Orchard School Handbook

As an enlightened community of learners, we will ensure that each student demonstrates the knowledge, skills, and character to create a successful and responsible life in a rapidly changing society;

We will accomplish this by forming partnerships linking a dedicated community, its families and educators with global resources to provide challenges that inspire all learners.

South Burlington Board of School Directors

The Board of School Directors meets on the second Wednesday of each month. Parents and members of the community are urged to attend.

ADMINISTRATORS

ORCHARD ELEMENTARY SCHOOL

Faculty and Staff

Rick Ebel.....................................................Principal

Maureen Genzlinger................................Kindergarten

Jason Pecor…………………………………………………….Kindergarten

Tracy Pornelos………………………………………………Kindergarten

Carol McQuillen .......................................Kindergarten/Grade 1

Anne Adams.................................................Grade 1

Margo McCray.............................................Grade 1

Joanna Pecor..............................................Grade 2

Deb Gurwicz................................................Grade 2

Barbara Lawrence.....................................Grade 2/3

Lynda Waltien..............................................Grade 2/3

Judith Poor....................................................Grade 3

Steven Schmidt............................................Grade 3

Chantelle Mitchell.......................................Grade 4

Sarah Vachereau..........................................Grade 4

Phyllis Marcell...............................................Grade 4/5

Melinda Tate..................................................Grade 4/5

Kay Howley......................................................Grade 5

Dayle Wright...................................................Grade 5

Susie Cicirello.................................................Art

Carol Wheeler..................................................Guidance

Kara Cassani, Julia Larrow.........................Health Services

Donna Sullivan-Macdonald...........................Library/Media Specialist

Amy Frostman....................................................Music

Cindy Matthews................................................Music

Michelle Soules.................................................Physical Education

Lisa Italiano.......................................................Reading Recovery

Karen Villanti......................................................Reading Recovery/Reading Teacher

Janet Hayden.....................................................Special Services—ELL Teacher

Susan Hoffer.....................................................Special Services—Consulting Teacher

Katherine Branon...............................................Special Services—Consulting Teacher

Stephanie Stec....................................................Special Services—Speech/Language
Todd Jemison......................................................Math Coach
Donna Issenberg..................................................Literacy Coach

Multicultural Philosophy Statement

Orchard School

The Orchard School community believes that all children should experience an inclusive and challenging education that nurtures respect for diverse views and culture, teaches knowledge from many perspectives, and models the ideals that bind us together as a nation. Our curriculum should include the experiences, beliefs, and traditions of various cultural groups and their significance in the Unites States and the world.

All members of the Orchard School community will combat stereotyping, bigotry, racism, and discriminatory practices. In particular, we must all analyze our interpersonal relations for friction due to misperceptions about various groups- for example, gender, racial, ethnic, religious, socio-economic class.

By instituting a rigorous curriculum infused with multiple perspectives, common ideals and intellectual integrity, we prepare children for citizenship in our increasingly pluralistic society. By creating a safe and cooperating learning environment, we will help our children develop a sense of self-worth, appreciate our common humanity, and recognize differences as enriching our lives.

Every student shall attend school regularly except under the following circumstances:

A student will be excused from school for any of the above reasons provided the parent or guardian makes a request. In case of illness or other emergencies necessitating dismissal of a student, the school will first attempt to notify the parent or guardian. If the parent is unable to be located, we notify the emergency contact person listed on the child’s emergency card. We urge parents that plan to go out of town for several days, to leave a signed note identifying emergency contact people and daily child care providers. We will not send a child home with anyone other than emergency contact people.

No student may leave school grounds during the school day without approval from the office. If parents wish to withdraw their children from school once it is in session, the parent must sign the child out at the office, with an early dismissal slip.

