TABLE OF CONTENTS



All About CSR…

Parent Handbook

A World in a School!

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The Children’s School of Rochester

494 Averill Avenue

Rochester, NY 14607

(585) 262-8830

TABLE OF CONTENTS

! Quick Info 2

¶ What is the Children’s School of Rochester? 2 – 10

,

|General |Recess |

|Mission Statement |Visiting Artists |

|Vision Statement |Holidays and Cultural Events |

|Inclusion Statement |Parents |

|Family Framework |Parent Liaison |

|Work Groups and Pilot Budgeting |Parent Coordinators |

|Curricular Framework |Volunteers and Visitors |

|Library |The PTO |

|Briefings | |

¾ When Do Things Happen at the Children’s School of Rochester? 10 - 12

◆ Report Cards and Parent/Teacher Conferences

◆ Bus Schedules

◆ Calendar of Special Events

1 How Are Things Done at the Children’s School of Rochester? 12 - 17

|Registration |Absences |

|Report Cards and Parent Conferences |Snow Days and Make-up Days |

|Portfolios |Medications |

|Transportation |Publications and Notices |

|Dismissal |Translation Assistance |

|Meals |Field Trips |

( Questions and Answers 17 - 20

! Quick Info

The information in this handbook is intended as a supplement to the “Rochester City School District Directory” and “Calendar.” Consult these for additional and more complete information.

The Children’s School of Rochester (CSR) Phone No. 262-8830

CSR School Hours:

! Buses arrive 8:40 a.m.

! Students enter for breakfast 8:40 – 9:00 a.m.

! Students enter for classes and school begins 9:00 – 9:10 a.m.

! Briefing: Mon., Wed., Friday 9:10 – 9:30 a.m.

! Students dismissed (except on Wednesdays) 3:15 p.m.

! Buses depart approx. 3:30 p.m.

Note: Pick up “walkers” and others at Pearl Street entrance.

Wednesdays -- early dismissals:

! Students dismissed 2:30 p.m.

! Buses depart approx. 2:40 p.m.

Note: Pick up “walkers” and others at Pearl Street entrance.

Ι What is the Children’s School of Rochester?

General

The Children’s School of Rochester opened its doors to students in September of 1991, following one year of intensive planning. The school is rooted in the far-reaching educational reform and restructuring movement in the Rochester City Schools. The Children’s School of Rochester is the first public school in the county initiated by a group of teachers (Sharon Christman, Miriam Thomas, and Valerie Clark) and an administrator (Edward Witaszek) on the site level, rather than through a Central Office or administrative directive. The National Center on Education and the Economy said, “The school is a perfect example of educational innovation and the ‘ultimate statement’ on behalf of school reform.”

The school enrolls about 300 students, K-6. Enrollment is open to any child in the City School District, and placement is confirmed by the District’s placement policy. Special procedures are in place to recruit students who are not yet proficient in English. The District’s Language Assessment and Placement Center places these “English language learners”. The Children’s School is a community school open to children from all neighborhoods. Residence in the vicinity of the school, however, does not guarantee a place in the school. The school, since it’s opening, has the longest waiting list of any elementary school.

The student population – racially, ethnically, and economically – reflects the demography of the city. Approximately half of the students are English language learners and speak a language in addition to English. Over 36 different language groups have been represented at various times in the school including: Albanian, Amharic, Arabic, Bosnian, Bulgarian, Chinese, Dari, Farsi, French, German, Gio, Greek, Haitian, Khmer, Korean, Krahn, Lao, Russian, Serbo Croation, Somalian, Spanish, Swahili, Tigrinyan, Turkish, Ukrainian, Urdu, Vietnamese.

The Children’s School was created with the goal of developing a structure fundamentally altered to produce much higher quality education without incurring commensurately greater costs. The school was one of six District schools that operated as “pilot budget” schools. The pilot aimed to promote equity and flexibility in school budgeting. The Children’s School received no exceptional funding from the School District.

Mission and Belief

We believe that in order for students to learn, to know how to learn and to love to learn, a structure and curriculum which is child centered must be firmly articulated and put into operation. We also believe that learning must be bonded with the child’s home culture and that the structure and curriculum in place must explicitly value and nurture this bond. The mission of this school is to enable students to become critical, literate thinkers and doers. The mission will be met through:

1. A child-centered structure and curriculum, which focuses on the child’s psychological, physical, academic, and socio-cultural development.

2. Teaching which is self-conscious, reflective, and subordinated to learning.

3. A development of multicultural respect, understanding, and awareness.

The school is a celebration of childhood where a sense of community underpins learning and where curriculum and activities are structured so that they are hands-on, meaningful, and collaborative. The atmosphere of this school will be non-threatening, challenging, and authentic.

