DECEMBER 2015
PRINCIPAL’S MESSAGE:
The month of November was a busy one with the days going by
quickly as staff and students were engaged in many activities.
We had a wonderful Remembrance Day Ceremony on November 10, 2015. Many of our students from primary, junior, and
intermediate divisions participated in the assembly. Thank you to
Mr. Young who played the bagpipes at the ceremony. Thank you
to Ms. Gammage and Ms. Fraser for their leadership in organizing and carrying out this respectful time of remembrance. Thank
you to Neal and Jacob in grade 8 who represented Credit Meadows at the Remembrance Day Ceremony on November the 11,
2015 at the Town Hall. Both students placed a wreath on behalf
of our school at the cenotaph. It truly was a time of remembrance for us to pause and think about our heroes, past and
present.
Bully Prevention week took place across our school board during
the week of November 17th. During the month all of our students had an opportunity to discuss and learn about “Peace” as
part of our school-wide social justice and character ed programs.
Some classes also started to learn about “Kelso’s Choices” to
manage conflicts, as well as participate in various class activities
that focused on “bully prevention” and/or “peace”. On November
13, 2015, students from grades 1 –8 and staff attended The
Power of One Bullying Prevention Assembly.
CALENDAR OF EVENTS:
December
December
December
December
2
7-10
4
9
December 10
December 11
December 16
December 17
December 18
Thank you to all parents, and guardians who were able to attend
the Progress Report Interviews. It was a great opportunity for
parents/guardians and teachers to meet and discuss your child’s
progress, share highlights of your child’s strengths and areas to
improve upon.
Pizza Day
Book Fair in Library
Popcorn Day
Swimming 6/7 & 7/8
& Pasta Day
“Christmas in the
Meadows” 6:30-8:30
Progress Reports Go Home
& Cookie Day
Theatre Orangeville Trip,
“The Gift of the Magi”,
grades 3—8
Christmas Carol Sing
8:30—9:20 & Pita Pit Day
Christmas Carol Sing
1:10—2:00
Christmas Carol Sing
10:50—11:40
Smoothie Day
Last day of school before
the Holidays
As you can see, the month of November was a busy time for
staff and students. Now we are looking forward to time with family and friends as the holiday season will soon be here.
Many thanks to our amazing School Council who work hard to
help support our students through volunteering in our building,
providing hot lunches, snack programs, supporting the purchasing of items in the classroom, and off setting the bussing costs
for field trips, through many fundraising initiatives. Your time,
hard work, and dedication to our Credit Meadows students is
much appreciated!
As always, a friendly reminder for Parents/Guardians to please
check the Upper Grand District School Board website and our
Credit Meadows website for the latest information and news
happening in our Board and school . We are looking forward to a
productive and busy month ahead.
The school will be closed from December 21, 2015 until January
1, 2016 for the Christmas Holidays. The first day of classes for
our Credit Meadows students will be on Monday, January 4,
2016(Day 2).
On behalf of the staff at Credit Meadows Elementary School, we
want to say thank you to our parent community for the many
ways you support your children. Have a restful, fun holiday season with family and friends. Wishing you all a Happy Holiday and
a joyous New Year!
Sincerely,
Ms. Lagundzija-deFreitas
Principal
REMEMBER:
Students return to school on January 4th, 2016
Spirit Days at Credit Meadows:
We have planned the following Spirit Days for
December:
Monday, December 14th—Red and Green Day
Tuesday, December 15th— Pyjama Day
Wednesday, December 16th— Rudolph or Elf Day
Thursday, December 17th— Santa Hat Day
Friday, December 18th—Christmas Sweater Day
Page 2
CMES Code of Conduct:
A copy of our CMES Code of Conduct is in the
process of being sent home with students.
Students have had (or will soon have) an opportunity to review our School Rules that go along
with our Code of Conduct. As a reminder, these
rules are listed below.