EARLY MORNING SUPERVISION PROGRAM

What is the” Early Morning Supervision Program? “

When the South Burlington School District changed the elementary school day to begin at 8:00 AM, this program was developed for parents who had to leave for work (leaving no one home to supervise) before the time that their children would be picked-up by the bus or would leave to walk to school. The program begins at 7:45 AM. (. Children cannot arrive early. There is no supervision prior to 7:45AM.) This program is at no cost to families.

Parents and Student Agreements

· For reasons of safety and quality, it must be understood that attendance in this program is a privilege. As such, students must be able to manage their own behavior. The same basic rules for respectful, safe behaviors that apply throughout our school day also apply to this program. Should behavioral issues arise, parents will be notified. If, after this notification, the student continues to make inappropriate choices, the program will no longer be an option. Parents will need to make other arrangements, outside the school, for early morning supervision.

· Students will attend the program only on the days when there is no one home to supervise prior to bus pick-up or the time the child would normally walk to school.

TARDINESS

The Orchard School day begins promptly at 8:00 a.m. Many teachers begin the day with a morning meeting, which includes activities to build classroom community and sets the tone for a productive learning day. When children arrive late, these meetings are disrupted and children don’t have the opportunity to “settle in”. In addition, lunch count is completed and called in by 8:30am. When a student arrives after 8:00, they must check-in at the office where a record of tardiness is kept. When a pattern emerges, school personnel will meet with families to find ways to help students arrive on time.

8:00 a.m. (652-7300). Feel free to leave a message on voice mail. If we have not heard from you, we will contact you after 9:00 a.m. if your child is absent.

The purpose of the procedure is to ensure that each child arrives safely at school and to enable the nurse to be knowledgeable about current illnesses and health concerns.

Each school health office is staffed by a Registered Nurse who has a School Nurse endorsement through the Vermont Department of Education. In addition, staffing may be complemented by an LPN / Health Assistant.

The School Nurse works as a team member with the other school staff to maximize learning and wellness in a healthy and safe school environment for every student. The School Nurse maintains student immunization and health records, as well as provides yearly screening for vision, hearing, height, weight, and blood pressure. Referrals and follow-up evaluations are done as needed or requested. In addition, the School Nurse provides health education and support for health and wellness at every grade level.

ü Complete and return the Emergency Information form and annual Health Questionnaire.

ü Inform the School Nurse or office staff of any changes in emergency contact information as they occur throughout the year.

At the end of the school day there is NO nursing coverage at the school. It is each parent/guardian’s responsibility to communicate, to the coordinator or coach of their after school activities, any health needs your child may have.

The School Nurse or Health Assistant will triage all injuries. If appropriate, an accident report will be completed and filed in the Health Office. Parents/guardians will be notified in case of a serious injury, or if follow up attention or evaluation is necessary.

1. The School Nurse does not supply over the counter medication for student use.

2. Parents may bring in over the counter stock medication (i.e. acetaminophen (Tylenol), ibuprofen (Advil), cough medication, cough drops). The School Nurse will administer these medications for a short period of time only. All medication must have a signed note, giving directions and permission for administration.

3. Prescription medication must be delivered in the original container, with a note from the doctor and parent giving directions and permission for administration.

4. All medication must be brought to school by an adult and delivered to the Health Office.

6. All medication will be locked in the medication cabinet in the Health Office.

7. All medication information will be kept in a medication logbook with appropriate documentation.

This program offers a variety of complete meals that rotate daily. They include cereal, bagels and muffins, etc. Prices for breakfast are:

LUNCH INFORMATION

Menu- The South Burlington School District provides healthy meals for students and adults in the school. The menu usually offers hot and cold choices, Rebel Runners and a daily Salad Bar. Milk is included.

Milk- Milk is available for students who bring lunch. Whole milk, skim milk, low-fat milk, and chocolate milk may be purchased for $0.35 a carton; orange juice may be purchased for $0.35 a carton.

The money will be entered into the child’s lunch account, which can be accessed by the child with their 5 digit pin #.

