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School Handbook

ABOUT OUR SCHOOL

“A well-developed mind, a passion to learn, and the ability to put knowledge to work are the new keys to the future…”

Welcome to Shamrock, a school community where successful student learning is the concern of all. Our focus is ongoing learning. School staff uses current research to inform their practice, and enhance student development. We recognize that students need to work cooperatively, respect human diversity, and appreciate democratic values. It is our belief that all students can master essential skills and teachers develop and implement various strategies to meet this goal. Parents play an integral role in our learning community. Mutual trust and communication between home and school is essential. Parents are full partners in this relationship that strives to provide children with a high-quality education. This handbook is a beginning. Get to know us, become involved, and contact us should you have any questions or concerns. We want to make a difference!

SHAMROCK SCHOOL MISSION STATEMENT

Shamrock School is committed to creating a community where successful student learning within a safe and respectful environment is the focus of all. This learning environment will

  • promote self-concept
  • value and respect diversity
  • ensure instruction is research-based
  • develop student ownership and responsibility
  • use technology as an integral part of student learning
  • be mutually supportive of students, parents, staff and the larger community

“What lies behind us, and what lies ahead of us, are insignificant compared to what lies within us.”

SHAMROCK SCHOOL VISION STATEMENT

As we move into the future, Shamrock School must have a clear sense of its goals, a strong understanding of the characteristics of the school it hopes to become, and a collective commitment from its school community in order to transform its dreams into reality.

We envision a school where students

  • conduct themselves in a way that contributes to a safe, respectful, nurturing and inclusive atmosphere
  • take responsibility for their learning, decisions and actions
  • become actively engaged learners who strive to meet high academic expectations and criteria
  • participate in activities that offer choice, student voice and develop skills necessary for their growth as citizens and lifelong learners

We envision a school where staff

  • use current research to inform and develop classroom instruction
  • seek and implement promising strategies for improving student achievement on an ongoing basis
  • develop literacy plans that ensure high levels of reading and writing success for all students, and creates support for struggling literacy learners
  • work together in collaborative teams that have goals, uses team norms of operation, produce products that are focused on improving student learning and provide program continuity from grade to grade

We envision a school environment that

  • provides a nurturing, inviting, welcoming and inclusive climate
  • acknowledges and celebrates individual and group efforts and achievements
  • educates, models and leads in environmentally friendly approaches within the school and the Southdale community
  • respects and is considerate of all individuals

We envision a school where the community

  • recognizes the importance of establishing effective partnerships with the school
  • is the driving force to enhance the playground and allow the Shamrock Connects Project to become a reality
  • provides resources that enable the school to continue to offer exemplary academic and extra curricular programs
  • participates in the life of the school by attending programs, volunteering and assisting in the processes that will continue to make Shamrock an effective school

 

Code of Conduct

Shamrock School wishes to ensure that the school is a welcoming, safe and caring school community – an environment where effective teaching and learning can occur. It is expected that all students will conduct themselves appropriately at school as well as at divisional sponsored activities in the larger community.

We Believe That…

Effective teaching and learning occurs best in a positive school climate where students behave appropriately.

Teachers and other adults have an ongoing responsibility to prepare students for their role as citizens and to model these attributes in their daily interactions with students. Teachers teach the social lessons of the day and instruction in character education focuses learning on friendship, caring, empathy, citizenship and respect. The partnership between the school and the home is strengthened and together schools and parents take responsibility in teaching children and reinforcing appropriate behaviour.

Students need to demonstrate the importance of respect for themselves, others and property. Students must behave responsibly, and show concern and tolerance for others. All actions must be safe not only for themselves but they may not put others at risk.

Our goal is student self-discipline. Our expectations revolve around three beliefs. These powerful words guide a standard of behaviour at our school

BE RESPECTFUL      BE SAFE       BE RESPONSIBLE

The dual role of discipline and restitution create a balance that allows for learning from mistakes, learning different behaviours and making amends.
Students are expected to:
• Attend school regularly and arrive on time for school
• Follow guidelines for appropriate school attire
• Ensure that all assignments and tests demonstrate academic honesty
• Demonstrate respect for the rights, roles and responsibilities of others
• Demonstrate respect for the property of others and the school
• Comply with all laws and policies related to controlled substances and weapons

Teachers will intervene when students:
1. Use profanity (including language and/or gestures)
2. Are disrespectful
3. Do not maintain academic integrity – plagiarism, cheating etc.
4. Utter threats
5. Are disruptive and interfere with the learning of others
6. Fail to complete their homework

Students are referred to administration when the following occurs:
1. Fighting
2. Serious physical harm to and/or assault on an employee or another student.
3. Weapons on the school grounds (including school buses and bus stops)
4. Serious damage to property. This includes fires that are set on school property.
5. Chronic behaviour problems
6. Stealing
7. Threats to staff members and/or other students.
8. Leaving class or school without permission.


