CC Burr Elementary

School HANDBOOK

Mindy Johal Principal

171 Pine Street, Auburndale MA 02466 617-559-9360 Revised January, 2012

TABLE OF CONTENTS INTRODUCTION 3 Meetings 14 Burr School: A Brief Profile 3 EDUCATIONAL PROGRAMS 14 ATTENDANCE 4 Early Intervention Program/Early Literacy Aides 14 School Year 4 English Language Learners 14 Burr School Core Values 4 METCO 15 School Hours 5 Special Education Services 15 Arrival and Dismissal Times 5 ENRICHMENT PROGRAMS 15 Absences, Tardiness & Early Dismissal 5 Affinity Group 15 Absence/Tardy Line (617-559-9380) 5 CAPP (Child Assault Prevention Program) 15 Safety and Security 5 Creative Arts and Sciences 16 No-School Announcements 6 Music 16 DROP OFF AND PICK UP PROTOCOL 6 Responsive Classroom 17 Car Transportation 6 Open Circle (Grades K – 2) 16 Blue Zone Drop-Off and Pick-Up 6 Steps to Respect (Grades 3 – 5) 16 BLUE ZONE = NO PARKING 6 TOPS (Thursday Opportunities for Success) 17 Using the Blue Zone Effectively 7 Understanding Our Differences 17 Visitor Parking 7 BURR SCHOOL SUPPORT STAFF 17 Handicapped Parking and Access 7 Building Aide 17 Bus Transportation 7 Inclusion Facilitator 17 Walking 8 Instructional Support Staff (ISS) 17 Crossing Guards 8 Learning Center Teachers 17 Routes 8 Literacy Specialist 18 Biking 8 Math Coach 18 Dogs 8 Lunch Coordinator and Attendants 18 AT SCHOOL 8 School Nurse 18 Behavior and Discipline 8 Occupational Therapist 18 Health 9 Psychologist 19 Illness at School 9 Social Worker 19 Medication 9 Special Education Assistants 19 Head Lice 10 Speech-Language Pathologist 19 Snacks, Lunch, and Recess 10 Technology Specialist 19 Appropriate Dress 10 PARENT INVOLVEMENT 20 All-School Meetings 10 The School Council 20 Dropping Off Items During the School Day 10 Parent Teacher Organization (PTO) 20 Use of the School Telephone 10 Room Parents 20 Burr School Store 10 Annual Activities 20 Lost and Found 10 NEWTON POLICIES AND PROCEDURES 21 Burr Community After-School Program (BCAP) 11 Kindergarten Schedule 21 HOMEWORK GUIDELINES 11 Transfers 21 The Purpose of Homework at Burr School 11 Out-of-District Enrollment 21 What is Homework at Burr School? 11 No-Gift Policy 21 How Much Time Should be Spent on Homework? 11 Standardized Testing 21 Teacher Responsibilities 12 Internet and Computer Usage 21 PARENT AND SCHOOL COMMUNICATION 13 Life-Threatening Allergy Policy 22 Curriculum Night 13 Kindergarten Registration Process 22 Progress Reports and Conferences 13 Respect for Human Differences 22 Communication with Teachers 13 APPENDIX A: BURR SCHOOL SONGS 23 Communicating with the School 13 APPENDIX B: BURR SCHOOL CODE OF BEHAVIOR 24 Publications 14

Burr School Handbook 2

INTRODUCTION Curriculum Many Newton and/or teacher-created materials, as Burr School: A Brief Profile well as commercial textbooks, are used for Core Values instruction, reinforcement, and challenge. With respect to reading instruction, Burr has a balanced The Burr School operates on the premise that all literacy approach and uses leveled texts to match children can learn. To this end, students, staff, and students’ reading levels. The Everyday Math parents are committed to creating and maintaining (University of Chicago) program is used in grades a climate for risk-taking and a culture of high K – 5. Ongoing curriculum review and shared staff standards, cooperative problem solving, and planning take place regularly at Burr School. The mutual respect. Teachers give students the Burr School teachers meet regularly in grade level message: "You can learn this; I'm not giving up on Professional Learning Communities (PLCs) to you until you learn it and believe in yourself as a enhance their effectiveness and increase student learner." learning. They reflect on current practice, review Every attempt is made to provide educational student assessment data, and plan instruction. experiences that meet the diverse range of student Teachers at Burr help children develop social abilities and interests. The Burr School community competency skills on a daily basis. They use the holds these Core Values: Academic Excellence, Open Circle Social Competency curriculum and/or The Effort and Joy of Learning, A Strong Sense of Responsive Classroom. Lessons highlighting the Community, and Individual Growth and Expression. prevention of bullying and standing up against Population & Diversity bullying behaviors are taught through Steps to Respect to students in grades 3 – 5 and through For the past few years, Burr has averaged Open Circle in grades K – 2. approximately 380 – 400 students in kindergarten through grade five, with an average class size of Burr School has a chorus and an orchestra, which around 21 – 22 students. Burr has 18 regular operate under the direction of the music teachers; classroom teachers, two learning center teachers, recorder instruction is given to all third graders and and specialists in literacy, math, speech and instrument lessons are offered to fourth graders language, physical education, art, music and and fifth graders for a fee. library. Literacy aides provide extra support and Our Community instruction in K – 2 classes. Burr also has the services of a part-time psychologist and a part-time The Burr School community is committed to social worker. Occupational and physical therapy preserving the environment. The Green Team (a are available. Burr hosts an ELL program with one group of parents, teachers, and student volunteers) teacher and one assistant. Burr is a fully inclusive helps to educate and raise the awareness of the school and has one full-time and one part-time community by organizing green events like Green inclusion facilitator. Wednesdays and Zero Trash Day. The classrooms and office recycle all paper as part of the city's The school, built in 1968, is wheelchair accessible recycling program. to all classrooms with ramps and an elevator. Burr hosts an after-care program, the Burr Community The Burr Respect for Human Differences After-School Program (BCAP), which operates Committee (RHD) implements projects such as our Monday through Friday from 12:30 to 6:00 p.m. World Cultures Festival, our world cultures bulletin board, our Newton-Boston Friend Trips, and the parent-teacher book group focused on themes of inclusion and understanding and working with human differences. Teachers use culturally

Burr School Handbook 3 responsive teaching strategies and create culturally responsive classroom communities. BURR SCHOOL CORE VALUES Third, fourth, and fifth graders participate in the Academic Excellence Understanding Our Differences Program, which is taught and developed by parent volunteers. The For us this means: curriculum is designed to help nondisabled children • developing reasoning and problem solving understand what it might feel like to have a skills in all areas disability. • maintaining a culture of high standards and Parent volunteers are active participants at all striving for consistently high quality work in all grade levels. The Burr PTO is active and sponsors areas of the curriculum many activities, both educational and social, • being challenged to the fullest extent possible throughout the year. The Burr School Council, and at a rate appropriate to each child composed of teachers, parents, and community individually members, meets monthly during the school year. It • setting high expectations for ourselves in advises and assists the principal on school policies. learning Burr holds an all-school meeting once a month The Effort and Joy of Learning during which individual students and classes share what they are learning in class with the whole For us this means: school. This creates a sense of belonging and • having a sense of wonder and eagerness to provides leadership opportunities for our older understand students. • believing that through hard work we can Burr staff and parents have high expectations for achieve our goals students, parents, and staff alike, placing a high • being self-directed and self-disciplined value on continued learning and each person’s • taking responsibility for one’s own behavior contribution to the learning process. and learning • knowing that mistakes are a normal part of learning; being comfortable taking risks and asking questions