Free/Reduced Meals- Free or reduced breakfast and lunch are available to eligible families. Students participating in this program will also be eligible for the free and reduced breakfast pricing. Forms are sent home in September and may be requested when needed. A family’s eligibility for Free/Reduced is confidential.

The lunchroom is a place where social skills can be practiced. Here, all students are expected to practice good manners. This includes:

ü Polite manners: chew with mouth closed, keep food in front of you, use utensils and straws correctly

Food swapping is not allowed. Gum and glass containers are not allowed in any area of the school. We would prefer that children refrain from bringing candy and soda as a regular lunch practice.

Recess provides students with a break time for physical activity. Students are expected to observe rules of good conduct and treat each other with respect. Rules include:

Our school day ends at 2:40pm. We first dismiss children that walk home and are picked up by their parents. For safety and security reasons we ask that all parents please meet their child in the gym. Parking has been reserved adjacent to the building. This will allow parents to safely escort children away from our busy parking lot. Classroom teachers need to be informed of your child’s routine, whether they go home by bus, attend the after school program, or walk. Therefore, we request that we be notified of all changes in after school routines in writing. Please send notes to the classroom teacher. Last minute changes to these routines often leave the child and staff confused.

If plans change, we need to know prior to 2:00pm in order to insure the child gets the message.

Occasionally there is a need for your child to leave school early. Please send a note to your child’s teacher. We require that parents sign children out at the office.

Orchard School is a wonderful place for learning. It is our goal that dress reflect codes of decency and respect. Our vision, as expressed by the

Circle of Courage, values a respectful and inclusive environment. Students must dress in a way that is safe, clean, and non-disruptive.

Should a student violate the dress code, parents will be contacted and asked to bring appropriate clothes to school. The student will be permitted to resume activities as soon as the clothes can be changed.

The South Burlington School District utilizes an automated phone system. When you dial the school, you will receive a recorded message. If you wish to speak with the secretary, dial #2 for the office staff. In some instances they may be on another line and you will be connected to voice mail. In an emergency, stay on the line: personnel from the district office will answer and convey a message immediately.

Messages for teachers and administrators may be left on voice mail. Follow instructions on the menu for appropriate extensions.

It is necessary for us to limit student use of the telephone. Only essential calls home are allowed. For example, a child will always call if they miss the bus or if they have to stay after school. We encourage students to take care of forgotten homework, shoes, or lunch without calling home.

The South Burlington Family Center is available to community members, parents, babies and children of the South Burlington community. The goal is to provide a developmentally appropriated space for play, adult learning, family activities, and parent education. Guidelines are offered to insure the health, safety, and enjoyment for all.

They follow the S.B. academic calendar. More information is available at www.sbschools.net.

All parties wishing to use the South Burlington School Facilities for extra-curricular activities must sign-up on the school district web site, www.sbschools.net, and go to the quick link “Facility Scheduling”.

In order to utilize this site, please call Nancy Ignaszewski at 652-7014 to register and get a password.

Classroom teachers plan for children to apply their learning in the community in a variety of ways. Classroom fieldwork is linked directly with the curriculum. If children are leaving the school for educational projects, parents will be notified ahead of time of the date, destination, special requirements, and cost if any. Parents may be asked to pay fees and admissions; however, scholarships are always available. Don’t hesitate to request assistance.

Orchard School is the site of many after school activities. We will routinely provide parents with information about school sponsored activities and distribute flyers provided by the South Burlington Recreation Department. District policy does not allow us to directly distribute information about privately organized programs even though they may use the school facilities. The information we receive about after school activities will be available for parents and students in the lobby of the school. Students must bring permission slips to stay after school for any activity. Several quality after school child care programs are available at or near the school. Parents may request the names and contact numbers of those programs at the office.

BICYCLES/SCOOTERS

If students ride bicycles/scooters to school, the school will not be liable for damage or theft. Students are expected to walk their bikes/scooters on and off the school grounds. We strongly encourage students to wear their helmets. We will need a permission slip in the office allowing your child to ride their bike/scooter to school.