School Rules to Follow
Do:
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Behave in a safe and respectful manner by acknowledging differences in people, their ideas and
opinions
Treat one another with kindness and respect, especially when there is a disagreement
Follow instructions that are given by staff members
and supervisors
Use a respectful tone when speaking to others
Assist the victim of bullying by seeking the help of a
trusted adult (i.e. teacher or supervisor)
Ask an adult for help, if you can’t solve a problem in
a respectful manner
Travel safely on sidewalks – crossing at designated
areas
Use sidewalks to enter school grounds (do not cut
through parking lot)
Dispose of garbage appropriately and maintain a
clean environment
PLAYGROUND
REMINDERS:
Now that winter weather is
upon us, we’d like to remind
students that snowball
throwing is not permitted on
school grounds.
Parents please take a moment to review this
school expectation with your child(ren).
While throwing snow can be fun, it also has the
potential of causing injury to others, especially
when small stones or ice chunks accidently get
mixed into the snowballs. For the safety of all students it is very important that this expectation
continue to be reinforced.
Thank you for your support in this matter.
Dress for the Weather!
This is a reminder to students (especially
older students) that winter is here and it is
important to dress appropriately for the
cold.
We have had a number of students going out for recess without appropriate warm clothing on, or students
are removing their jackets once outside. Some reminders from parents may be helpful in this matter.
Technology
Don’t
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Engage in rough play or play fighting
Use snowballs, Indian rubber balls, golf balls, skateboards, roller blades, wheeled shoes, scooters or bicycles on school property
Use tobacco, alcohol or drugs
Use cellphones, pagers, cameras, personal media
devices or gaming systems during the school day
Bring music or wear clothing that promotes hatred,
violence and/or inappropriate behaviour
Engage in bullying types of behaviour – this includes
social, electronic, verbal or physical bullying
The Upper Grand District School Board now has
Chromebooks for student use in all 25 public libraries
across the district.
The program first launched in April at three pilot sites
within the Wellington County library system and has
grown to include all 25 public library branches that
serve our region.
Each branch has been outfitted with five Chromebooks that are available exclusively for Upper Grand
students to access and complete their homework and
assignments.
For more information, visit the board website at
ugdsb.ca.
Page 3
CMES School Council Corner
It seems impossible that the autumn season has flown by so quickly, and that we are already into December!
Our 2nd annual Poinsettia fundraiser has been a huge success! Bradford Greenhouses outdid themselves, and the plants
were gorgeous! Thank you to everyone who supported this fundraiser!
CMES School Council would also like to thank everyone who has supported our Food Days! Our Food Days Coordinator,
Nancy Turner, is looking for volunteers to help on food days. It’s a great way to meet other parents, and have some fun!
If you are able to help, please contact Nancy at: nancyt.sc@gmail.com
Our next CMES School Council meeting will take place in the Staff Room at 7pm, on January 11, 2016. Meetings are
open to all parents, and we would love to have you join us!
Christmas in the Meadows 2015 will take place from 6:30 pm – 8:30 pm on Thursday, December 10, 2015, in the school
gym! There will be music acts, a family sing-a-long, crafts, snacks and beverages. Students can visit the CMES Holiday
Store, to purchase small gifts for their family members. Gifts will be wrapped, and priced $5.00 or less. Santa will also be
with us that evening, and families are invited to visit, and have their pictures taken with Santa. It promises to be a very fun
evening, and we hope to see you there!
Curriculum Connection for Parents
Everyday children go about their daily lives exploring and discovering things around them, and by doing so they’re exposed to the
world of mathematics. And since mathematics has become increasingly important in this technological age, it is even more important for our children to learn math at home, as well as in school.
Attitude is Important
How do you as a parent feel about math? Your feelings will have an impact on how your children think about math and themselves
as mathematicians. Take a few minutes to reflect on these questions: Do you think everyone can learn math? Do you think of math
as useful in everyday life? Do you believe that most jobs today require math skills?
If you answer "yes" to most of these questions, then you are probably encouraging your child to think mathematically. Positive
attitudes about math are important for your child's success.
Mathematics as Problem Solving, Communication, and Reasoning
Helping your child learn to solve problems, to communicate mathematically, and to demonstrate reasoning abilities are fundamental to learning mathematics. These attributes will improve your child's understanding and interest in math concepts and thinking.
A problem solver is someone who questions, investigates, and explores solutions to problems. They stick with a problem to find a
solution and understand that there may be different ways to arrive at an answer and attempt different ways to get there. You can
encourage your child to be a good problem solver by involving him or her in family decision making using math.