Interventions in all situations are intended to preserve the dignity and self worth of all involved in the disciplinary action. Interventions may include:
Counseling
Formal conference
Temporary withdrawal from the classroom
Removal of privileges
Detention
Restitution
Clinician referral
Performance contract
Police involvement
In-School Suspension
Out-of School Suspension

 

BRAIN-BASED LEARNING

Recent discoveries in brain research are helping educators at Shamrock understand how kids learn. We are learning how the brain works to facilitate meaning-making and memory and we are making classroom adjustments based on this latest research on brain based learning. Many teachers are implementing some of the ten important principles of a brain-based environment such as: uniqueness, assessments, emotions, meaning, multi-path, brain body, memory, nutrition, cycles and rhythms and elimination of threat. These factors combined with effective learning strategies are proving very successful to improving academic learning and classroom climate. By teaching our students abut the brain we have helped them learn about themselves, what kind of learners they are, how they can help themselves become better learners, and how they can deal with their emotions in positive ways.

STUDENT SUPPORT SERVICES

 

The Resource Program

The resource teacher gives educational support to students, parents and classroom teachers. This support attends to the wide range of ability in each classroom and takes the form of either direct or indirect service. Direct service to the students is provided either in the classroom or in the resource room. Indirect service is provided through consultation, collaboration and coordination with the classroom teacher and the principal.

Reading Recovery

 
Reading Recovery™ is an early intervention program for six year old students in Grade One. It provides the extra support that some students need in learning to read and write during that critical acquisition stage. At the beginning of the school year children are selected for Reading Recovery™ using classroom teachers’ judgment and results from observation surveys. To help link the acquisition between home and school, your child will be guided in selecting books to bring home. 

Early Intervention in Reading Program

The Early Intervention in Reading program is designed for Grade 1 and Grade 2 students. It provides the extra support that some students need in learning to read and write. The literacy teacher, along with the Grade 1 and 2 teachers, gives the observational survey to all Grade 1 students and to all Grade 2 students who are new to the school. Students who are identified as having some difficulty in reading or writing are then placed in small groups. Children selected for this program receive a daily half hour of additional reading and writing instruction under the direction of the literacy teacher.

Later Literacy

 
Later Literacy is a one on one pull-out program offered to students from Grades 5 to 8 whose reading comprehension is two or more years below grade level. A Later Literacy session can include up to fifty, forty-minute lessons and can last from 10 to 13 weeks. Assessment is conducted to determine individual learning needs. The lessons are broken down into four - ten minute components: working with narrative text, word study, working with expository (informational) text, and paragraph writing (sentence development, mechanics). Students must commit to regular attendance, a positive attitude, and reading for 25 minutes between lessons. Average growth in reading is two grade levels. Students are referred and chosen based on highest need and availability of Later Literacy teachers.

Counseling Services

 
The services of a guidance counselor are available to all students at Shamrock School. The counseling program is designed to assist students with a wide variety of personal and educational concerns. Through personal or group counseling, students are assisted with finding the possible solutions to their concerns as well as learning to make good decisions. Counselors work closely with parents, guardians and teachers. In addition, they may coordinate referrals to school and community agencies.

Skills for Living Program (SLP)

The mission of the Shamrock Skills for Living programs, in partnership with the Shamrock School community, is to provide an enabling learning environment which supports students in developing meaningful knowledge, skills and relationships that will assist them in achieving future independence.

Shamrock School is home to an Early Years (Grades K-4) and Middle Years (Grades 5-8) Skills for Living Program. This divisional program provides an alternative setting for students with profound developmental and/or multiple disabilities. It offers a low student-to-teacher ratio with individual programming. Programming includes a variety of educational, recreational and social experiences stressing pre-language, alternative/augmentative communication and functional education opportunities in individual, small group and large class environments. The program provides the least restrictive environment where every student has the potential for growth and is given appropriate programming, materials and settings to foster their individual abilities. Students’ needs are addressed in both the regular classroom and in alternative environments. The program is supported by occupational and physiotherapists, speech pathologists and provincial special education consultants. This team collaboratively develops each student’s learning plan. Individualized programming is designed to meet the needs of the “whole child”. 