We believe that all elementary students can benefit from a number of homework assignments. The goal of homework for young children should be to help develop good study habits, to foster positive attitudes toward school, and to communicate to students the idea that learning takes place at home as well as at school.

Homework can be required at all grade levels and a mixture of mandatory and voluntary homework is most beneficial.

Reading daily as part of homework or pleasure, is an important habit to develop at an early age. For children who are not ready to read or who are yet proficient readers, a daily story time with a parent reading to the child helps establish a love of literature. It also helps develop the early skills needed to become a good reader.

Parents are rarely asked to play a formal instruction role in homework. Instead we ask that you create a home environment that facilitates student self-study.

Ø Some children study best before school, some right after dinner, some as soon as they get home from school. A routine time is important, but the schedule needs to be flexible enough to allow trade-offs and shifts when necessary.

Ø Keep noise and distractions to a minimum when children are studying. Some children need total quiet to concentrate. Others may need background of sound, such as relaxing music.

Ø Check to see that your children understand the assignments. If there is a problem, work through a few examples. Contact the teacher if they still do not understand.

Ø Do not do your children’s homework for them. Give help and encouragement and let them do the work.

Ø If you think your children are getting too much or too little homework, discuss your concerns with the teacher.

The Orchard School is committed to providing quality learning experiences for all children. We have intentionally employed teachers with different interests, personalities, and styles. We offer both multi-age and single graded classrooms.

Each classroom teacher is obligated to address the South Burlington District curriculum, and all teachers must teach specific skills, concepts and processes assigned to each grade level. We are confident that all teachers in our school can address the individual needs of any student assigned to him/her with the support and cooperation of parents. Although we recognize that parents have preferences that may be valid, we cannot always act on those and still serve the needs of all children in the school.

At spring conferences, parents and teachers have the opportunity to discuss learning goals and factors the teachers and parents see as important considerations in making class placement for the following year. In subsequent meetings, the classroom teacher openly shares information from placement conversations, so that others have a sense of parent priorities and expectations.

Teachers follow a specific process for placing students in an equitable way. They take into consideration the learning needs of individual children, their learning styles, and the potential dynamic of proposed groupings of students. Grade level teachers meet several times in May to consider placement options for each student in their class. Teachers consider the academic and social needs of all students. Our placement process must result in classrooms that are balanced in terms of number, gender, and academic/social needs. Because this is a collaborative process, no teacher or administrator can guarantee requests for specific teachers, however we can assure parents that teachers consider and value their input. We strive to make placements which will enhance the ability of teachers, students, and parents to work effectively together.

Each year during the summer, we receive and lose a number of students. In late summer, we will adjust according to new enrollment information. If for some reason you feel strongly that the assigned placement is not appropriate for your child, you may request consideration for a change of placement. Please make your request in writing, identifying any factors that might influence that decision. Placement teams will meet in mid-August to place new students and to consider any requests for change in placement. We do our best to accommodate the needs of individual students while at the same time maintaining a strong and supportive environment in each classroom.

Orchard School actively participates with the South Burlington School District in Vermont and national education improvement initiatives. We believe that students, teachers, families and community members must be clear about standards of academic excellence. We are particularly conscious of our children’s future; they will live and work in an international arena.

Orchard curriculum and assessment practices are aligned with the Vermont Framework of Standard and Learning Opportunities, a document outlining high standards of performance for all students. The South Burlington School District has a comprehensive K-12 curriculum designating key academic areas of literacy, math, science, and social studies. Grade level expectations are clearly designated.

The District also outlines core curricula in music, art, physical education, health, and technology. Students receive instruction in these programs one or more times each week; a description of those programs follows. Parents are provided with a curriculum overview and grade level expectations at the beginning of the year. Any parent or community member wishing to review the entire curriculum may request a copy for review.