To communicate mathematically means to use words, numbers, or mathematical symbols to explain situations; to talk about how
you arrived at an answer; to listen to others' ways of thinking and perhaps alter their thinking; to use pictures to explain something;
and to write about math, not just give an answer. You can help your child learn to communicate mathematically by asking your
child to explain a math problem or answer. Ask your child to write about the process she or he used, or to draw a picture of how he
or she arrived at an answer to a problem.
Reasoning ability means thinking logically, being able to see similarities and differences about math concepts in different domains
and make choices based on those differences or similarities. You can encourage your child to explain his or her reasoning behind
answers and encourage them to ask themselves, “Does this make sense?” As you listen, you will hear your child sharing his or her
reasoning.
What is an IEP?
An Individual Education Plan, or IEP, is “a
written plan describing the special education program
and/or services required by a particular student.” (Ontario Ministry of Education, Individual Education Plans: Standards for Development, Program
Planning, and Implementation , 2000, p. 3). IEPs can
be developed for exceptional students (as identified
by an Identification Placement and Review Committee), or based on student need, regardless of identification. IEPs can address academic and behavioural
learning needs; they are written by teachers in consultation with parents, as well as students, where
appropriate.
All IEPs must include a student profile which identifies
the child’s name, their date of birth, teacher’s name, grade,
class placement (if applicable), relevant assessment information, relevant medical diagnoses, as well as their strengths
and needs (Ontario Ministry of Education, 2000, p. 6). IEPs
including modified or alternative expectations must include
annual program goals.
IEPs must also list any accommodations that are
required for the student to learn. Accommodations can be environmental (e.g., a quiet place, a special chair), instructional (e.g., reading instructions aloud, breaking tasks down into
shorter steps and chunks), and for assessment (e.g., allow
oral responses, allow more time on tests). Some accommodations are offered to all students (e.g., use of graphic organizers), however, they are essential for a student if listed on the
IEP.
Modified and alternative IEPs include goals for each
semester. Modified goals can be goals from a different grade
curriculum (e.g., for a child in grade 4 who is reading at a
grade 1 level), or can be at grade level (i.e., when a child can
do some grade level work but is completing fewer or less complex expectations). Alternative IEPs can address behavioural
goals and life skills. Report cards for children with alternative
or modified IEPs are based on the IEP expectations and goals.
Eat Smart – be HONEST with yourself
about your eating habits
When it comes to our eating and being green, we
know three things for sure: Litterless is best.
A balanced meal is key to good health. Using produce that is organic and/or locally grown is a great
way to reduce our environmental footprint.
The more value we place on our food, the healthier
we will be. Grow your own, pick your own, support
local farmers, buy organic, choose sustainable, and
eat more vegetarian meals. Buying food in its natural state reduces packaging and eliminates energy
costs required in processing. You can make good
choices and help reduce the amount of energy it
takes to grow, package and ship food to your table.
Having a green lunch has a new meaning now that
more and more people are becoming conscious
about how their everyday habits impact the future
of the Earth. Did you know: Every school child
creates an average of 30kg of garbage per year?
That’s a lot of garbage every day that can easily be
avoided. So when bringing a lunch to school remember to bring a balance of the four food groups
- grains, dairy, meat or alternatives, fruit and vegetables. And be honest with yourself – eat the
healthy items first! Also try to always bring a litterless lunch. Try putting your food in a lunch bag, in
reusable lunch and snack containers like Tupperware or a thermos, and bring drinks in a reusable
container like an aluminum water bottle.
For more information about IEPs please speak to your child’s
teacher, principal, or consult the following websites:
The IEP Process: http://www.edu.gov.on.ca/eng/general/
elemsec/speced/individu.html
The Individual Education Plan (IEP), A Resource
Guide (2004): http://www.edu.gov.on.ca/eng/general/
elemsec/speced/guide/resource/
People for Education: Special Education Tip Sheet
http://www.peopleforeducation.ca/wp-content/
uploads/2011/06/Special-Education.pdf
A green lunch is
us and the plangreen, every-
healthy – for
et! Let’s go
one!