 

THE MUSIC PROGRAM

 

Kindergarten – Grade 5

The Music program in K to 5 provides the opportunity for all students to learn the basic elements of music: rhythm, melody, harmony, form, and tone colour through a carefully planned sequence of skills involving singing, playing, reading, improvising, listening, writing, and moving. The emphasis is on learning by doing. Participation in group activities such as choir, Orff, recorder, and folk dance clubs during and after school provides enjoyment as well as an opportunity to further explore areas in music.

Guitar Program


All students beginning in Grade 6 at Shamrock school are eligible for the guitar program. They continue in this program until Grade 8. Students are given the opportunity to develop skills and proficiency in playing the guitar. Learning to play a musical instrument provides a lifelong source of enjoyment, a team experience, a source of self discipline, personal expression and satisfaction.

Students entering in this program are encouraged, but not obligated to purchase their own guitars for home instruction. Rental fees for in school usage of a school division instrument are $10.00 for the entire school year. This covers the cost of roughly one set of guitar strings. It does not cover the cost to cover repairs or replacement of the guitar due to misuse. Students and Parents assume the responsibility for any repairs occurring due to misuse of the instrument.

Band Program

The Louis Riel School Division believes that music is an integral part of a student’s education. Music is compulsory for every student at Shamrock School. The Band program is taught by a qualified instructor. In Grades 6 to 8, students have a choice of Band or Guitar.

Band students choose from ten different instruments on which they can develop their musical skills. In the Band program, students will learn skills sequentially over three years and then have the option of continuing in High School.
Grade 6 students receive instruction for 40 minutes, 3 times per cycle, while Grade 7 and 8 students receive instruction for 40 minutes, 4 times per cycle. Performance opportunities for students include concerts, assemblies and other school events. Jazz Band is offered as an extra-curricular activity for students in Grades 7 and 8.

The focus of the Band program is on having fun while learning and developing a life-long love for making music.

TECHNOLOGY

The Louis Riel School Division considers technology and the computer network to be a valuable tool. Shamrock School currently has two computer labs. One is located in Early Years with interactive software and word processing programs. This lab is available to early year’s students who are refining some of their skills. The other lab is located in Middle Years and is networked, as well as hooked up to the Internet. Our school is working hard at remaining current as the new technologies emerge. Our classrooms have the use of digital cameras, a desktop projector, and a classroom computer that has Internet access. The school is “connected” meaning we can share files as teachers and use the computer to correspond with the office. Kindergarten to Senior 4 students have access to the World Book Online. To access this resource students can go to any computer connected to the internet use an internet browser and go to the following address www.worldbookonline.com. In the space provided on the web page type in the following user information and password User: rielsd, Password: cft67. Our licensing provides for access for our student’s home use only. Middle Years students are provided with an e-mail address allowing them to communicate around the world. Classes use PowerPoint, MS Works, and MS Publisher just to name a few of the current programs that are running. Many classes are beginning to design web pages, and you can check out our school site at http://www.rielsd.org.

PHYSICAL EDUCATION

Shamrock’s award winning Physical Education program is made up of three parts: the instructional program, intramural programs and inter-school teams. The primary purpose of the program is to provide, through the teaching of physical skills, the opportunity for every child to achieve a positive level of physical fitness and to foster a healthy self-concept through an appreciation of physical activity and sport. A balanced program is provided where all children are made to feel comfortable and accepted. Shamrock School has met the criteria of the national Quality Daily Physical Education Program each year since this program was created in 1988, and the provincial TOBA Award, (To Benefit All), since 1995.

 

ASSESSMENT

Teachers continue to develop strategies to enhance academic success and to create positive learning experiences. Furthering student’s academic skills is a central responsibility of the school, which is done in partnership with the family and the community. Student assessment is an integrated part of teaching and learning which provides students and parents with information about student progress in relation to learning outcomes.

Formative evaluation focuses on learning processes and how students are developing. They include teacher observations, performance assessments, group activities and projects, homework assignments, oral and written presentations, tests and student self-assessment through the use of portfolios. Assessment information is used to inform classroom instruction and programming for students.