A Strong Sense of Community ATTENDANCE For us this means: • respecting others School Year • appreciating people of different cultures, Burr School is in session from the day after Labor abilities and ages Day in September through the third week in June. • caring for our environment This includes 5 snow days. Should there be no • developing the ability to work cooperatively cancellation due to snow, school will end upon the with others completion of 180 days of school. Should there be Individual Growth and Expression more than 5 snow days; there could be a reduction of April vacation. For us this means: • developing a sense of self-esteem, self- expression and self-confidence • learning to think independently • being creative

Burr School Handbook 4 School Hours Early Morning Program Kindergarten Burr School has an Early Morning Program for September: students in Grades K – 5. The program is designed to provide a needed service by giving parents the 8:35 a.m. – 12:30 p.m. Monday – Friday opportunity to bring their children to school prior October – June: to the beginning of the regularly scheduled school day. Supervised care is provided before school GROUP A SCHEDULE: from 7:30 a.m. until 8:20 a.m. For information 8:35 a.m. – 3:00 p.m. Monday and Wednesday about enrollment in this program please visit the 8:35 a.m. – 12:30 p.m. Tuesday, Thursday, Friday NPS website.

GROUP B SCHEDULE: Absences, Tardiness & Early Dismissal 8:35 a.m. – 12:30 p.m. Monday, Tuesday, and A note is required for every absence and all cases Wednesday of tardiness. If a child is to be dismissed early, a 8:35 a.m. – 3:00 p.m. Thursday* and Friday note from the parent or guardian is necessary. A Grades 1 – 5 child will only be dismissed from the school office 8:35 a.m. – 3:00 p.m. Monday, Wednesday, (the office will call the classroom) to a parent or Thursday, and Friday guardian. 8:35 a.m. – 12:30 p.m. Tuesday (Thursdays*) Absence/Tardy Line (617-559-9380)

This system is to verify that each child who has left The day before Thanksgiving, school ends at noon; home has arrived at school safely. When your child lunch is not served. will be absent or late, please call the Absence/ *In addition, there are six early release Thursdays Tardy line at 617-559-9380 before 8:20 a.m. This is (dismissal is at 12:30 p.m.) throughout the year for a 24-hour answering machine that may be called ALL students. any time. Please leave your child’s name, date of absence, teacher’s name, your name, and reason Please check the school calendar and Burr Bulletin for absence. If you have not called in your child’s for the dates of these early release days. absence, you will be called at home or at work. Arrival and Dismissal Times The principal will be notified if parents cannot be reached. Children should arrive at school between 8:20 a.m. and 8:35 a.m. Children may not enter the building Safety and Security before 8:20 a.m. unless they have been invited One Open Door Policy by a teacher or are part of a before school activity, such as chorus. Supervision is not provided before It is important to us to maintain a welcoming 8:20 a.m. atmosphere at Burr, but we must also be realistic about our students' safety. Because of this, the All children should enter at the front and back front door of the school will remain unlocked doors to the right of the office entrance. Children during and after school. All other doors, including are tardy if they arrive after 8:35 a.m. the door at the custodians' entrance, will be locked Dismissal takes place at the door to the right of after 8:35 a.m. the office in front of the building. Teachers accompany students in grades K – 2, while students in grade 3 – 5 are dismissed from the classroom.

Burr School Handbook 5 Visitor Sign-In/Sign-Out System DROP-OFF AND PICK-UP All visitors must check in at the main office to sign PROTOCOL in/sign out as well as wear a visitor's badge. Any adult without a badge, including parents, will be Parents are encouraged to either walk or bike directed to the office. their children to and from school, or to have the Fire Drills students walk or bike with siblings/friends (if age appropriate). Fire drills are held once a month to help children become familiar with the procedures for their Car Transportation classroom. If you need to drive, parents are requested to Crisis Preparedness exercise extreme caution in front of the school Burr’s crisis team consists of parents, teachers, during arrival and dismissal times and to obey the school support staff, and the principal. The role rules of the Blue Zone. Children must cross with the of the crisis team is to be familiar with the steps crossing guard at all times. Automobiles should not that the school will take in the event of a crisis, turn into and back out of either driveway in front to direct the teachers and students, and to of the school, the Gazebo apartments’ driveway communicate to various constituents, including across the street, or any residential driveways in parents. The Newton Public School system offers close proximity, as this practice is extremely "Teacher Guidelines for Crisis Response" a guide dangerous. Please pay close attention to street to crisis procedures that all schools/crisis teams signs designating parking, Blue Zone, and NO are to follow. PARKING areas. In the event that the school needs to evacuate to Blue Zone Drop-Off and Pick-Up another location, Burr school students and staff For the dropping off or picking up of a child, two will walk to Franklin School, at 125 Derby Street. Drop-off/Pick-up Zones (moving lanes) have been School personnel will take a crisis kit of materials designated on Pine Street: and parent contact information and will directly in front of the school communicate with parents as soon as possible. • • directly across from the school For more information on crisis procedures, please visit www.newton.k12.ma.us. Signs and blue painted curbs mark these two Blue Zone areas. Motor vehicles may stop in these No-School Announcements locations only long enough to let a child exit or enter the vehicle. A violation in this area can result Information about school closings or delayed in a $15.00 fine. If you arrive and your child is not openings will be broadcast by 6:30 a.m. on the right there, you must drive around the block or Newton Public Schools website, and on the park legally. following radio and television stations: BLUE ZONE = NO PARKING • WBZ 1030 AM • WILD 1090 AM You may not leave your car while in the Blue Zone during these times: • WNTN 1550 AM (6:30 a.m. – 4:30 p.m.) 30 minutes before school starts • WRKO 680 AM • 60 minutes before school ends • TV channels 4, 5, 7, 56, and Newton Cable TV • • 30 minutes after school ends

If you want to take longer to drop-off or pick-up Please DO NOT call the police, the fire department, your child or arrive early and want to wait for your or the school for this type of information. child to enter the building or be dismissed, you