The visual arts program at Orchard School stresses a philosophy of a positive self-image giving students confidence in their own artistic abilities. Art is a self-expression, a vehicle for communicating feelings, moods, ideas, and experiences. Art is also a reflection of the characteristics of people the world over and of every period in time. The art program at Orchard emphasizes the appreciation of art both by the individual and group reflection, as well as an awareness of the great masters.

Student achievement and classroom curriculum will be enhanced through exposure, experimentation and creative problem solving using art media such as:

The library/media center, or learning center is the “heart” of the school. Everyone in the Orchard School Community has daily access to its resources, technology, activities and its positive learning environment. It shares the school’s responsibility of teaching students how to learn and how to develop essential and enriching lifetime habits. Its program emphasizes independent inquiry and communication by means of a variety of print/non-print media and electronic equipment. The library media center director meets regularly with teachers to integrate instructional objectives and interdisciplinary units. Library media center assistants are available to help implement the instructional and technological objectives of the program. Many parent volunteers are valuable members of our learning center staff and are responsible for essential duties that relate to our needs and their interests.

The Physical Education Program at Orchard is a vital and necessary part of every student’s total development. It offers a variety of sequential activities to develop or enhance the psychomotor, cognitive and emotional needs of our students. Current instruction emphasizes activities that promote fitness, cardiovascular endurance, skillful movement, responsible behavior, sportsmanship, positive interpersonal relations, cooperation, decision-making and respect for others.

Twice each school year, in October and May, student motor and fitness skills are evaluated to determine current levels and plan future goals.

All classes meet twice each week for approximately 30 minutes. While we wish it were more frequent, we feel confident the students are realizing progress and success in all areas of P.E.

The K-2 curriculum includes introductory movement activities, games, of low organization, elementary fitness, simple rope, gymnastics and ball skills.

Grade 3-5 experience introduction to large group activities, and team sports including soccer, basketball, gymnastics, cross-country skiing, volleyball, indoor tennis, snow shoeing and softball. Also, grades 2-5 participate in the nationally recognized Presidential Fitness Challenge, which evaluates student fitness.

The primary goal of our program is to provide our students with meaningful and challenging activities. Hopefully, this experience will lay the foundation for a lifetime of physical activity and wellness.

Music is essential for the healthy development of the mind and spirit of every student. It is South Burlington’s commitment to offer all students the opportunity to explore their musical potential. The sequential music curriculum will facilitate the development of artistic, academic, motor/physical, social/emotional and communication skills.

Orchard students attend two 30-minute music classes each week. Their study includes singing, dancing, playing instruments, and reading and notating music. They will also explore the fundamentals of composing, and listening to and evaluating music. In fourth and fifth grade, Orchard students begin recorder study, and also attend Chorus for 30 minutes each week. Here, they will experience rehearsing and performing two and three-part vocal music in a fun and energetic group setting.

Standardized Assessments

Orchard School participates in the administration of district, state and national assessments of its students. Following is a listing of those assessments, the grade levels that participate, and the month when they are administered.

September Kindergarten and 1^st grade are given the Primary Observation Assessment (POA).

October Grades 3 , 4 and 5 will take the New England Common Assessment Program (NECAP) test.

January Grade 4 will take the National Assessment of Educational Progress (NAEP).

May Kindergarten and 1^st grade are given the Primary Observation Assessment (POA).

May Grade 2 will take the Developmental Reading Assessment (DRA) and Math Assessment.

Specific information regarding assessment dates and the nature of the tests will be sent home closer to the actual testing time.

Classroom teachers will notify parents of the dates these assessments will occur. We appreciate parents cooperation in assuring each student is present. And prepared to do their best.

The South Burlington School District affirms the right of all handicapped children to a free, appropriate public education. Children living in South Burlington who are learning disabled, learning impaired, visually impaired, emotionally disturbed, speech/language impaired, health impaired or physically impaired and are in need of special education are entitled to this special education service.