Summative evaluations occur throughout the year. Written reports, based on curriculum outcome statements, are shared with parents of students in Grades K to 8. Student Progress Conferences occur several times throughout the school year just after summative reports are sent home. These conferences provide students with an authentic context for self-evaluation and with an opportunity to assume some responsibility for informing their parents about how they are doing in school.

 

COMMUNICATION

Frequent ongoing communication helps develop and maintain relationships and fosters new learning. The Louis Riel School Division encourages parents to begin with the classroom teacher when concerns arise. Should further discussion and involvement be required you may be referred to the school administration.

• Opening Day Conferences are held at the beginning of the school year. Students, their parents/guardians, and their new teacher meet at individually scheduled conferences. Each teacher’s classroom conference has its own unique flavour providing an opportunity for families and teachers to get to know one another, share ideas about learning and discuss classroom expectations and procedures. The goal is to enhance communication between home and school and ultimately enrich student learning.

• Information can be found on our web site. Many teachers have their own home page where they post information about homework and classroom events.

• Newsletters are sent home regularly. Memorandums as needed.

• Parents can contact staff through a phone call to the school by leaving a message, or by e-mail. Return calls are made at the end of the day.

• Synervoice is a computerized program that sends messages to the home from the school concerning important announcements or events.

• The reader board on Beaverhill Blvd. announces current and upcoming events and celebrates student achievement.

VOLUNTEERS: GUIDELINES, OPPORTUNITIES AND TRAINING

Volunteers are an integral part of our learning community. They offer encouragement, assistance to students, as well as helping them develop a positive attitude. They strengthen the link between the school and the community. They are an important part of the Shamrock Team. Many opportunities are available for volunteers such as;
- Classrooms - Library
- Resource Program - Speech and Language Program
- Special Activities (Field Trips etc.) - Coaching Athletic programs.


Volunteers must attend an annual Shamrock Volunteer Training Session that is held early in September.
1. It is imperative that all visitors and volunteers sign in at the office and pick up a volunteer sticker at the front office.
2. Volunteers are asked to complete an application form and child abuse registry check. Drivers must submit a photocopy of their driver’s license. These forms can be obtained at the volunteer information session in September. Again, adults wishing to volunteer must attend this session.
3. Please ensure you are wearing this volunteer sticker at all times while in the school. These procedures help create a safe and orderly learning environment for our students and assist us should an emergency situation arise.
4. Please do not bring younger siblings with you while you are volunteering at the school.
5. Please do not park in assigned parking spaces or bus loops. Parking is available to a limited extent in the drive through or on side streets adjacent to the school.
6. Be judicious about what you see, hear, and say while working in our school. Keep information confidential.
7. Additional area training for volunteers takes a variety of forms dependent on the activity you have chosen to give your time to.

School Protocols and Procedures

 

Procedures are important in society so that people can function in an acceptable manner. At school, procedures allow a wide variety of activities to take place, often simultaneously, with a minimum of confusion and wasted time thus keeping the focus on learning.


Classes follow a 6 day cycle.

School Hours 8:35 – 11:30 am
12:25 – 3:18 pm
Lunch Hours 11:30 – 11:55 am
11-55 – 12:25 pm
Recess Hours – Grades 1 - 6 10:15 – 10:30 am
2:00 – 2:15 pm
Office Hours 8:00 – 4:00 pm

 

SCHOOL ATTENDANCE, LATE ARRIVAL AND EARLY PICK-UP PROCEDURES

All classroom teachers K – 8 take student attendance twice daily at 8:45 am and 12:30 pm. Students are expected to be on time for their classes. When a student arrives after attendance has been taken they MUST report to the office to get a late slip. The office monitors lates. If a student has an excessive amount of recorded lates or absences, administration will notify parents/guardians. If a student is leaving school early, parents must inform the office. Parents are asked to pick up their child at the office and not at the classroom.

Should a student be absent parents are asked to leave a message on the school's telephone answering machine (257-0637). When leaving a message, please identify student, grade, room number and when they will be absent (am, pm, or both).

 

THE CALL BACK PROGRAM

This program is a check-up procedure whereby one can ensure that children arrive at school safely. A child who fails to appear at school is noted immediately and the action necessary to locate the child can be taken.

