220 Blind Line, Orangeville, ON L9W 4V2 Phone 519-941-7487
OCTOBER 2015
PRINCIPAL’S MESSAGE:
We have had a very smooth start to the 20152016 school year. We had to reorganize some
of our classes to meet the cap sizes in our Primary Division. Thank you to students and parents for your understanding and support. To our
wonderful team of teachers, thank you for making this transition for our students as smooth as
possible.
During the last week of September, CMES students participated in the Intermediate Soccer
Tournament. The weather was spectacular and
our CMES Cobras played exceptionally well,
demonstrating great teamwork and sportsmanship. We sent two teams and they both won
their division pool and ended up playing each
other in the finals. Thank you to Mr. Van Maren
for coaching our Intermediate team. The Dufferin County Championship Trophy will make it’s
home at Credit Meadows Elementary School for
the year. Way to go Cobras!
Cross Country Running will be our next athletic
county event, taking place on October 6, 2015 at
the Orangeville Agricultural Centre.
This year’s annual Terry Fox School Run will
take place on October 9, 2015. Thank you to
Ms. Gammage, Ms. Popovic, and Ms. Stevanov
for taking the lead in organizing this event at
CMES. We will be collecting donations for the
Cancer Association, any amount will be greatly
appreciated.
As always, parents are encouraged to consistently check the Upper Grand District School
Board and Credit Meadows Elementary School
websites for the latest news happening in our
Board.
CALENDAR OF EVENTS:
October
October
October
October
October
October
October
October
6
7
9
12
14
16
19
20
Cross Country Running Meet
Pizza Day
Popcorn Day
Thanksgiving
Pasta Day
Cookie Day
IEPs go home (tentative date)
School Council Meeting, 7PM
Library, All welcomed!
October
October
October
October
October
21
23
28
28
29
Pita Pit Day
Smoothie Day
Picture Retakes
Hot Dog Day
Cookie Day
October 30
PA Day - no classes for students
Student Safety
&
The Instructional Day
All visitors to CMES must report
to the office. Please pick up or drop off your
child(ren) outside at the appropriate grade entry/
exit door.
Thank you for your support in keeping our children safe and for respecting our CMES learning
environment.
PA DAY
October 30 - no classes for students
Stop A Bully
Sincerely,
Ms. Lagundzija-deFreitas
Principal
Upper Grand District School Board has implemented a new electronic site for students to report cases of bullying. When incidents
of bullying are reported through this tool, the information is forwarded to the school principal for follow-up. This is just one
more way for our school community to stand up against bullying.
Page 2
General Safety on the School Yard: We would like to ask all parents/guardians to please review with your child(ren) that rough play is not allowed
on our CMES yard. Too often students get hurt when engaged in this type of activity and while staff continue
to remind and consequence students for this, we feel that reminders from home would also be beneficial.
We would also like to ask parents/guardians of younger children to please be mindful of the age restrictions
on our climbing equipment. Our two larger structures are not designed for young children (under age 5) to
use safely. Signs are posted indicating this.
Dogs on the School Yard:
This is a friendly reminder to our school community
that dogs are not to be on school property during
school hours (including pick-up time), unless they
are service or therapy dogs. We appreciate your understanding and support in this matter. Between allergies and anxieties, dogs can create great discomfort for some members of our school population. So
please be understanding if you happen
to be on school property with a dog
and a staff member kindly reminds you
of this policy.
Parking Lot Reminders: This is a reminder that student drop off and pick up should take place in our north parking lot. The front parking lot is for our Kiss & Ride, bus‐
ses, deliveries, and staff parking. The Kiss & Ride is meant for parents/guardians to give a quick kiss and goodbye to your child
(ren) and student/s exit the vehicle yellow curb side. Parents/
guardians are asked not to leave your vehicle . When parents/guardians are entering the north parking lot it is critical to remember to stay to the right as this is a one way lot . Do not park in non parking areas as you may be ticketed. Please always watch out for others—especially our children. Thank you! Community Violence Threat Risk Assessment Protocol The Upper Grand District School Board is commi ed to providing safe learning environments for all students, staff, school visi‐
tors and community members. When a student behaves inappropriately, principals use progressive discipline to help a stu‐
dent take responsibility for their ac ons, change their behaviour, and learn from their mistakes.
When students' behaviour pose a poten al threat to safety or serious harm, the Community Violence Threat Risk Assessment
Protocol (VTRA) helps principals take further steps to protect students' well‐being.
Celebrate International Walk to School Day
Wednesday, October 7, 2015
Walking is good exercise. It’s a way to increase physical activity among children. Walking keeps the air clean. It reduces the number of cars on the road, which ultimately reduces air pollu‐
tion Walking enhances stamina and gives more energy. Children who walk are more alert and ready to learn. Walking relaxes a child, lessens anxiety and tension. Walking to school empowers children thereby fostering independence. Walking is economical. You will not need to fill up your legs with gas. Walking is educational. You will better admire all the beauties in your neighbourhood. Walking is fun and a great way to meet new friends. Wellington-Dufferin-Guelph Public Health · 1-800-265-7293
www.wdgpublichealth.ca · info@wdgpublichealth.ca Page 3
Health & Physical Education Curriculum
October is Down Syndrome Awareness
month.
