is greatly enriched by the volunteer services of many The school program is greatly enriched by the volunteer services of many parents. Volunteers play an important role in the quality of life in our school. parents. Volunteers play an important role in the quality of life in our school. The assistance and supportThe assistance and support they offer to students and staff is invaluable and they offer to students and staff is invaluable and their contributions are part of what makes our school so special.their contributions are part of what makes our school so special. The following guidelines have been developed to assist you in serving this The following guidelines have been developed to assist you in serving this unique function. Offering to volunteer in our school assumes unique function. Offering to volunteer in our school assumes your your understanding of these guidelines.understanding of these guidelines. ConfidentialityConfidentiality Information you see or hear can affect the lives and futures of individual Information you see or hear can affect the lives and futures of individual students. Volunteers must respect the privacy of this information and maintain students. Volunteers must respect the privacy of this information and maintain the same in strict confidence. the same in strict confidence. AttendanceAttendance School personnel depend upon and plan for the assistance of volunteers when School personnel depend upon and plan for the assistance of volunteers when scheduled. Volunteers are encouraged to notify the staff with whom they work scheduled. Volunteers are encouraged to notify the staff with whom they work as far in advance as possible if they are unable to help during their regular time as far in advance as possible if they are unable to help during their regular time slot.slot. Cell PhonesCell Phones When volunteering, please silence your cell phones to prevent distractions. When volunteering, please silence your cell phones to prevent distractions. If you would like to play an active role in our school, please contact your If you would like to play an active role in our school, please contact your child’s teacher or the child’s teacher or the PTO Volunteer Chairperson.PTO Volunteer Chairperson.