Parents are asked to notify the school of a child's absence before or on the day of the absence. The office checks these reported absences with the absence report submitted by the classroom teacher immediately after school starts in the morning and afternoon. If the teacher is unaware of an absent child's whereabouts and the school has not been informed, parents are contacted to check on the child's whereabouts.

STUDENT PHONE

The Shamrock Parent Advisory Council provides a student telephone line to enable students to call home when required. The telephone is located in the office. Students require permission from their homeroom teacher or other staff member in order to use the telephone.

This telephone line also serves as our school information line. A weekly message is recorded detailing upcoming events in the school. Calling 254-8614 can access this message.

STUDENT FEES

Middle Years’ students pay a student fee. This fee covers the cost of rental of a lock for the year, agenda book and computer disks. The locks are standard combination locks that students must use on their locker. No private locks are permitted. Students return the lock at the end of the year. Should a student loose the lock, he/she will be required to pay the replacement cost.

STUDENT BELONGINGS AND VALUABLES

Every year we donate hundreds of dollars worth of footwear and clothing to charity that is not labelled and not claimed in our "Lost and Found" at the end of June. Please make sure runners, winter shoes and gym clothing are marked with the student's name and room number.
Toys should not be brought to school or brought to the school bus unless they are a part of a class project. Toys distract from instructional activities and the staff cannot be held accountable in the event that the toys are stolen or lost. Staff members will collect “unauthorized” toys and keep them until parents/guardians come to school to collect them.

Cell phones, pagers, radios, laser pointers, discmans and other non-instructional items are not to be brought to school. These items are also not allowed on school buses. Students who violate this policy will have the item confiscated and be required to leave them in the care of the administration until the end of the school day.

The school is not responsible for lost or stolen items.

INDOOR FOOTWEAR

All students are to have a pair of white-soled runners for indoor wear at school in addition to the footwear worn to and from home. The indoor runners remain clean and are worn in class and for Phys. Ed. Parents are asked to NOT purchase blue and black-soled runners as these mark the tiled floors badly. Students are required to remove outdoor footwear and place it on the boot trays or in their lockers upon entering the building.
This helps to keep classrooms, hallways, and gym floors clean. Indoor footwear should be labelled clearly in felt pen and kept at school on the student's desk or on the boot trays at the entrances. Grade 5-8 students keep them in their locker.

DRESS CODE

Students are expected to dress appropriately for school. We believe that appropriate clothing contributes to a climate of respect. Parents are requested to assist their son/daughter in exercising good judgment in selecting appropriate wear for classes. There should be no midriffs or underwear showing, no spaghetti straps or bare backs, as well, no inappropriate shorts or skirts, half shirts, or cut-offs. Clothing that has offensive language, designs or pictures, or portrays a drug, alcohol, gang or sexual related themes will not be permitted. Headgear is not permitted inside the building.

While styles are important to students, especially in the upper grades, parents are asked to see their children dress warmly in winter months. Students are outside before school in the morning, at recess and for 30 minutes at noon hour.

 

TEXTBOOKS AND LIBRARY BOOKS

Textbooks and library books are issued to students with the understanding that students will be responsible for their care. We expect normal wear during the year. However, when books are damaged but repairable, students/parents are charged the cost for rebinding which is approximately $10.00. For books that are lost, students/parents will be charged the replacement cost. Refunds are issued for books that are subsequently found and returned.
Matters relating to textbooks and library books must be fully resolved before report cards are issued at the end of June.

INCLEMENT WEATHER

 
Before school: When the wind chill factor is -30 or more, or it is raining, students are brought into the inside entrance.

For morning and afternoon recess: When it is raining or when the wind chill factor is -30 or more, recess will be indoors.

At lunch time: When the wind chill factor is -30 or more or it is raining students will remain indoors and be supervised. When the wind-chill is -27 to -29 students will go outdoors for 15 minutes maximum.

PROTOCOL FOR THE ADMINISTRATION OF MEDICATION AND HEALTH CARE NEEDS IN SCHOOL

This policy reflects the guidelines and procedures outlined in the provincial Unified Referral and Intake System’s (URIS) Manual.