Vision Statement

The Children’s School of Rochester aims to bring together the different communities of our city in celebration of childhood. It is a school where children not only learn, but also develop a love for learning and a strong sense of community and respect.

The school’s “action curriculum” takes its cues from each child’s development and interests. This is done through “kid watching,” as teachers assess students’ loves and needs throughout the working day through interaction and observation.

Children work and play together in carefully structured groupings. Teamwork emphasizes problem solving, risk taking, and decision-making. Small group sizes allow for active and meaningful student participation.

A child-centered, holistic approach is used, in which reading and writing are intertwined with talking and listening. Science, mathematics, social studies, as well as social development, health/wellness, and safety are an integral part of the hands-on curriculum, which is geared to help curious students become reflective, critical thinkers. Art, music, and physical education are also integrated into the school’s collaborative, action curriculum. It is a school where teachers serve as coaches, rather than as lecturers, where they talk with children and not at them.

Parents and school staff are expected to form an ongoing, supportive relationship.

Inclusion Statement

Acceptance of inclusion as a practice was affirmed through consensus by the instructional staff at the Children’s School of Rochester during the 1995-1996 school year. The commitment to inclusion was reaffirmed in the 1999-2000 academic year. In 2001-2002, parents and staff reaffirmed the commitment to inclusion through the Teaching and Learning Work Group.

Inclusion of all children, as a practice, is a philosophical belief of the Children’s School of Rochester. The mission and vision statements reflect our commitment to each child’s growth and progress. Through our values and practices, CSR seeks to provide educational support for students who are at a variety of developmental levels within the general education setting. We are committed to educating all children, including those who have disabilities, are gifted, are limited English proficient, or at risk of school failure.

Family Framework

There are seven grade-level "teaching families” at the school (K-6), each with three home-base student groupings. Each teaching family is comprised of two conventional classes and three teachers. For example, the District allocates two kindergarten sections, each with one kindergarten teacher. However, the school reconfigures the allocation to make one kindergarten teaching family, and "pushes in" a special subject teacher to guarantee one teaching family with three teachers. Each of these teachers is responsible for a "home base." Since the foundation of the school, this three teacher "family" structure has been the cornerstone of instruction at the school.

Work Group Governance and Pilot Budgeting

The Children’s School of Rochester has designed its “school-based planning” around a unique governance system of six “Work Groups” made up of staff and parents. This governance system was designed by the original principal with the help of Jim Myers, Organizational Specialist, in a partnership with Eastman Kodak Company’s “21st Century Learning Challenge.” These Work Groups are the ultimate decision makers in the school. Initially, the Children’s School had been a “pilot school-based budgeting” school, which gave the school a much greater discretion over how it used funds to meet the school’s needs. This enabled the school to develop its present instructional teaming structure. School based control over the budget has eroded significantly over the years, although the District has respected the decisions and restructuring which resulted from this past practice.

The School Based Planning Team is made up of the following work groups:

The Organizational Development Work Group (ODWG) is responsible for the Children’s School in a holistic context. It is accountable for how the school fulfills its Mission and Belief, its Vision, and its Values. It also determines how the school is structured and what systems and processes are used to achieve its strategic direction and goals. The ODWG acts as an interface between Rochester City School District offices and the Children’s School itself, ensuring “Central Office” demands and CSR responses to them are congruent with the school’s primary task. The formal CSR organization and informal “way it runs” are both agenda items for the ODWG.

The Facilities Work Group (FWG) is responsible for the “infrastructure” at the Children’s School, which means it deals with physical site facilities, equipment, consumable materials, tools, and the “state” or condition of these. This work group ensures the physical facilities are present to enable the whole system (and each of its parts) to achieve its purpose.

The Staff Development Work Group (SDWG) focuses on the human resource capabilities required at CSR. Included in this work are training plans, specific training events for staff, managing monies for travel to seminars or special conferences, use of articles, books, videotapes, etc. that are available to the teaching staff. Teaming and organization development are also responsibilities of the SDWG.

The Assessment Work Group (AWG) concentrates on the measurement parts of the system at CSR. Typically this work group covers all data and information acquisition, and assessment and planning activities (e.g., student report cards, teacher assessments, and school reports). It deals with BOTH internal efficiency AND external effectiveness. In addition, it includes the notion that none of these measurements bring great value to the organization or to the school unless there is a built-in drive to upgrade our performance. The school views itself as a community of continuous learning.