Burr School Handbook 6 must legally park your vehicle. Please see locations cross the sidewalks along which most of our in the Visitor Parking section. As ridiculous as it students travel. The crossing guards cannot sounds, it is necessary to mention that it is not OK monitor these driveways from their position in to block area driveways, or park illegally, even if front of the school. only for a few seconds! For evening meetings where a large crowd is In order to protect each student’s safety, it is expected, parking in the staff parking lot is important that all parents are aware that if they or permitted and encouraged. In addition, this area is their children need to cross Pine Street or open on all Election Days. On these occasions, Lexington Street, they must cross with the Crossing please obey the NO PARKING signs and take care Guard assigned to those areas. (Please do not use not to crowd or block near-by residential the unattended cross-walk at the intersection of driveways. Cars blocking residential driveways will Pine Street and Washburn Avenue.) be ticketed or towed. Using the Blue Zone Effectively Legal Parking locations near Burr School include: Drop-Off: • Pine Street: school side (west side), from teachers’ parking lot north • pull up to the curb so that the back of your car is not protruding onto the street. This will make it • Pine Street: school side (west side), from easier for other cars to get around. Pine Street is custodians’ entrance down toward Washburn narrow. Avenue – Do not park past NO PARKING HERE TO CORNER sign. • drivers should pull toward the front of a Blue Zone lane to leave as much room as possible for • Pine Street: opposite school (east side), from the cars behind them second residential driveway up to the Blue Zone and crosswalk • children should be let out on the sidewalk side only • Washburn Avenue: parking allowed on south side only (the side that does not intersect with Pick-Up: Pine St.)

• plan a time and place to pick up your child, e.g., • Orris Street: one side only “the Blue Zone in front of the school” or “look for me in the Blue Zone across the street” Again, please visit the Burr Safe Routes to School website for a complete map of Burr’s parking • do not come to school until your child has had time to leave the school and meet you in the areas. Blue Zone Handicapped Parking and Access • have your child wait for you for a minute or two instead of you waiting for him or her. If you Marked handicapped parking areas are found in arrive before your child, you must drive around the staff parking lot. There is a ramp at the front of the block or find a legal place to park the building and elevator in the building. Please visit the Burr Safe Routes to School website Bus Transportation for a complete map of Burr’s Blue Zone. Children are bused to and from the Islington Road Visitor Parking area and Boston. It is expected that children who ride the bus, unless absent, will take the bus each Visitors should park on the street in front of the day from school to home. If other arrangements school, as signs allow. Do not use the school are made, please be sure to deliver a note in your parking lot during school hours and please do not child’s folder. Parents will be notified about bus reverse direction on Pine Street by turning or schedules prior to school opening each September. backing into the parking lot driveways and any adjoining residential driveways. The driveways

Burr School Handbook 7 Most years, there is a late bus for Boston students Dogs on Tuesdays. Late bus service must be requested Dogs are not allowed on school grounds during by the Boston family. school hours, including pick-up and drop-off times. For more information about bus transportation People with dogs are asked to remain on the services please visit the NPS website. nonschool side of Pine Street. Knowing where dogs may be considerably reduces stress and fear Walking among children who are allergic to or afraid of Crossing Guards dogs. In addition, since many children must walk along that sidewalk, in both directions, dog owners Crossing guards are on duty before school starts standing across the street are asked to be vigilant and at dismissal. Students who cross the following in ensuring that their dogs are not only leashed (as major intersections to and from school must cross is required by city law) but are specifically on a with the crossing guard: short leash and under their control at all times. • Pine Street (in front of school) • Lexington Street (north of Staniford Street at the light) • Auburndale Avenue at Washburn Avenue Crossing guards are on duty during the following times, Monday – Friday: AT SCHOOL Mornings: Behavior and Discipline 8:05 a.m. – 8:35 a.m. Positive Reinforcement and Discipline Afternoons: Our aim at Burr School is to positively reinforce 12:30 p.m. – 1:00 p.m. children. We want them to feel they are successful people and learners. We try to create the most (Tuesdays & early release Thursdays) positive learning environment we can; we want 3:00 p.m. – 3:30 p.m. each child to believe his or her achievement is (except Tuesdays & early release Thursdays) based on personal effort and that the teachers are here to guide and support that effort. We expect Routes students to want to learn, to respect the learning Children who walk should follow the most direct requirements of others, and to experience the route to and from school. In addition, please satisfaction and excitement that comes from inform teachers when children plan to visit friends success. or otherwise depart from their usual dismissal We know that children need to feel comfortable routine. and safe in order to learn. Setting limits helps to provide that comfort. Limits at Burr are established Biking through two important rules: (1) all children must We ask that only children in grades 3, 4, & 5 bike to feel and be safe; and (2) all children must have an school unsupervised. Parents should go over bike optimal environment for their learning. safety rules with their children and sign and return When a child acts thoughtlessly and impulsively, the Burr School Bike Safety Policy. Children will not often a reminder of the rules is all that is needed to be allowed to a bike without a helmet. help him or her regain control of such behavior. However, when positive reinforcement and reminders are not producing the desired behaviors and the learning of others is negatively affected,

Burr School Handbook 8 parents may be called and privileges suspended. Medication Clear and immediate consequences need to be The school nurse is responsible for the expected by children. We want our students to feel administration of all medication. She may delegate comfortable in their classrooms and proud of this task to other trained personnel who may themselves as learners and as members of the Burr administer the medication under the supervision of community; these are the requirements for optimal the nurse. learning. We hope that families support Burr in these beliefs. Please also see Newton Public The following forms must be completed in ink and Schools’ Students' Rights and Responsibilities returned to the health office before any Handbook for an overview of the school system’s medication is administered: discipline policy, as well as Appendix B: Burr School • Parental Consent Code of Behavior, for additional information • Physician’s Order * regarding behavior guidelines. • Liability Release Agreement Health *The pharmacy-labeled container can be used in lieu of a physician’s order only in the case of short-term medications, Burr has a full-time school nurse (see “Support i.e. those medications to be given for 10 school days or less. Staff” for more information). Parents will be The following statements highlight the main points notified immediately in the event of an accident or of the policy. The entire policy is available for illness. Please make certain that you have filled out review in each health room and in the Health the yellow family information form AND that you Department. keep the information current throughout the year (please make sure there are at least three local • Whenever possible, medication should be phone numbers of friends, neighbors, or relatives scheduled to be administered at times other in case you are not home in an emergency). The than school hours. school nurse should be contacted concerning a • All medications must be delivered by the child's return to school following a contagious parent/guardian or designated adult. illness such as chicken pox, lice, strep throat, etc. • Only a thirty (30) day supply of medication will be accepted at any time. Illness at School • All medication must be delivered in a pharmacy School personnel assume responsibility for or manufacturer-labeled container. determining whether your child should be sent • Self-medication can be allowed under certain home because of an illness that begins during circumstances after consultation with the school school hours. For your child's welfare and for the nurse. protection of others, it is important to keep your • If a medication needs to be given during a FIELD child at home if he or she has: TRIP, the school nurse must be contacted in • a fever over 100 degrees during the past 24 advance to make special arrangements PRIOR TO hours THE OUTING. • a cold in the active stages • Nonprescription medications (over-the-counter • a sore throat and/or swollen neck glands medication) will be treated the same as • an undiagnosed rash or skin eruptions prescription medication. This means medication such as Tylenol, Benadryl, Advil, etc. will not be • vomiting or diarrhea within the past 24 hours given unless there is a written order from your • head lice that have not been treated physician.