Page 4
LIIBRARY NEWS:
Our “Forest of Reading” book clubs will begin in the new year . These book clubs, which are organized by the Ontario
Library Association, promote both reading for enjoyment and reading for information.
Named after trees, the “Blue Spruce”, “Silver Birch” and “Red Maple” book clubs are open to all interested students in
Grades JK to 8. Students have until mid-April to read 5 nominated books, in order to vote for their favourite. Any
books not available through the school can be found at the Public Library.
Parents and students may also want to take some time to visit the Forest of Reading website at www.accessola.org
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Helping your child learn French
As a parent, the best thing you can do to help support your child’s learning is talk with him or her in the spoken language used at home. Talking helps build communication skills. These skills are transferable from
one language to another. (Cummins, 1998)
When engaging with your child, consider the following:
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listen to a television program together and ask your child to share his/her thinking
listen to music and ask your child why he/she thinks the artist wrote the song
listen to the radio and ask your child to share his/her opinion about what is happening in the city and/or
the world
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use a variety of words (i.e, friendly, kind, considerate)
allow your child to hear you questioning what you see and hear around you
talk out loud as you attempt to solve a problem
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tell your child a story about when you were little or tell him/her a
story about something that happened at work that day and leave off the ending for him/her to provide
ask your child to provide 3 things and make up a story that includes all three (example: a princess, a race
car, and an ice cream cone)
read aloud daily to your child, talk about the pictures, make predictions and see if they come true
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read to your child on vacation or during a long wait at the doctor’s office
read a book to your child and ask him/her what he/she would do if he/she was the main character
leave notes for your child in his/her lunch box or school bag
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ask your child to leave notes for you around the house
have your child create a to-do list
play word games such as Scrabble Junior and Boggle
encourage your child to bring his/her writer’s notebook whenever he/she goes on family outings where
there will be plenty to notice, wonder and write about
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Parents who don’t know French can help their child learn French.
Talking About Mental Health – Heading into the Holiday Season - December 2015
For many people, the holiday season is a joyous time, one that lifts, a time when we gather with family and friends to share traditions immersed in food, music, and gift-giving. We anticipate the excitement of children, and are often cast back into memories of
childhood.
That is one version of the holidays. But it most certainly isn’t the story for most people. The holiday season is a very difficult time
for many, many people.
In the two weeks before and after the holidays, suicide rates rise by 40%, couples are more likely to break up, depression worsens
in adolescents and adults, and domestic violence rates peak. Financial pressures are felt at the holiday season. Substance use increases. People who suffer from depression or who are grieving the loss of a loved one often find the holiday season excruciating.
Loneliness and isolation are felt acutely during the holiday season.
A friend of mine posted this on Facebook, some of you may have seen it making the rounds. I don’t know who the author is, so I
cannot give credit, but I think it has an important message as we head into the holiday season.
Some thoughts as we enter the holiday season. It is important to remember that not everyone is surrounded by large wonderful families. Some of us have problems during the holidays and some of us are overcome with great sadness when we
remember the loved ones who are not with us. And, many people have no one to spend these times with and are besieged
by loneliness. We all need caring, loving thoughts right now. May I ask my friends…to give a moment of support for all
those who have family problems, health struggles, job issues, worries of any kind and just need to know someone cares.
Do it for all of us, for nobody is immune.
For anyone, the pressure to ‘get it right’, to create a magical holiday season, and to indulge loved ones and fulfill dreams, can make
one dread the season. For those who struggle with not enough time, energy, or money - which is most working families - the pressure can be intense. But it does not have to be that way. You can protect yourself and your family from undue stress at the holiday
season.
1. Learn to say no: The holiday season offers an open invitation to overbook and run yourself ragged. Learn to say no to the
things that you have neither the time nor energy for. Embrace those events that feed your soul and bring you comfort and enjoyment. But say no to those that will take more physical or emotional energy than you can spare. Learn to say, “I would enjoy this,
but know I simply cannot do it at this time. Thank you.”
If yours is a blended family and your children have multiple homes to visit, reduce the number of other events even further; no matter how excited children and youth might be for the holiday season, they too only have so much room for multiple commitments.
They will take their cues about self-care and stress management from you. Show them how to say no.