Special Education provides instructional support to classroom teachers and students. Consulting teachers and speech/language pathologist’s work with classroom teachers to modify instructional programs to meet the special needs of the students. We believe that this enhances success for all students in the regular classroom.

Sometimes special educators or instructional assistants teach students individually or in small groups in or outside of the classroom. The classroom teacher and special education staff works together to meet the needs of all students.

Decisions on the type and intensity of service to be provided by our specialists are made by our building team. Parents of children eligible for special education services participate in setting objectives and planning their child’s program. Questions about special education should be directed to the Consulting Teacher, Principal, or Director of Special Education Services,

Reading Recovery is a component of our schoolwide comprehensive approach to teaching and learning literacy. Reading Recovery is a short-term early literacy intervention for first grade children having extreme difficulty learning to read and write. For an average of 12 to 20 weeks, children receive daily, one-to-one, 30-minute instruction by a specially trained teacher to help them become independent readers and writers. Reading Recovery serves as a safety net for low achieving children and is a supplement to a good classroom literacy program.

Educators agree that early intervention programs are critical in long-term literacy achievement because the gap between lowest and highest achieving children is narrow in lower grades but widens in later elementary school. Reading Recovery closes this gap at the critical time in children's literacy learning before the gulf is too wide to bridge.

Orchard School believes that a comprehensive system of educational services should be provided to all students to enable them to succeed in the classroom. At Orchard, a range of effective education services are available to students who are failing or at risk of failing to achieve because of academic, behavioral or social problems.

Our Educational Support Team is a cross-section of professional staff members that meets regularly to find ways to support a student having difficulty in the classroom.

* When a student needs support, the classroom teacher had usually discussed the problems with parents. In any event, parents are notified if their child is referred to E.S.T. and informed of any additional support the child is to receive.

* Parents who believe their child needs additional support may refer their child to E.S.T. by contacting the teacher, guidance counselor or principal.

Because all children need the skills to face problems, disappointments and the stresses in their lives, the school counselor serves every student. All students participate in small groups called lunch bunches and receive six weeks of guidance curriculum with their classmates. The curriculum delivered is based on the classroom teacher and school counselor’s collaborative efforts to meet the social and emotional learning needs of the students as a group.

Additionally, some students meet with the school counselor in groups to receive more social skill instruction and attention. There are also on-going groups formed around issues such as family changes, loss, anger management, and problem solving. The school counselor is also available to meet with children individually when a child, a teacher or a parent request that a private meeting take place.

Parents and teachers meet with the school counselor when there is a concern, to gather information, and to explore alternatives. Also, by serving as a member of many support teams, the school counselor has the opportunity to consult in the development of student plans.

SCHOOL SOCIAL WORK SERVICES

In collaboration with the Baird Center for Children and Families we have a part time social worker in our school.

The social worker is a licensed Masters level clinician providing confidential services to children to promote a successful school performance. Services are family focused with an emphasis for building on strengths within the child and family. The social worker connects with the student’s family to identify successes and challenges related to school performance. An important component of social work services are flexibility with which they are offered. A child or family can choose to meet with the social worker at the school, in the community, or in their home.

Individual and group work with students occur in collaboration with school staff with a goal of providing assessment, crisis management, supportive counseling, therapy, and social skills development. The school social worker is also available to assist in exploring options for after school care, vacation camps, and summer camps.

The South Burlington School District fully supports the philosophy and intent of the Title VI, Section 504, Title IX and all federal regulations promulgated therein and to that end the District will not discriminate in educational programs, activities, or employment practices on the basis of age, race, color, creed, sex, national origin or handicap under the provisions of Title VI of the Civil Rights Act of 1964; Title IX of the Educational Amendments of 1972; Section 504 of the rehabilitation Act of 1973; and the Individuals with Disabilities Education Act (IDEA).