Burr School Handbook 9 Head Lice appropriately, please know that we will contact Head lice are a common problem among school you. We appreciate your support in reminding your children. Lice checks are not conducted by the child of these expectations. school. If you find that your child has lice, please notify the school so that preventative measures All-School Meetings can be taken. If a child has lice, all families in that Each month the entire school gathers in one large classroom receive a notice informing them of this group for an All-School Meeting. These meetings situation (no child is named). If you are unfamiliar open with the singing of the school song (see with lice, please get in touch with the school nurse, Appendix A) and continue with announcements who will give you instructions on how to identify and informal performances by classes as well as and treat lice. Children who have head lice may not individual children. All-School Meetings offer attend school until they are nit-free. an opportunity for children to share their accomplishments and provide an important Snacks, Lunch & Recess opportunity to create a sense of belonging to the Snacks whole school community. Students need a mid-morning, nutritious snack Dropping off Items during the School Day from home. We encourage children to bring healthy snacks such as fruit, cheese, carrots, We prefer that lunches, messages, and musical and juice. instruments be dropped off in the office, for this is least disruptive to the classroom. The office will call Lunch the child from the classroom at an appropriate Lunch is a thirty-five minute period scheduled by time to come and get the item. If a parent prefers grade. Children are supervised by lunch personnel to bring an item to a child during the day, it is during recess and lunch. important for the parent to sign in, get a visitor's badge, and not interrupt class work. Children may buy the school lunch or bring their own. Each month’s menu selection is available Use of the School Telephone online. Children may buy milk even if they do not order a school lunch. For more information, call Children are not permitted to use the telephone the Food Services Department at 617-559-6319. without permission from a teacher or staff member. Occasional use to request a forgotten Recess lunch or music instrument may be permitted, at Each class is expected to take daily, supervised the teacher’s discretion, but routine use is not recess outdoors, except in extreme weather acceptable, nor will children be permitted to use it conditions. During winter months children should to arrange play dates after school and so on. wear warm coats, hats and mittens or gloves. During snowy conditions children may only play Burr School Store in/on the snow if they have boots. The Burr School Store may be open on certain mornings from 8:20 to 8:35 a.m. (specific schedule Appropriate Dress information will appear in the Burr Bulletin, Burr’s We ask that you please support our expectations weekly electronic newsletter). The store is staffed for appropriate student dress at school. Spaghetti by fifth-grade students and parent volunteers. It straps, bare midriffs, low cut pants, very short sells school supplies such as pencils, notebooks, skirts and bare feet are not appropriate dress for and folders. As a voluntary, parent-run activity, its school. Even some sandals can be dangerous on format and inventory varies from year to year. the playground. If your child is not dressed

Burr School Handbook 10 rewards students with a sense of completion and Lost and Found success; and it brings the realms of home and There is an area on the first floor, outside the school closer together. Homework dispels the teachers’ room, where “found” articles are notion that learning occurs only in school, and it deposited. Each year we are amazed at the number gives parents the opportunity to show children that of fine quality articles of clothing that are never what they do in school is valued at home. claimed. Please check the box periodically for lost items. Items not claimed will be donated to charity. What is Homework at Burr School? Homework is defined as out-of-class tasks assigned Burr Community After-School to students as an extension or elaboration of Program (BCAP) classroom work. There are two types of homework: Burr School hosts an extended-day program Practice Assignments reinforce newly acquired for children, directed by Liz Kennedy. BCAP is skills. For example, students who have just learned staffed until 6:00 p.m. each school day and a new method of solving a math problem are given offers children the opportunity to rest, play, sample problems to complete on their own. learn and study in a comfortable setting at Burr. Practice assignments may include material taught Call 617-965-1518 for information. in lessons prior to the current day as well as material taught that day. Preparation Assignments help students get ready for activities that will occur in the classroom. Younger students may, for example, be asked to bring in objects for the science table or a picture HOMEWORK GUIDELINES from a magazine. Older students may be required to do background research on a topic to be Homework is an integral part of a child’s discussed in class the next day. educational program. It not only expands the learning process but also helps develop How Much Time Should be Spent on independence and responsibility. Homework will vary in intensity and degree in different Homework? grade levels, but in every grade reading (or At times teachers may choose not to assign daily being read to) is always the priority homework. homework, especially if there are projects that Parents are encouraged to provide a quiet, require a longer time to complete. Time spent on comfortable place in the home for study and a homework will vary according to the student, since consistent time for homework to be done. Each different students work at different speeds on teacher will outline his or her homework policy in various assignments. In addition, time spent on class meetings, conferences, and in writing. homework will vary depending on the degree of parental involvement. In general, teachers follow The Purpose of Homework at Burr School these guidelines when they determine the maximum amount of homework that they assign: Assigning homework satisfies several educational needs. It serves as an intellectual discipline, Kindergarten establishes study habits, eases time constraints on Regular homework in kindergarten consists of the amount of curricular material that can be students being read to or students reading each covered in school, and supplements and reinforces day at home. Additional homework is not generally work done in school. In addition, it fosters student expected in this grade. It is assigned as needed and initiative, independence, and responsibility; it as appropriate.

Burr School Handbook 11 Grade 1 • a way to support students’ understanding of Top priority homework is reading or being read assignments before they leave school to at home each day for a minimum of 10 – 15 Follow-up to Homework: minutes. Additional homework may be assigned • an expectation that homework will be completed 3 – 4 times a week for no more than 10 minutes and turned in a night. • an expectation that homework will be collected Grade 2 and reviewed by the teacher Top priority homework is reading or being read • appropriate, helpful feedback on homework to at home each day for a minimum of 15 – 20 • clear consequences for not doing homework and minutes. Additional homework may be assigned investigation into why homework is not being 3 – 4 times a week for no more than 20 minutes completed a night. • a time for students to receive help, if needed, on Grade 3 homework Top priority homework is reading or being read Communication with Parents: to at home each day for a minimum of 15 – 20 • communication to parents about all of the above minutes. Additional homework may be assigned • communication to parents about expectations 3 – 4 times a week for no more than 30 minutes for their involvement in homework a night. Parent Responsibilities: Grade 4 What teachers and students expect of parents with Top priority homework is reading or being read regard to homework: to at home each day for a minimum of 30 minutes. • communicate with the teacher about questions Additional homework may be assigned 3 – 4 times they have regarding the content or process of a week for no more than 40 minutes a night. homework Grade 5 • clarify with the teacher his or her definition of The priority homework is that students read at the kind and amount of parental involvement home or are read to at home each day for a expected minimum of 30 minutes. Additional homework may • provide a suitable study area and the necessary be assigned 3 – 4 times a week for no more than 50 tools (for example, paper, pencils, and reference minutes a night. books) for the student to complete the homework assignment Teacher Responsibilities • limit after school activities to allow time for both What students and parents can expect from homework and family activities teachers with regard to homework: • monitor television viewing and establish a • time appropriate assignments specific homework time • developmentally appropriate assignments • plan a homework schedule with the child. Allow for free time when assignments are completed • assignments that are carefully planned and that have direct meaning for students • when a child asks for help, ask him or her questions to work through an example rather • a clear and clearly communicated homework system including: then simply providing the answer • assist younger children with thinking through Giving Assignments: homework. Go over homework assignments with • an effective method of having students record the child. Check completed assignments. Ask to homework assignments before they leave school