2. Adjust unrealistic expectations: Your children will not be scarred for life if you buy your tree from Canadian Tire instead of
hand-cutting it in the bush. A string of lights in the shape of a tree, twinkling on a living room wall can work just fine if need be. It
is not about the tree. If these things bring you great joy and fit seamlessly into your life without adding stress, fine. But if not, don’t
put pressure on yourself to do them. Instead, focus on why you celebrate this season, on peaceful, quiet time with loved ones, and
on finding some reflective time for yourself.
3. Make a list. This is a time when a list can really help you set clear goals and limits. Make a list of all the preparations you
would like to do. Then review the list and strike out all those things that are unrealistic, excessive, or that you probably won’t get
around to. Take them off the list because leaving them there will add stress. Leave only those that are possible and will bring you
joy. Then cut that list in half. Seriously.
Most importantly for your list, set a deadline after which your preparations are done. You might not have found that last perfect
stocking stuffer, but your loved ones will have a calmer and happier you, and that will be the best gift of all.
4. Anticipate the hard parts. Family tensions and difficult relationships are not magically healed at the holiday season. In fact,
with all the pressure to have a good the holiday season, families are often on edge and at their worst.
If you can’t avoid difficult relationships, get creative. Plan an activity for the family – board games, a sport, or a long hike after
dinner – to avoid the tensions that can arise sitting face-to-face. Keep the planned visits short and limit the alcohol, which can
fuel emotions otherwise kept under wraps. A short the holiday season breakfast might work better than a dinner. Don’t
be afraid to change it up.
5. Know your limits. Know your limits and ask people to respect them. You do not have to allow your (or others’) children to run wild if it exhausts them and everyone else. The family rules still apply. You also do not have to put up with
ill-behaved relatives or friends, no matter what the season. Similarly, don’t put pressure on people to be joyous if they
are not. We are all travelling different paths; you can’t always know what someone is dealing with.
If you have teens, be understanding. They often feel mixed feelings at this time, a combination of child-like excitement
but also embarrassment about it. Protect them from the criticism of relatives, who often feel compelled to point out
teens’ flaws to parents. And avoid the urge to nag if your adolescent flops on the couch like a boneless chicken, looking
bored, disinterested in family activities. Be patient. Adolescence is temporary.
Avoid unhealthy forms of coping. Don’t short-change your sleep or eat or drink too much; it never helps. Exercise, rest,
good nutrition, and self-acceptance do help. If you are someone who over-does it, ask yourself why. It is probably a
response to stress.
6. Don’t be a slave to tradition. This one is difficult, because we invest emotionally in our traditions. They connect us
together with our spiritual, familial, and cultural histories. They are a source of comfort in troubled times and they can
be a source of joy. But if traditions become rigid expectations, they become a source of pressure or anxiety if something
happens and the tradition cannot be upheld. So remember that traditions are just markers of our values, our loves, and
our lives, but are just markers – they can be changed, left out, or recreated anytime and it does not diminish us or the
meaning of the holiday season.
7. Be kind to yourself and others. This is the most important of all. As you learn to set reasonable limits for yourself,
others often object. That’s okay. They are just trying to manage their own expectations. Don’t give in, but be understanding of their confusion. And if someone disappoints you, reach inside your loving self for compassion and understanding. Maybe that person is experimenting with his or her own limits, or struggling to cope with too many demands,
or is just another messy, imperfect human. Like you and I.
You can avoid the stress and pressure of the holiday season and instead increase your ability to experience some peace
and enjoy your loved ones. The sites listed below provide tips and suggestions for de-stressing the season. Take a moment and read some of them.
Have a reasonable holiday season. Peace to all.
Dr. Lynn Woodford is the Mental Health and Addiction Lead for Upper Grand District School Board
http://www.webmd.com/balance/features/keep-holiday-stress-minimum/
http://psychologytoday.com/blog/mindfulness-in-frantic-world/201112/the holiday season-stress-relief-mindful-ten-day
-guide/
www.realsimple.com/holidays-entertaining/holidays/the holiday season/the-hectic-holiday-handbook/
Neuman, F. (2013) “Haunted by the Ghost of The holiday season Past,” Psychology Today.