The name, office, address and telephone of the employees designed to coordinate the efforts of the South Burlington Orchard School to comply with and carry out responsibilities under said Regulations are:

District Compliance Officer
JoAnn Canning
Acting Assoc. Superintendent
550 Dorset St.
South Burlington,VT 05403
802 652-7390

Athletics                                                                    Orchard School Contact Person
Mike O’Day                                                                Rick Ebel
Director of Physical Education and Athletics       Principal
550 Dorset Street                                                    2 Baldwin Avenue
South Burlington. VT 05403                                     South Burlington. VT 05403
802 652-7001                                                            802 652-7300

The School Board recognizes the valuable contributions made to the school by volunteers and work-study students. A volunteer is a person not employed by the school district who works on an occasional or regular basis in the school setting to assist the staff. A volunteer works without compensation or economic benefit. A work-study student receives compensation for work performed at the school as part of a college work experience program. A work-study student is a student working toward a degree in teaching who is a placed at the school as a student teacher.

The principal is authorized to recruit and approve volunteers and work-study students to work in the school. It is the principal’s responsibility to be reasonably sure that thee volunteer and work-study student is a person of good character with the ability to make substantial contributions to the school. The principal may require volunteers and work- study students to complete information forms regarding background information including, but not limited to, the dates, locations and dispositions of any convictions, including findings of guilt, pleas of guilty, or nolo contendere, for criminal violations. A person who fails to provide full and accurate background information in response to the principal’s request will not be permitted to work with students. Placement of volunteers and work-study students will be made by the principal or the principal’s designee.

Volunteers and work- study students who work with students will be under the immediate supervision of a licensed professional employee. Volunteers and work-study students will not have unsupervised contact with students, except when it is of short duration and necessary in the context of activities planned by and under the direction of professional school staff or contractors employed by the school.

No volunteer or work-study student will have regularly scheduled unsupervised contact with students. Volunteers and work-study students are expected to comply with school policies, rules and regulations.

Volunteers and work-study study students will be informed by the principal of the extent to which school district insurance policies protect them from personal liability resulting from claims against them based on negligence or other injurious conduct while acting in a volunteer or work-study capacity.

Volunteers and work-study students shall not subject students, staff or other volunteers or visitors to the school to discrimination or harassment prohibited by federal or state laws and regulation or by district school policy.

Legal Reference: Harassment in Education Act, 16 V.S.A. §565. Access to Criminal Records, 16 V.S.A §251 et seq.

Tobacco products are extremely addicting and can cause health effects that interfere with school performance. We do not permit the use of tobacco or tobacco products on school grounds, in school facilities, or in school vehicles. Students are not permitted to use or have tobacco or tobacco products at school or school-sponsored events. This ban on tobacco use extends to any student, employee, or visitor to the school and applies at all times, whether or not school is in session. Any tobacco product in the possession of a student will be confiscated immediately by an employee and reported to the principal or designee who shall, if appropriate, make a referral to our school resource officer.

We ask that visitors to the school respect this ban on tobacco use. The use of tobacco on public school grounds is against Vermont law. A full copy of this policy is available to parents in the school office.

Harsh weather conditions and other events may cause Orchard to be closed, have a delayed opening or an early dismissal. The protection of your child and their safe arrival at school will be the major consideration whenever weather conditions warrant the questioning of putting our bus fleet on the road. Since State law requires schools to be in session 175 days and sometimes weather conditions improve significantly by mid-morning, a delayed opening of two hours may occur. In this event, all bus schedules and school openings will be delayed by two hours. Schools will close at the regular time. A delayed opening will always be contingent on improving weather conditions so please listen to your radio to be sure Orchard does not close if the weather becomes worse.