Burr School Handbook 12 see homework once it has been marked and Communicating with the School returned The Burr staff believes strongly that teachers,

• assist and guide students with homework, but do parents and students must work together as a not do it for them team. It is important for parents to communicate • assist children in communicating with the to appropriate staff any issues or concerns they teacher when/if there is a problem with an have about their children for this team to function assignment or with homework in general. Assist well. If a parent has a worry or concern that children in understanding that routine excuses persists, it is almost always worth discussing. In for not doing homework are unacceptable order to help parents who are unsure how to go Ideas and wording in these sections were taken from a about addressing a particular concern, the School publication on homework written by Beverly Swanson, Council has come up with the following guidelines. Director of ACCESS ERIC, funded by the Office of Educational In addition, all parents should know that the ELL Research and Improvement, U.S. Department of Education. staff is ready and willing to help any family for whom language poses a barrier to communication or problem solving. Classroom teachers are almost always an appropriate place to start, especially if the concern PARENT AND SCHOOL involves the curriculum, their instruction, or something that is happening in their classroom. In COMMUNICATION addition, teachers appreciate knowing about home situations that might affect a child, such as a family Curriculum Night illness or other family crisis. If you feel you need Each year there is an open house in late September further assistance after speaking to the classroom or early October for parents to meet classroom teacher, you can choose to speak to the principal. teachers and the principal. It is an opportunity for The teacher will appreciate knowing that you are parents to learn about their children’s curriculum taking this step. for the year, to learn the teacher’s requirements, Other teachers or staff members—art, music, and to share their questions with the teacher. physical education, library, early literacy aides, learning center teachers, the lunch manager or Progress Reports and Conferences others—may be the right place to start if the Progress Reports (report cards) are issued twice a concern is related to something that is happening year during late January or early February and in in their program, classroom, or area. It may also be June. In addition, at least two formal parent/ helpful to inform the classroom teacher about such teacher conferences are scheduled during the year, a concern or question. In addition, you may want one in the fall and one in the spring. to contact the Literacy Specialist if your question or concern is with the language arts curriculum or Communication with Teachers program, and you may want to start with our Inclusion Facilitator if your question or concern is Teachers are always available to speak with about special education or inclusion. parents throughout the year. Teachers will return parent phone calls made to the school office and The School Psychologist, Social worker, and Nurse will respond to parent notes they receive in a are also available to assist a child and his or her timely manner. Each teacher will tell parents about family, and may be an appropriate place to start if his or her preferred methods of communication at a parent is hesitant to discuss a personal, family, or the beginning of each school year. medical issue with the classroom teacher.

Burr School Handbook 13 The Principal is always available to discuss issues or “coffees” each year, when parents are invited to concerns, and is clearly the right person to ask if discuss topics of interest or concern. you are unsure where to go. It is part of the principal's job to guide families through the process of resolving issues. "Principals want to keep the communication between parents and teachers open because this approach is healthy for your child and allows everyone to maintain mutual EDUCATIONAL PROGRAMS respect," according to Susan Benjamin and Susan Sanchez in Should I Go To the Teacher? Although Early Intervention Program/Early Literacy the principal's job requires a delicate balance—at Aides times mediating between parents and teachers to best serve the child—she will try to help you find a Kindergarten through grade two classrooms are comfortable way to participate in resolving an supported by early literacy aides during their issue. reading workshop time. During this time the aide supports the classroom teacher by leading guided Publications reading groups and conferring with children as they read independently. The support provided by the The PTO publishes and distributes the Burr Bulletin early literacy aides allows the classroom teacher to electronically every week during the school year. provide specific early intervention instruction for This newsletter is an important source of current children in grades one and two. The early information about current school activities and intervention support is structured to provide these events. In addition, each year the PTO publishes children with daily direct instruction to improve the Burr School Directory, which includes student fluency, comprehension and decoding skills. The addresses and phone numbers (by permission); a groups are flexible and children are assessed current staff list and school calendar; class lists and regularly to monitor progress. The early room parents; and a list of School Council intervention groups are part of the daily in-class members. In addition, the PTO maintains a web literacy instruction and this instruction replaces the site at www.burrpto.org and manages a parent support previously provided by PIRP (Primary email list for communications from the PTO (more Intervention Reading Program). information about the email list can be found on the website). Kindergarten children are also supported by the literacy aides. The aides work with individual Meetings children who need additional practice to learn letter names and sounds, to learn kindergarten During the course of most years, the PTO will invite sight words and to learn the segmenting and staff members to make a presentation about a blending of sounds. topic of interest and importance to parents. Past topics have included an introduction to the English Language Learners Balanced Literacy Program; Choosing Books for your Child; Special Education; the MCAS; and Burr School is one of the several ELL schools in Technology in the Classroom. The PTO welcomes Newton. Our ELL program provides instruction in input from parents about what topics would be of English to students whose first language is one interest. In addition to these evening other than English and it provides support for presentations, there are occasional morning classroom teachers of such students. Our students presentations or meetings such as a Math Morning from other cultures have greatly enriched the Burr for parents of first and second grade students. community. Finally, the principal usually hosts several informal