The Stake-building Work Group (SWG) works on, continuously increasing the commitment of all significant parties (stakeholders) to the Children’s School of Rochester’s MISSION AND BELIEF, VISION, and VALUES statements. Primary stakeholders are the children themselves, parents of these children, and teachers at CSR. Associated stakeholders are The Board of Education and the RCSD along with its employee unions: RTA, BENTE, ASAR and RAP. Peripheral stakeholders are the Rochester community at large, Rochester area businesses, and other education institutions. Distant stakeholders are the New York State Education Department, the United States Department of Education, the National Center on Education and the Economy, etc. All stakeholders are important to the school as a “system” and therefore to the SWG.

The Teaching and Learning Work Group provides for instructional excellence for each student. It strives to integrate the materials and resources used within and across the teaching families at the CSR. It also strives to scaffold the curriculum itself (at the grade level as well as across all grades K-6). It focuses on structures, strategies and methods for teaching and learning designed for all children (those with special needs, as well as those for whom English is a second language) so that the learning process meets the needs of children, parents, teachers, the RCSD, and the broader community.

Other Working Groups:

The Operations Group is not a decision making body, but is comprised of the faculty and administration and meets regularly each month. The Operations Group is a staff meeting where decisions are addressed. The Operations Group focuses on those aspects of the operation of the organization that take place through time. The “transformation” which produces something (physical things or ideas) occurs at these meetings. In the case of the Children’s School, the basic transformation is the learning process, and the something that’s transformed is the child. Procedures, methods, standard practices, etc. dictate some of the operations to be engaged in during this basic work. This group is not a formal group.

The Technology Group is comprised of faculty and parents. The Technology Group focuses on organizing, developing, planning and requesting equipment, wiring, placement and use guidelines for entities that keep Children’s School on target with technological requirements. These requirements include consideration for computers, printers, software, equipment integration and timing. Children’s School plans as well as The District’s policies on technology dictate the priority of tasks. This group is not a formal group.

Curricular Framework

The school’s curricular framework is seen as a whole, without fragmentation, compartmentalization, or departmentalization. The curriculum framework can be envisioned as an umbrella where language, technology, and student-centered process activities are the medium through which cognition and knowledge (content areas) are actively developed. Language (reading, writing, listening, speaking) is the fabric that holds the frame of the umbrella (content areas) together. The umbrella is only meaningful when children, teachers, and the children’s families hold it together.

The school’s curricular framework acts from the conviction that:

1. Learning and teaching are holistic processes.

2. Children are born scientists and curious doers, who energetically test every facet of their environment and, in the process of learning, their natural probing and questioning can be cultivated to their fullest limits. Their ideas come from a natural outgrowth of their daily experiences.

3. To children, parents, and all school staff members, methods and activities provide basic ingredients for a lively, successful school program. School is not boring, complex, or difficult.

4. We are not limited or confined to textbook series. Textbooks are resources and only a part of the curriculum. They are not a source of constant constraint on the imagination of children and school staff. The range of activities is dependent upon children, school staff, and parents.

The use of trade books and authentic research media -print and electronic- is widely encouraged and supported.

5. The teacher is a professional decision maker, a curriculum leader in the classroom, and a learner as well as a teacher.

6. Children’s natural drive, enthusiasm, and curiosity are piqued in an environment where their original thinking capabilities are developed.

7. Children’s positive school experiences are achieved through respectful, considerate, and positive interest. Their interests, languages, cultures, and heritages are celebrated, accepted, and incorporated into the curriculum.

8. Our love for children is channeled into a unified action-packed curriculum, where planning, encouraging, assessing, and finding ways of improving what we do allows children to discover, value, and explore.

9. The curriculum is based on the abilities, interests, and developmental capabilities of the students as well as The District’s, State and Federal guidelines.

Library

The library at the Children’s School contains over 8,500 items with a strong multicultural base. The Fiction section covers a wide range of genres and includes picture books, beginning readers, chapter books and book and tape sets. The Nonfiction section contains biographies, language books, a growing reference section and materials based upon the curriculum and student interests. Students are encouraged to sign out books, and book and cassette sets, to read together with a parent/guardian or other family members at home. At a student’s entrance to the school, students and parents sign a “contract” agreeing to be responsible for the safe and timely return of any book taken home.

Students visit the library weekly in small groups to hear a story, learn library skills, choose books and enjoy literature in its many forms. Usually they have time during their visits to browse and share their books with others in their class. Puppets, flannel stories, book talks, storytelling and traditional story times are all ways students learn to share and enjoy their favorite stories. Students are always encouraged to select books they will take pleasure in and that is compatible with their reading skills. Depending upon a student’s grade level, library skills may range from book care to instruction in using the automated library catalog, text and computer based research skills, creating bibliographies and the use of references books. Library skills are developed with instruction and experience with the card catalog and the Dewey Decimal System. Classes also use the library for research and special projects in addition to their regular visits.