The school board recognizes that many students attending schools require medication for the medical management of chronic disabilities and illnesses. There are, as well, rare occasions when emergency procedures are required in life-threatening situations, e.g. acute allergic reaction, asthmatic attacks, seizures, insect stings, etc. To ensure the safety and protection of students, staff and parents/guardians, the following regulations must be followed by all trained divisional personnel who are assigned to administer medication to students within the Division. In order for prescribed medication to be administered in school (i.e. school administration or self-administration), parents/guardians must comply with the procedures outlined in the policy.

Failure by parents/guardians to comply with the procedures outlined in the policy will result in the refusal by divisional staff to administer medication or the student being requested to remain at home.

 
I. AUTHORIZATION

• Parents will provide the school with a signed authorization form from the prescribing physician and /or pharmacist authorizing the school to administer medication.

• Parents will provide the school with a signed authorization form from themselves authorizing the school to administer medication.

2. DELIVERY AND STORAGE OF MEDICATION

• Medications must be delivered to the school by the parent/guardian or responsible adult in the original pharmacy labelled container which identifies clearly:
• name of student
• name of prescribing physician
• name of medication and dose
• frequency and route of administration
• name of the pharmacy and date prescription was filled

• Narcotic medications (e.g., Ritalin, Demerol, Morphine, etc.) shall be stored in a locked location and administered by the Principal or his/her delegate.

• Medication that is required urgently shall not be stored in a locked location (ex. bronchial aerosols, Epi-pens or other urgently required medication)

ACCIDENT PROCEDURES

The school requests that parents leave the name and phone number of someone to contact in case of an accident or emergency on the registration form. It is important that this information be kept up to date in each student's file. Parents are asked to report any changes to the school office. Our staff will attend to a child who receives a minor injury such as a scrape, bruise or cut. Should a child receive a more serious injury, please note the following procedure:

1. Attempts will be made to notify parents or guardians at home or at work. Failing to establish contact, the emergency contact person will be called.

2. Should no one be available for us to contact, the child will be taken to the nearest hospital for medical aid.

3. If necessary, the school will call an ambulance. Our staff can handle most accidents that occur in school. However, we want parents to know that we will move very quickly to ensure speedy medical attention should a serious accident occur.

INSURANCE: Parents are encouraged to subscribe to the accident insurance offered through the school division in September of each year.

GETTING TO SCHOOL - BICYCLES, IN-LINE SKATES, IN-LINE SKATES and SCOOTERS

 

Students who ride their bicycles to school are to lock them in the bicycle racks. Theft does occur, therefore, recording the bicycle name, model, and serial number may be prudent. Students must ride their vehicles in a safe, responsible and respectful manner both to and from school. Students must dismount ALL vehicles before they go on school property.
Except for bicycles, all other vehicles must be stored in their locker.
The school assumes no responsibility for lost or damaged items.

STUDENT DROP OFF AND VISITOR PARKING

  At Shamrock School parents can drop off their children using the drive through located at the front of the school. When using the drive through please remember the following:

• Drive your car ahead as far as you can BEFORE dropping off your child.
• Remind your child to NOT walk through the parking lot. It is not a safe practice and may result in an accident.
• Do not enter the Staff parking lot for any reason. All parking spaces are used, including the three at the end of the drive through.
• Note that stopping is restricted to only a few minutes. Your cooperation will reduce traffic congestion and improve student safety.
The school bus loop off Shamrock Drive is for loading and unloading school buses and is not open to regular traffic.

SCHOOL SAFETY PATROLS

  School Safety Patrols assist children to cross busy streets and intersections. Patrols are on duty from 8:20 - 8:35, 11:30 - 11:45, 12:10 - 12:25, and 3:18 - 3:30. There are three patrol crossings. These are Beaverhill at Shamrock, Shamrock at Beaverhill, and the drive through exit at the front of school on Beaverhill.

AFTER SCHOOL SAFETY

Students are asked to go straight home after dismissal and only return to the school grounds after they have checked in at home and have your permission. There is no playground supervision after school dismissal.

BUS EVACUATION

  All students are trained in the emergency evacuation of a school bus. Drills are held on the school grounds during the school year. The bus driver directs the drill while being assisted by the teaching staff as safety helpers.

EMERGENCY SCHOOL EVACUATION

  The school has an Emergency Preparedness program for emergencies that may arise during the school day. Each school year drills must be held to familiarize and reinforce pupils with proper evacuation procedures. The purpose of drills is an exercise in discipline, not speed, although reasonably prompt evacuation is important. Once the office is aware of an emergency, the type of emergency and the expected response will be communicated.