Burr School Handbook 14 METCO Burr is a fully inclusive school and offers a variety Burr School, like all of the Newton Public Schools, is of special education programs to provide services involved in the METCO Program (Metropolitan to children with special education needs. These Council for Education Opportunity). A number of programs are staffed by professionals who are children are bused to our school from Boston, certified to serve students with special needs. The Dorchester, Mattapan, Hyde Park, Roxbury, and programs are designed to allow children with West Roxbury. special needs to remain in the regular classroom to the maximum extent possible consistent with their METCO is a voluntary desegregation/educational needs. partnership program, which began in 1966, in which parents in Boston and Springfield choose to If parents have questions about their child’s enroll their children in participating suburban progress or if they wonder about a need for school systems. About 3,000 students from Boston referral, they should discuss this with the and Springfield attend schools in 33 suburban classroom teacher and/or the school principal. communities. Newton was one of the original participating systems and has the largest number of students (about 400) in the program. METCO is designed to provide an integrated public school education for urban minority children and a ENRICHMENT PROGRAMS more diversified learning experience for Newton children, as well as to promote closer Affinity Group understanding and cooperation between urban and suburban families. When it is offered, the Affinity Group provides an opportunity for children of color in grades 2 – 5 to Special Education Services receive affirmation and to participate in an open dialogue about race. The lessons support critical The Newton Public Schools, in accordance with the thinking skills. The Affinity Group is led by two Massachusetts Special Education Law, Chapter 766, teachers and meets once a month for two to three have developed a variety of instructional programs hours each time. Late bus service is provided to and support services designed to meet the needs designated locations for Boston students. of students requiring special education services. A parent or any adult working with a student may CAPP (Child Assault Prevention Program) refer the student for an evaluation. The school, following parental consent, will conduct various The Child Assault Prevention Program’s main goal assessments to determine if the student has a is to teach children and communities ways to special need. The assessments may include, but prevent child abuse, increase safety and avoid are not limited to: academic testing; psychological potentially dangerous situations. We conduct this and medical assessments; and social and program in grades K, 2, and 5 each year with developmental histories. Additional specialized funding from the PTO. It is a community-based assessments may be required as part of the program that is implemented by trained specialists evaluation. If a child is determined to have special in schools and other educational settings. You will education needs, the team (parents and school receive a flier with more detailed information personnel) may create an Individual Education shortly before your child participates in the Plan (IEP) or an Accommodation Plan to meet program. For more information, contact Newton those needs. CAPP at 617-969-5906.

Burr School Handbook 15 Creative Arts and Sciences Positive Teacher Language: using words and tone to promote children’s active learning and self- Creative Arts and Sciences is a citywide curriculum discipline enrichment program organized and funded by school PTOs. A variety of science, music, cultural Logical Consequences: responding to misbehavior and theatrical performances are presented; each in a way that allows children to fix and learn from grade has an opportunity to experience several their mistakes while preserving their dignity different performances every year. Creative Arts Guided Discovery: introducing materials using a and Sciences is one of the largest programs format that encourages creativity and administered by the Burr PTO, and it is funded responsibility entirely the Burr PTO budget. Academic Choice: increasing student motivation by Music differentiating instruction and allowing students teacher-structured choices in their work All students have music class once a week for 30 minutes. Third graders have an extended music Classroom Organization: setting up the physical class for 45 minutes to allow time for recorder room in ways that encourage independence, lessons. In addition to this: cooperation, and productivity • fourth graders have the opportunity to take Working with Families: hearing families’ insights Group Instrumental Lessons and helping them understand the school’s teaching • fifth graders take part in Chorus once a week approaches • fifth graders may join the School Band/Orchestra Collaborative Problem Solving: using conferencing, role-playing, and other strategies to resolve For further information about these music problems with students opportunities, contact your child’s music teacher. Open Circle (Grades K – 2) Responsive Classroom The Open Circle program was developed at Most teachers at Burr have been trained in the Wellesley College’s Stone Center. During Open Responsive Classroom curriculum. The Responsive Circle meetings, teachers lead children in Classroom approach is based on the premise that discussions that teach various social and emotional children learn best when they have both academic skills. The goal is “to teach and embody principles and social-emotional skills. The approach consists of communication, responsibility, cooperation, of classroom and school-wide practices for respect, assertiveness, problem-solving, and deliberately helping children build academic and conflict resolution. These principles are essential social-emotional competencies throughout the for helping children foster healthy relationships, day. At the heart of the Responsive Classroom become engaged, thoughtful citizens, and enjoy approach are ten classroom practices that help productive, fulfilling lives.” See www.open- teachers create such an environment: circle.org for more information about the program. Morning Meeting: gathering as a whole class to greet one another, share news, and warm up for Steps to Respect (Grades 3 – 5) the day ahead Steps to Respect is a research-based program Rule Creation: helping students create classroom adopted by the Newton Public Schools to provide rules that allow all class members to meet their intervention and prevention of bullying behaviors learning goals in grades 3 – 5. The lessons teach students to Interactive Modeling: teaching children to notice recognize, refuse, and report bullying, be assertive, and internalize expected behaviors through a and build friendships. For more information see unique modeling technique www.cfchildren.org/programs/str/overview.

Burr School Handbook 16 TOPS (Thursday Opportunities for Success) accommodations and modifications, behavior interventions, therapeutic environments, Each week, one grade participates in TOPS on friendship development, and life skills. The Thursday afternoon. During this time, the students facilitator: participate in an extended period in three special subject areas, while that grade’s classroom • creates new materials that support learning teachers use the time for planning and • assesses classroom environments to help collaborating or professional development. Each determine how a student’s needs can best be grade has TOPS five to six times a year. met • conducts assessments Understanding Our Differences • provides support and alternative assessments Grades 3 through 5 participate in Understanding during MCAS testing Our Differences—a disability awareness program. • coordinates transition from preschool and to Trained parent volunteers present this unique, middle school citywide program designed to help nondisabled • provides ongoing support and consultation to children understand what it may feel like to have a parents over the course of a student’s six years in disability by giving accurate information in a hands- elementary school on setting. The program encourages children to • hires and trains assistant teachers in the program discuss their feelings and concerns about the visible effects and consequences of various • communicates with therapists, specialists, disabilities. It helps them appreciate that a disabled evaluators and consultants outside the school person is more like, than unlike, himself or herself. system Instructional Support Staff/In-School Substitutes (ISS) The main responsibility of an Instructional Support Staffer is to serve as substitute when a teacher is BURR SCHOOL SUPPORT STAFF absent for a day or more. When an ISS is not needed to substitute on a given day, s/he has an Building Aide alternate schedule in which s/he serves as an aide in several classrooms throughout the day. ISS are The Building Aide works as a support to the often in charge of morning door duty. classroom teachers and to the principal. Typical responsibilities include providing small group Learning Center Teachers instructional support in classes with large enrollments; doing bus dismissal duty; covering the The Learning Center Teachers’ main responsibilities office at lunch time; substituting; and working on include teaching individual children or small groups other special projects as needed. of children with special needs either in the Learning Center or in the classroom; administering Inclusion Facilitator and interpreting the results of educational and diagnostic tests; consulting with the classroom The job of the Inclusion Facilitator is to make sure teacher about students who are of concern; and that all children succeed in the school working with the teacher to adapt and modify the environment. The facilitator coordinates program classroom program for students with special needs. planning for children with significant special needs Additional responsibilities include monitoring the and communicates with and supports their families special education process; attending special and all staff who work with the students. The education team meetings with staff and parents; facilitator is a resource person for curriculum attending consultation group sessions where