Breitman, P & Hatch, C. (2000) “How to say no Without Feeling Guilty”, Broadway Books.
For children, youth and families who have experienced trauma, the National Child Traumatic Stress Network has some
excellent resources on the holiday season and coping with grief, trauma and also economic stress.
http://www.nctsn.org/resources/public-awareness/holiday-stress
Supporting Students who are Gifted
In order to be successful at school, all students need support from teachers, classmates, family,
and friends. Some students require supports that go above and beyond what are ordinarily received at school. In Ontario, children who have behavioural, communicational, intellectual, physical
or multiple exceptionalities, may receive special education supports when their needs are not met
through regular classroom instruction and assessment. Students who are gifted are one of the
groups who receive additional supports in Ontario schools due to their special intellectual learning
needs.
The Ontario Ministry of Education sets out the definitions school boards must use to identify an exceptional student. Giftedness is defined by “an unusually advanced degree of general intellectual
ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.” At the Upper Grand District School Board, a group ability test is done in grade 3 under the supervision of a school psychologist. Students who score at, or above, the 98th percentile are considered to be gifted. An individually administered intellectual test done by a registered psychologist
can also be used to determine if a student has a full scale I.Q. at, or above, the 98th percentile.
The Upper Grand District School Board supports students who are gifted in a variety of
ways. Many students are successful in their regular classes when an individual education plan is
put in place to support learning in terms of depth and breadth of the curriculum. Through this type
of programming, students are challenged to reach the high level of thinking and reasoning that is
associated with their intellectual potential. However, some students struggle to thrive in a regular
classroom. They may be recommended by their school to attend a special education class for students who are gifted. In these special classes, students work on grade level curriculum, but are
provided extensions in breadth and depth of the curriculum. The criteria for these classes include an
assessment that indicates a cognitive ability at, or above, the 98th percentile. The student must also demonstrate academic achievement at or beyond grade level in writing and math, and a reading
ability at or above two grade levels beyond the current grade. If parents agree that this is a good
option for supporting their child, the student may attend this program for one or more years in
Grades 4 through 8.
More information about giftedness can be found through The Association of Bright Children of Ontario (www.abcontario.ca). For more information about the supports offered to students who are
gifted at the UGDSB, talk to your child’s classroom teacher, the special education resource teacher
at the school, or the principal or vice-principal. The Board’s Special Education Plan and Reports
are also available online on the UGDSB website (www.ugdsb.on.ca) and provide details and indepth explanations of special education at the UGDSB. The Ontario Ministry of Education also provides information for parents about special education supports on its website (www.edu.gov.on.ca/
eng/parents/speced).
December's Environmental Theme: WATER POLLUTION
Water might seem like an endless resource. It covers more than 75% of our planet, but only 1% of the water on planet
Earth is fresh, usable, and drinkable. The rest is either saltwater or frozen. And now the 1% that is drinkable is being
threatened by pollution because of humans.
We need to conserve the water that exists on planet Earth. Did you know that almost 1 billion people do not have access to clean water? That is really hard for us to understand because Canada's most valuable natural resource by far is
freshwater. While we have only 0.5% of the world’s population we have approximately 20% of the world’s fresh water
resources. But unfortunately Canada is also one of the highest fresh water users in the world. Of 29 nations studied,
only the United States uses more water than Canada on a per capita basis. Canada’s consumption is an alarming 65
per cent above the average!
What are some of the ways we can reduce water pollution? At home, purchase environmentally friendly, non-toxic
cleaning products. Or clean with baking soda, lemon or vinegar. Conserve fresh water by collecting rainwater in barrels.
Use it to water your lawn and garden or even indoor plants. Don’t pour chemicals or paint or oil down the drain, and
especially not into the storm drains on the street, as it goes directly back to our rivers and lakes. Using natural products
that are biodegradable, for example, is a great way to go. Most importantly, don’t waste the clean water that we have.
Turn off the taps when you brush your teeth, take shorter showers, and know that lawn watering is now no longer cool!
Slogan of the month: Conserve our water - it's all we have!
All Students Can Learn
In a French As A Second Language Program (FSL)
In recent years, there has been
a call to action to strengthen
FSL programming. The belief
that all students can learn in a
Core French, French Immersion
and Extended French program
is embedded all through this
plan. While this may sound like
a trendy statement, holding onto this belief can be the most
essential ingredient to breaking
down barriers and making
school work for all students.