Occasionally the weather deteriorates after school is in session and a decision is made to close school before the normal dismissal time. In the event of an early closing, the emergency dismissal forms will take effect. Many times after-school programs (Schools Out, Twin Oaks etc.) also close during these conditions. It’s especially important for parents to listen to radios if there is a possibility of early closing so that your child is expected and safe when arriving at their intended destination. We appreciate your anticipations of these weather conditions and your patience if you do try to call in. As you may expect, school phone lines are exceptionally busy at these times as we make every effort to see that each child is attended to. You can help to reduce your child’s anxiety by discussing the “Emergency Dismissal Plan” with your child.

Thank you for helping us to make your child feel secure in these changeable situations.

The following radio stations are alerted when we close or if there is to be a delayed opening or early dismissal:

Building circles strong

Orchard School Discipline Protocols

Our school community is guided by the tenets of the Circle of Courage: Belonging, Achievement, Independence and Generosity. We support all members of the school community to use the Circle of Courage to help promote safety, respect and productivity to self, to others and to the environment.

The South Burlington School District has adopted a discipline policy (Policy 2.9) that includes principles that guide us to use a proactive process that helps to prevent misbehavior from occurring and takes appropriate actions to resolve issues that do occur.

Teaching is at the core. We are teaching all of the time. It is essential that every opportunity to teach is recognized especially those situations where unsafe, disrespectful or unproductive behavior occurs. Prevention of misbehavior begins by teaching. This includes working with students to identify the rules and then practicing examples of following the rules.

With a clear understanding of what the rules are in the classroom, in the hallway, on the playground, etc. students will be given an opportunity to correct misbehavior by: re-view, re-do, re-store.

Repeated Misbehavior

There does need to be a method for dealing with repeated misbehavior. In the event that a student is found to be violating a similar rule three times, he/she will have to process and document, in an age appropriate manner, what happened and what he/she will do to change his/her behavior. In the event that a student continues to behave in ways that do not meet school expectations the child’s classroom teacher will initiate a referral to our school education support team (EST). The purpose of the referral is to enlist the support from other teaching staff to generate ideas to help the student to correct chronic misbehavior and find success in school. Parents will be contacted to participate in developing a written behavior contract between home and school.

Serious Offense

Serious offenses such as physical assault, verbal threats and harassment will result in parents being contacted to remove their child from school. School staff will use their professional judgment in determining the nature of a serious offense as it relates to a student’s age and development. Primary grade students may require instruction from parents and teachers about the seriousness of certain behaviors. It is expected that students in upper grade levels will have an understanding of serious offenses and the need for appropriate consequences. Prior to the student being permitted to return to her/his regular class schedule, the parents, student, teacher and principal will meet to develop a plan to address the serious misbehavior and to outline steps for re-entry to the regular school program.

TABLE OF CONTENTS Click on a topic to view.
Mission Statement	School Curriculum
School Board and Administrators	Art, Library/Media Center
Faculty and Staff	Physical Education
Orchard School Philosophy	Music
School Procedures and Attendance	Standardized Assessments
Early Morning Program	Special Education
Tardiness	Reading Recovery and Educational Support Team
Health Services and Medication	Guidance Services
Breakfast, Lunch and Lunchroom Guidelines	School Social Work Services
Recess and Dismissals	Nondiscrimination Statement
Dress Code	Volunteers and Work Study
Telephone, Family Center, Use of Facilities	Tobacco Use Policy
Field Trips, After School Activities, Bicycles	Snow Days, Delayed Openings and Early Dismissals
Homework Guidelines	School Song
Classroom Placement	Discipline Protocols

Carol Caldwell-Edmonds K-12 Stonehedge Dr. South Burlington, VT 05403 Home: 660-2597	Agnes Clift 34 Victory Drive South Burlington, VT 05403 Home: 658-0690
Mr. Theodore Manazir, Clerk 9 Berkley Street South Burlington, VT 05403 Home: 862-2258	Mrs. Elizabeth Fitzgerald 95 Holbrook Rd. South Burlington, VT 05403 Home: 865-4554
Mr. Richard Cassidy 5 Lyons Avenue South Burlington, VT 05403 Home: 864-8144