A whole month dedicated to celebrating, advocating
and bringing awareness to Down Syndrome. Down
Syndrome occurs when an individual has a full or partial copy of chromosome 21. This additional
genetic material alters the course of development and
causes the characteristics associated
with Down Syndrome (NDSS)
People with Down Syndrome attend school, work, participate in decisions that affect them and
contribute to society in many ways. While there may be
a cognitive delay, the effect is usually
mild to moderate and is not indicative of the many
strengths and talents that each individual
possesses. Quality educational programs, a stimulating
home environment, good health care
and positive support from family, friends and the community enable people with Down Syndrome
to develop to their full potential and live fulfilling lives.
Get involved! October offers multiple ways to participate in activities, events, and to help in
raising awareness. Participate in a local Buddy Walk,
educate those around you using NDSS’s
Youtube channel . http://www.youtube.com/user/
NDSSorg The Canadian Down Syndrome
Society offers educator resources that include videos
parents can view with their children about
children with Down Syndrome.
REPORTING STUDENT
ABSENCES/LATES:
A reminder to parents that you need to notify the school
of your child’s absence each day your child will be absent or
late. Doing this prior to 8:30am is appreciated. Please select
the “Absences and Lates” mailbox at ext. 100 to report if your
child will be absent or late.
Thank you.
Mini Stick Hockey at CMES:
Mini stick hockey at CMES is a very fun
and engaging recess activity. We are
pleased to see so many students enjoying this sport.
However, students are reminded that only small plastic
mini sticks are allowed (no wooden sticks). They are also
reminded to demonstrate good sportsmanship and safe
playing at all times. Furthermore, in order to maintain
safety for students we are strongly recommending that
students bring protective eyewear that will not shatter.
For elementary schools, the new curriculum has existed
for several years, but will now include an updated portion
of its ‘Healthy Living’ component to include Human Development and Sexual Health. The document as a whole
aims to educate children to understand themselves and
others, think critically to make healthy choices, develop
and maintain healthy relationships, be safe physically and
emotionally, and to be physically active for life. The curriculum is available on the Ministry of Education’s website.
The Human Development and Sexual Health component
of the curriculum had not been updated since 1998.
Since then much has changed and kids need to know
more to keep themselves healthy and safe. This education starts with children learning about themselves, their
feelings, their bodies and about showing respect for
themselves and others in a reliable and accurate way.
This learning is most effective when parents and schools
work together. Parents help their children form values
about relationships and their behaviours. Teachers will
endeavor to communicate upcoming topics from the Human Development and Sexual Health units to families.
Open and honest conversations at home about body
parts, their functions, physical changes, healthy relationships and effective living habits help children connect
learning and lets them know they have someone to talk to
about questions they might have. Questions about topics
can always be directed to the teacher or school principal.
As mentioned above, Human Development and Sexual
Health is one sub-component of the curriculum. The document also focuses on skills related to Active Living,
which involves physical fitness, safety and active participation; Movement, which teaches specific movement and
physical activity skills and tactics; and Healthy Living,
which focuses on understanding health concepts, making
healthy choices and making connections to healthy living.
There are plenty of ways you can support your children’s
learning from the Health and Physical Education curriculum. Consider what you and your child can do together
that is fun and healthy. Enjoying physical activity or making meals together is a great start. Ask your child and
their teacher about what is being taught and have discussions where you provide factual, straightforward answers
to your child`s questions. Finally, learn how to be safe
online and use that information to guide your child’s use
of any device that connects to the internet. There are
plenty of resources available for parents to support the
learning from the HPE curriculum. The best place to start
is the Ministry of Education’s website: http://
www.edu.gov.on.ca/eng/curriculum/elementary/
health.html or at https://www.ontario.ca/page/sexeducation-ontario.
The Special Education Advisory Committee (SEAC)
The Upper Grand District School Board has established a Special Education Advisory Committee
(SEAC) in accordance with the Education Act. SEAC is made up of local parent representatives of
Provincial Associations, two school trustees and interested local community representatives. SEAC
members receive orientation and training to become informed on important topics in Special Education:
● Sections of the Education Act relating to Special Education
● Regulations and Ministry memoranda
● Board policies regarding Special Education
● The Board Special Education Report
● Roles and responsibilities of SEAC
 The funding of Special Education
What does SEAC do?
● Makes recommendations for the establishment, development and delivery of Special
Education programs and services for exceptional pupils in our Board.
● Participates in the Board’s annual review of its Special Education Report.
● Participates in the Board’s annual budget process and financial statement review as they
relate to Special Education.
● Provides information to parents, as requested.
 Supports the Special Olympics Annual Track and Field day.