Finding solutions is critical
when working with students
who experience challenges.
Understanding what they can
learn, when they can learn it
and how they learn best is key.
Also important is the direct involvement of parents in their
education. This can no doubt be
overwhelming for some. Knowing how to support their child,
especially when there are
struggles, is not always evident.
Studies show, however, that
when schools and families
work together to support learning, students do better.
Tips for Parents to Support
Student Learning
- become familiar with your
child’s FSL program
- show your child that you value
the learning of French
- maintain consistent communication with the teacher
- share what you have observed
about your child’s learning with
the teacher and inquire about
the observations made at school
- inquire about the supports
provided to your child
- learn which strategies can be
used to support your child’s
learning at home
- read all information shared
about your child’s classroom
program (teacher’s newsletters,
blogs, websites, etc.)
- ask that any new learning be
shared with you and celebrate
your child’s progress
Monthly Environmental Newsletter Inserts
December's Environmental Theme: WATER POLLUTION
Water might seem like an endless resource. It covers more than 75% of our planet, but only 1% of the
water on planet Earth is fresh, usable, and drinkable. The rest is either saltwater or frozen. And now
the 1% that is drinkable is being threatened by pollution because of humans.
We need to conserve the water that exists on planet Earth. Did you know that almost 1 billion people
do not have access to clean water? That is really hard for us to understand because Canada's most
valuable natural resource by far is freshwater. While we have only 0.5% of the world’s population we
have approximately 20% of the world’s fresh water resources. But unfortunately Canada is also one
of the highest fresh water users in the world. Of 29 nations studied, only the United States uses more
water than Canada on a per capita basis. Canada’s consumption is an alarming 65 per cent above the
average!
What are some of the ways we can reduce water pollution? At home, purchase environmentally
friendly, non-toxic cleaning products. Or clean with baking soda, lemon or vinegar. Conserve fresh
water by collecting rainwater in barrels. Use it to water your lawn and garden or even indoor plants.
Don’t pour chemicals or paint or oil down the drain, and especially not into the storm drains on the
street, as it goes directly back to our rivers and lakes. Using natural products that are biodegradable,
for example, is a great way to go. Most importantly, don’t waste the clean water that we have. Turn
off the taps when you brush your teeth, take shorter showers, and know that lawn watering is now no
longer cool!
Slogan of the month: Conserve our water - it's all we have!
Supporting Students who are Gifted
In order to be successful at school, all students need support from teachers,
classmates, family, and friends. Some students require supports that go above and
beyond what are ordinarily received at school. In Ontario, children who have
behavioural, communicational, intellectual, physical or multiple exceptionalities, may
receive special education supports when their needs are not met through regular
classroom instruction and assessment. Students who are gifted are one of the groups
who receive additional supports in Ontario schools due to their special intellectual
learning needs.
The Ontario Ministry of Education sets out the definitions school boards must use to
identify an exceptional student. Giftedness is defined by “an unusually advanced
degree of general intellectual ability that requires differentiated learning experiences of
a depth and breadth beyond those normally provided in the regular school program to
satisfy the level of educational potential indicated.” At the Upper Grand District School
Board, a group ability test is done in grade 3 under the supervision of a school
psychologist. Students who score at, or above, the 98th percentile are considered to be
gifted. An individually administered intellectual test done by a registered psychologist
can also be used to determine if a student has a full scale I.Q. at, or above, the 98th
percentile.
The Upper Grand District School Board supports students who are gifted in a
variety of ways. Many students are successful in their regular classes when an
individual education plan is put in place to support learning in terms of depth and
breadth of the curriculum. Through this type of programming, students are challenged
to reach the high level of thinking and reasoning that is associated with their intellectual
potential. However, some students struggle to thrive in a regular classroom. They may
be recommended by their school to attend a special education class for students who
are gifted. In these special classes, students work on grade level curriculum, but are
provided extensions in breadth and depth of the curriculum. The criteria for these
classes include an assessment that indicates a cognitive ability at, or above, the 98th
percentile. The student must also demonstrate academic achievement at or beyond
grade level in writing and math, and a reading ability at or above two grade levels
beyond the current grade. If parents agree that this is a good option for supporting their
child, the student may attend this program for one or more years in Grades 4 through 8.