Burr School Handbook 17 techniques for helping children are explored; problems in a variety of school, home and work writing Individual Education Plans and twice settings yearly reports; working closely with other school • are prepared for continued study of mathematics specialists; and maintaining contact with parents. and fields that require the use of mathematics Our Learning Center teachers can provide materials for children with special needs and they can give The coach shares his/her expertise, models best suggestions to parents for home activities. practices, and promotes collaboration among all those involved in the mathematics education of all Literacy Specialist our students. The Literacy Specialist helps to develop and Both the literacy specialist and math coach provide maintain the language arts program from K – 5. professional development at the building and This specialist works with teachers and staff to district level, and develop curriculum. implement the standards-based Balanced Literacy Program in the classrooms through modeling, Lunch Coordinator and Attendants collaborative teaching and consultation about The Lunch Coordinator manages the lunch program students, materials and resources. She/he (ordering, billing) and serves as the food handler. coordinates the Early Intervention Program in Lunch Attendants serve lunch, help children during grades K – 2 and organizes the support for fragile lunch, and supervise them at lunch recess time. readers in grade 3 – 5. Additional responsibilities of the literacy specialist include assessing children’s School Nurse needs through diagnostic testing and making The School Nurse provides a variety of health recommendations regarding techniques and services at Burr, including: materials. He/she also maintains the guided reading collection in the Book Room and supports • state-mandated annual screenings of vision teachers and staff as they provide a rich blend of (K – 5), hearing (K – 3) height and weight literacy experiences for all students. The literacy (grades 1, 4), and scoliosis (grade 5) specialist coordinates ELA assessments, facilitates • medication administration and monitoring the collection and analysis of data, and helps • skilled nursing care and case management for teachers use data to inform instruction. children with special healthcare needs, including Early Literacy Aides work in K – 2. These aides individual health care plans support the classroom teachers by leading guided • monitoring of mandated immunizations and reading groups and conferring with children as they enforcing of state and local immunization read independently. There is one literacy aide in requirements each grade one and grade two classroom for 45 • acute and emergency care minutes a day. When it is possible, literacy aides • teaching about health topics such as: proper provide support to grade 3 classrooms during their hygiene skills (e.g., hand washing), nutrition and reading workshop times as well. dental hygiene, smoking prevention, muscular and skeletal systems Math Coach Burr has a Math Coach two days a week. The math Occupational Therapist coach works with teachers to ensure that all The Occupational Therapist also participates in the students: special education evaluation process by evaluating • understand mathematical concepts and the student’s functional abilities for performing in procedures the educational setting. The therapist may address • are able to apply procedures, concepts, and visual perceptual skills, fine motor skills, sensory processes to the solution of challenging processing, daily living skills, and additional motor

Burr School Handbook 18 skills that limit independent functioning in the Other services offered by the Social Worker school environment. The therapist will evaluate the include: student’s abilities, the expectations of specific • consulting with parents on family issues, tasks, and the environment in which the student especially those that affect a child’s learning, and needs to perform. The student’s independent informing families about community resources functioning is promoted through consultation with that may be helpful the team, direct intervention, and teaching compensatory strategies for various learning styles. • responding to children’s issues which are part of normal development (for example, entry to Psychologist school, learning to make and keep friends, handling feelings appropriately) The School Psychologist provides a variety of • helping a child cope with some special life services at Burr, including: situation, such as dealing with a loss, an illness or • working in classrooms in small and/or large a disruption in the family groups to facilitate social and emotional learning • providing parents with short-term counseling (for example, getting along with others, sharing, and collaboration with community agencies. resolving conflicts, etc.) • consulting with teachers and families Special Education Assistants

• conducting psychological evaluations Special Education Aides are assigned to a classroom • working with children outside the classroom when there are one or more children in that (individually and in groups) classroom whose Individual Educational Plans • assisting in urgent situations specify the need for the assistance of a classroom • participating on special education teams aide. Special Education Aides work part time or full time to support the classroom teacher as she or he Social Worker implements the curriculum in general and the goals and objectives for the student(s) with special needs The part-time Social Worker at Burr is also part of in particular. the school’s special education team and assesses and works with children who may have special Speech-Language Pathologist education needs. As a member of the special education evaluation process, the social worker The Speech-Language Pathologist at Burr is meets with families to get a sense of their concerns available to provide diagnostic evaluations and and to gather medical, family and developmental services in the areas of language comprehension information that can be helpful in formulating an and expression, speech sound production, and Individual Educational Plan (IEP) for a child. fluency. Services may include direct therapy, monitoring, and/or consultation. The Speech- The social worker is available to consult with Language Pathologist participates in the special parents and teachers, and may at times offer short- education evaluation process and the development term individual counseling or lead groups that of Individual Education Plans. focus on a particular issue. Parent permission is always obtained before a social worker works Technology Specialist directly with a child outside of the classroom, unless there is an urgent crisis. Each elementary school has the services of a Technology Specialist. The technology specialist helps maintain hardware, implement technology programs and applications, and integrate technology into the curriculum at all grade levels.

Burr School Handbook 19 PARENT INVOLVEMENT newsletter, the Burr Bulletin, as well as a copy of the PTO’s Operating Policies and information. There are many opportunities for parents to Parents are encouraged to contact any PTO officer volunteer at Burr School. Choosing to spend time in to ask how you can participate—it’s a great chance the library classroom, on a field trip or organizing a to get to know other parents, teachers, and school event is an invaluable gift to your child. administrators. PTO officers are elected each spring to serve a two-year term. Any interested parent is The School Council qualified to serve in one of the many available According to the Massachusetts Law that positions. All are encouraged to attend the established mandatory School Councils in 1993, “a monthly meetings and share their concerns and school council is a representative, school building- ideas with the other members of the Burr based committee composed of the principal, community. Or contact the whole PTO board at parents, teachers [and] community members…” [email protected]. The Burr School Council is an elected group of three parents, three teachers, up to two Room Parents community members and the principal. The A unique opportunity for parent involvement purpose of the council is to advise and assist the underneath the umbrella of PTO activities is being principal in determining and carrying out the a Room Parent. Each grade level classroom at Burr school's yearly school improvement plan. Elections has at least two parents assigned as Room Parents. for the Burr School Council are held each spring. These parents work in partnership with the Parent members are elected for a two-year term. classroom teacher to provide support and One ballot, containing brief statements from each volunteer assistance to the teacher, as well as to candidate, is delivered to each family or household serve as a liaison between the teacher and the rest currently enrolled at the school. All Burr parents of the students' parents. Applications for Room are eligible, and encouraged, to run. For a list of Parents are sent home in student folders at the current members of the Burr School Council, see beginning of each school year. Each teacher meets the Burr School website. Parents are welcome to with his or her Room Parents at the beginning of contact any member of the School Council the year to discuss their needs. The tasks vary from individually, or to email the whole council at teacher to teacher, but generally support is [email protected]. Additional requested for assisting with communication, information on school councils in general is implementing special projects, and coordinating available at the Massachusetts Department of teacher appreciation celebrations each spring. Education’s website. Room Parents may also be called upon to help promote school-wide PTO programs and activities, Parent Teacher Organization (PTO) as their personal relationships with other parents The Burr School PTO provides an opportunity for in the classroom help promote a sense of parents to become involved in the school in various community within the school. ways. All parents are automatically members of the PTO. The PTO meets monthly to discuss and Annual Activities organize activities that happen throughout the A current calendar and committee list is distributed school year. The PTO maintains a website at at the beginning of each year, and up-to-date www.burrpto.org with information on current versions are always available on the PTO website at activities and events, officers and committees, www.burrpto.org. PTO activities and events vary budget information, past meeting minutes, and from year to year depending on the interest and current and past issues of its weekly electronic availability of volunteer.