Procedures for Selecting Members
● nominations from local associations
● approaching local chapters of provincial associations for suggestions
● writing a presentation that can be shared with parent councils, families of schools, etc.
to get the information about SEAC into the community
Meeting Times and Dates
The SEAC meets on a regular basis. Meetings occur on the second Wednesday of each month
at 7:00 p.m. at the Upper Grand District School Board office at 500 Victoria Road North, in the
Board room. Meetings are open to the public. Members of the public should contact Program
Services (Krystyna Gazo at 5199416191 ext. 254) to confirm the time, date and location of the
meetings.
Further information regarding SEAC, as well as Special Education in Upper Grand District
School Board can be found on the UGDSB Special Education Plan ., as well as the Board
website
Page 4
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.
AttitudeisImportant
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.
MathematicsasProblemSolving,Communication,andReasoning
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.
Talking About Mental Health!
One Month into School
Some students love to go back to school and are
happy to go every day. Other students start each
fall with a positive attitude about school, but after
the honeymoon period of the first few weeks are
over, things begin to slide.
One parent recently commented to me:
“I am walking home from school with a child crying the whole way”
“My kids are acting irrationally and freaking out”
She wanted me to share with you that if you are in
this situation, you are not alone. For some students, this is a normal pattern. For some of our
children and youth, school is stressful. After relaxing, having fun or at least being school free for the
summer, they had built up the energy to take on
school every day, but after a few weeks back they
are starting to get drained and strained. You may
notice more: talk of headaches and stomach aches,
tiredness, irritability, crying, and refusals.
We all do the best that we can. If we are not doing
well then we are lacking the skills or resources to
do better.
So what to do? Start with recognizing this is normal and it too will change. Just like the honeymoon phase of the first weeks, this phase will
come to pass as well.
Begin with the basics: good sleep, good food, outdoor activities. This is the strong base that we all
need to function well. Keep a consistent routine
with regular times for waking up, eating meals,
school work, and bedtime routines.
Put some down time into every day. Quiet time
with the kids: reading a book, listening to music,
going for a walk, playing a quiet game, doing relaxation activities. We all need the opportunity to
de-stress.
Acknowledge that you notice how hard it is for
your child and ask “What is up?”. Perhaps they can
tell you what is going and perhaps they can’t. That
is OK. Just acknowledging that you see it is hard
for them is a good start.
Talk to your child’s teacher about how they are
feeling. Make a plan to make the student feel welcome in the class. Look at ways of working break
times into the day at school. Set up a buddy system
to pair students who are less comfortable with more
comfortable students.
Get your child or youth to school every day. Students who are finding school hard may want to stay
home. The best way to increase anxiety related to
school is to keep your child or youth at home. The
more they stay away, the harder it will be for them
to go to school. Make sure your child knows that
you feel good about his/her school and classroom
and that you are comfortable with him/her being
there. Talk to the teacher to discuss how to support
your child at school.
Set a positive, optimistic tone about school. Find
something positive that your child likes about
school and build from there. Build on their
strengths or connections. Notice what they are doing well and praise them for their coping skills.
Children and youth (and adults) pick up on what is
going on in their environment so if the environment
is stressful then we will pick up that stress but if the
environment is positive and optimistic, then they
will pick that up. Creating a positive attitude toward school is contagious!
And, as always, don’t forget to breathe. Right now,
take three deep breaths. In through the nose, out
through the mouth. With each out breath, release
the tension and tightness. Every time you walk
through a doorway take three deep breaths. Encourage your kids to do this too. The stress that you and
your kids release throughout the day will mean less
stress at the end of the day and a happier trip home!
For more tips about Back to School transitions:
http://www.anxietybc.com/sites/default/files/
CopingwithBacktoSchool.pdf
http://www.nasponline.org/resources/home_school/
b2shandout.aspx
Life Threatening Allergies
We have students with life-threatening allergies at our school. All families are asked to
help keep our students safe by ensuring items that contain the following are NOT brought to
school for lunch or snacks.
*peanuts
*tree nuts
*shellfish
*fish (with the exception of tuna)
When shopping for food items to send to school, please read labels carefully. If a product indicates
it is peanut free, it does not mean that it is free of tree nuts. We thank you for your diligence
in this area and appreciate your ongoing efforts to keep every child in our school safe.
We strongly recommend that baked goods are not sent to school for special occasions. There is
an increased possibility of cross-contamination unless the product is labeled Peanut/Nut Free.
Reminder - WOW Butter
Recently there have been products available at the grocery store that are being offered as an alternative to peanut butter. One such product is called WOW butter. It has the appearance and taste
of peanut butter, but is a soy-based product.
Our Board policy/procedures for Life Threatening Allergies indicate that this product (or any
others that imitate a known life threatening allergen) is not allowed in classrooms. This is not
because of a health danger, but because it is confusing for students in the class and for staff monitoring the room. We cannot find ourselves in a situation where we have to decide whether something is peanut butter or not. A note from parents is not sufficient.
We appreciate that it is difficult at times to find a variety of items for student lunches, however,
we ask for your understanding and support in this situation.
Please check out the Wellington Dufferin Guelph Public Health website under the Schools tab for
suggestions:
www.wdgpublichealth.ca
Thank you for your cooperation and consideration of the safety of all our students.