More information about giftedness can be found through The Association of Bright
Children of Ontario (www.abcontario.ca). For more information about the supports
offered to students who are gifted at the UGDSB, talk to your child’s classroom teacher,
the special education resource teacher at the school, or the principal or viceprincipal. The Board’s Special Education Plan and Reports are also available online on
the UGDSB website (www.ugdsb.on.ca) and provide details and in-depth explanations
of special education at the UGDSB. The Ontario Ministry of Education also provides
information for parents about special education supports on its website
(www.edu.gov.on.ca/eng/parents/speced).
Talking About Mental Health – December 2015
31 Days of Taking Care of Ourselves
In December, as the days get shorter and colder, we all need to take some time to do something good
for ourselves. Taking a little time each day to take care of ourselves makes so much difference to
keeping in good mental health. You may choose to do some activities on your own or with your family or
with a friend. Try one or a few or try them all. Enjoy!
December 1 : One Minute – Take deep breaths, in and out, for one minute.
December 2 : Two Minutes – Smile at yourself in the mirror.
December 3 : Three Minutes – Listen to a favourite song.
December 4 : Four Minutes – Eat some fresh fruit.
December 5 : Five Minutes – Light a candle and quietly watch the flame.
December 6 : Six Minutes – Sit quietly for six minutes.
December 7 : Seven Minutes – Enjoy the taste of a holiday snack.
December 8 : Eight Minutes – Spend fun time with someone who a person or pet .
December 9 : Nine Minutes – Think of the best things that happened this week.
December 10 : Ten Minutes – Take some time out with a cup of tea. Sip slowly and enjoy.
December 11 : Eleven Minutes – Sing along with your favourite songs.
December 12 : Twelve Minutes – Send an email to a friend setting up a time to meet up during the
holidays.
December 13 : Thirteen Minutes – Draw, paint or doodle.
December 14 : Fourteen Minutes – Go outside and breathe in the cool, crisp air.
December 15 : Fifteen Minutes – Read a favourite story.
December 16 : Sixteen Minutes – Call or skype with someone.
December 17 : Seventeen Minutes – Do something active: dance, walk, run, skip, play.
December 18 : Eighteen Minutes – Make a cup of hot chocolate and pay attention to the flavor and
warmth as you sip– add marshmallows if desired.
December 19 : Nineteen Minutes – Help someone else out who needs some extra help in the holidays.
December 20 : Twenty Minutes –Watch the sunset on the shortest day of the year.
December 21 : Twenty One Minutes – Enjoy the holiday decorations in your neighbourhood.
December 22 : Twenty Two Minutes – Reflect on traditions you have enjoyed or currently enjoy.
December 23 : Twenty Three Minutes –Make your favourite meal and enjoy every bite.
December 24 : Twenty Four Minutes – Enjoy a bubble bath or extra long shower.
December 25: Twenty Five Minutes – Take a walk to appreciate nature and being outside.
December 26: Twenty Six Minutes – Take a nap, lie down and take a rest.
December 27: Twenty Seven Minutes - Watch your favourite TV show that makes you laugh.
December 28: Twenty Eight Minutes – Spend time with friends or family.
December 29: Twenty Nine Minutes – Go to the library and take out a new book, CD or DVD.
December 30: Thirty Minutes – Take some time to do a hobby or something you enjoy that you have not
done for a while.
December 31: Thirty One Minutes – Make a list of all the things you were grateful for this year.
Dr. Lynn Woodford, Psychologist, is the Mental Health and Addiction Lead for Upper Grand District School Board
Follow me on twitter: @drlynnwoodford
Technology
The Upper Grand District School Board now has Chromebooks for student use in all 25 public libraries
across the district.
The program first launched in April at three pilot sites within the Wellington County library system and
has grown to include all 25 public library branches that serve our region.
Each branch has been outfitted with five Chromebooks that are available exclusively for Upper Grand
students to access and complete their homework and assignments.
For more information, visit the board website at ugdsb.ca.