Burr School Handbook 20 NEWTON POLICIES AND to show appreciation to teachers. For instance, the PTO and the librarian run a library gift program that PROCEDURES allows children to choose a new library book to dedicate to a teacher or other staff member. The Students’ Rights and Responsibilities Handbook contains detailed information about many of Standardized Testing Newton’s school-related policies and procedures. The standardized tests given in the Newton schools The booklet contains Administrative Policies, are the state-mandated Massachusetts Procedures and Forms and is distributed to each Comprehensive Assessment System (MCAS). These child annually. Information on some common assessments are given in the spring. Students are topics is included below. tested in various subject areas; the tests are based Kindergarten Schedule on the State Curriculum Frameworks. Individual, school, and citywide scores are reported. In Newton all kindergarteners are dismissed at 12:30 p.m. Monday through Friday for the month Test results are used as one of many indices of the of September. In early October each kindergarten student's level of achievement and skill. Over time, class is divided into two groups, which alternate a pattern of test results can suggest areas of dismissal times. Group A remains in school until student strength and weakness and can help the 3:00 p.m. on Mondays and Wednesdays, and teacher, the counselor, and others to plan the Group B on Thursdays and Fridays; each group is student's educational program. In addition, the dismissed at 12:30 p.m. on the other days. Assistant Superintendent for Curriculum and Instruction uses these test results for studies that Transfers provide one source of information for program evaluation. In the event you plan to move out of the Burr School district, you should notify your child’s Internet and Computer Usage teacher as soon as possible. Your new address and date of withdrawal are needed so your child’s The Newton Public School system’s Internet Safety records may be forwarded as quickly as possible. Policy is detailed in the Students’ Rights and A release must be signed by a parent or guardian Responsibilities Handbook. In brief, it states: “NPS for records to be sent to the new school. will make every reasonable effort to minimize the risk that users will encounter objectionable Out-of-District Enrollment material on the internet. However, there is no absolute guarantee that this will happen. NPS Providing there is space available in that school (no believes that the benefits to students exceed any new staff will be hired), a student may be allowed potential disadvantages [but] respects each to attend another school in Newton other than family’s right to decide whether or not their child his/her district school. Parents will be responsible will have access to the Internet at school.” for transporting their child to the out-of-district Accordingly, parents may opt out if they do not school. For more information, please visit the wish to have their child use the Internet at school. Newton Public Schools website. Children who do not have access to a computer or No-Gift Policy to Internet access at home are encouraged to make use of the school library or to speak to a teacher According to Newton School Committee policy, “no about coming in early or staying late to use teacher in the performance of regular duties shall classroom resources. receive presents from the pupils under his or her direction.” Burr School believes strongly in this rule, and offers parents several other opportunities

Burr School Handbook 21 Life-Threatening Allergy Policy In 2004, the Newton School Committee adopted a policy intended to “minimize the risk for children with life-threatening food allergies to be exposed to offending allergens that may trigger a life- threatening reaction.” What this policy means in practical terms is that food is no longer part of classroom celebrations such as birthdays, Halloween, or Valentine’s Day. The full policy and its accompanying guidelines are available on the NPS website.

Kindergarten Registration Process The city of Newton uses the city census to identify all children eligible to begin kindergarten in a given year. The registration process begins in the early spring of the year a child will begin school. At Burr, there is a Parent Orientation Meeting held in February or March each year, followed by Kindergarten Registration Day. The school will notify families with eligible children of these dates when they are set, usually during late winter. Kindergarten Registration includes a meeting with the school nurse to review immunization records and requirements and a screening interview for each child. The screening process is conducted by Burr School staff, and is directed by the Newton Public Schools system. Screening is not designed to establish basic kindergarten readiness, but to identify any special needs a student may have. If parents have questions about their child’s readiness, they are encouraged to call the school to discuss the matter.

Respect for Human Differences The Newton Public Schools has a core value of Respect for Human Differences. Burr School has a Respect for Human Differences committee made up of both parents and staff that works to help children learn about and respect human differences of all kinds. Examples of its work include the establishment of a World Cultures Festival, an International Pot Luck Dinner, and our Family Quilt Bulletin Board.

Burr School Handbook 22 The Best We Can Be! Burr is our school and a special place APPENDIX A: Where all of us learn every day BURR SCHOOL SONGS About the wide world and our human race And being good sports when we play. Here we work hard to cooperate Workin’ together sure feels great!

All of us smile so proudly when we can say Here We Are

Chorus: Chorus: Here we are, altogether, We’re all for one here! As we sing this song, joyfully Under the sun we’re Here we are, altogether, Feelin’ just like family! As I hope we’ll always be. We’re Burr School, The best we can be! Verse 1: Join we now as friends, Under our colors of blue and white And celebrate the community we share, all as one, Standing together are we, Keep the fire burning, All of us different Kindle it with care, We’re quite a sight; As we all join in and sing…. But we’re united, you see! Whether from here or from foreign lands, (Chorus) Brothers and sisters, now let’s join hands -- Helpin’ each other find out how good we can be!

Verse 2: (Chorus) Let us make the world, A Hallelujah,

Let us make the world, a better place, We’re all for one here! Keep a smile handy, Under the sun we’re Lend a helping hand, Feelin’ just like family! As we all join in and sing…. We’re Burr School,

THE BEST WE CAN BE! YEAH (Chorus)

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Bus Behavior APPENDIX B: • be courteous; do not push or yell BURR SCHOOL CODE OF • obey any instructions the driver may give you BEHAVIOR • remain seated at all times • do not throw anything out of the bus • do not put hands, arms or heads out the window

General Reminders Burr School students, staff and parents are committed to creating and maintaining a climate of • fighting and bullying will not be tolerated mutual respect, caring and cooperative problem • gum chewing is not allowed solving. To this end, we ask that all members of • do not leave the school property without a the school community join us in upholding the teacher’s permission following guidelines. • use appropriate language. Electronic games or Respect for People devices cannot be brought to school without • always be considerate of other people teacher permission • be courteous and speak in a respectful tone of • cell phones must remain in backpacks and can voice only be used when you leave the building at the end of the day • use appropriate language at all times • listen respectfully to other students when they are speaking in a group or in front of the class • listen respectfully to adults and follow directions Respect for Learning • work hard in class • work quietly • walk quietly in the halls Respect for Property • take care of your desk, materials, school equipment, books, school and school grounds • keep your desk and room neat and orderly Playground Behavior • play fairly and give everyone else a chance • display good sportsmanship at all times • never throw snowballs or stones • include everybody Lunchroom Behavior • listen respectfully to the lunch teachers and follow their directions • sit down while you are eating • talk in a quiet voice

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