Staff members use items from the student library to support activities in class. They also use materials from the professional library to develop their knowledge and skills. The Professional Library is available for staff members to support classroom activities. Included within the Professional Library is: a curriculum library which provides items such as multiple copies of reading or science materials; theme units; teaching guides; math manipulatives; hands-on science materials; computer programs; and audio-visual selections for use with students. CSR staff borrows materials from the Professional Library to develop their own knowledge, and keep current with the latest in educational pedagogy.

Parents as Reading Partners: Parents are welcome to borrow materials from the student library to support their children’s homework and help build good reading skills. Prerecorded books on tape are available for students in English and other languages. Parents and students are encouraged to sign out book/ cassette sets, to take home to read together or share with other family members.

Briefings

All of the students and teachers of the Children’s School gather together as a community every Monday, Wednesday, and Friday morning from 9:10 - 9:30 a.m. in the gym. We share what we are learning in our individual grades. It is a time of celebration of our learning, our differences, and our birthdays with one another. Children have opportunities to speak publicly on the microphone while making announcements and reading their own written compositions and poetry. Students put on instructional presentations; they also perform songs, skits, dances, chants, and instrumentals they have learned or created. It is not unusual to see our teachers and principal participating by singing, dancing and performing in costume; thus modeling cooperative, active learning for our children. We also use briefing time to welcome visitors to our school by singing a song to them. The tri-weekly briefing plays an integral part in creating a sense of family-like community that is distinctive of the Children’s School. Parents and visitors are encouraged to attend briefings.

Recess

Recess is part of every child’s day at the Children’s School. Whenever the playground is dry enough, children go outside to play on the playground or the adjacent tennis courts. Other days, the gymnasium or classrooms are used for energetic activities.

Visiting Artists

Artists from the Young Audiences of Rochester Program, the Eastman School of Music and other agencies have given performances and workshops in both classrooms and briefings. Past visiting artists include: Alchemilla Puppetworks, David Darling (cellist), Faustwork Mask Theater, Hansel and Gretel (Eastman Opera Theater), “The Mambo Kings” (directed by Richard Dalaney), and The Wizard of Oz (the Junior League of Rochester), and others.

Holidays and Cultural Event

At the Children’s School of Rochester, we strive to meet our mission through the development of multicultural respect, understanding, and awareness. To do this, we present information and experiences related to various cultural events and holidays. Typically, this is done through hands-on instructional presentations or classroom activities. Occasionally, it is also done through school-wide events (Thanksgiving dinner) or at school-wide briefings.

The instructional presentations and activities highlight culturally related topics such as food preparation, clothing, story telling, and folklore. Arts, such as dance and song, as well as games and crafts, are also interwoven into the presentations and activities.

Parents/guardians, grandparents and other family members are invited to give presentations under the guidance of teaching staff, as are members of the greater Rochester community.

Other than official national holidays, we do not celebrate or observe holidays. Instead we explain, discuss, and provide instruction about them to foster respect, understanding, and awareness of our culturally diverse school community.

Parents

Parents and guardians are an integral part of the educational community at The Children’s School. Parents and guardians are encouraged to visit or volunteer in the classroom either routinely or occasionally, to participate in briefings any Monday, Wednesday, or Friday morning, and to work with children on homework to reinforce classroom lessons. The Children’s School is governed by parents collaborating with teachers and administrators on “school-based planning” teams known as Work Groups; parents are urged to participate in these Work Groups as well as joining the Parent-Teacher Organization (PTO), membership is free. For more information about Work Groups, call the school office.

Parent Liaison

Our Parent Liaison will help you in seeking solutions, options or answers to any questions, problems or concerns you may have about our school or the School District. This contact person will help put you in touch with the appropriate people to address your concern. Please remember that you are invited to contact any staff member about any concern and do not have to contact the Parent Liaison first, yet this contact is available to guide you through our school, or school district. Please call 262-8830 to reach our Parent Liaison, or stop in to see them.

Parent Coordinators

Parent Coordinators (parent volunteers) work closely with teachers and develop relationships with other parents. They also phone other parents on a regular basis to alert them to field trips, special classroom activities, skill sharing opportunities, classroom help needed, or tutoring needed.

Volunteers and Visitors

Parents, guardians, and others are welcome to volunteer in the classroom and around the school. CSR teachers and administrators encourage parent participation in regular classroom activities and especially at briefings and on field trips. Parents and other volunteers must, however, make prior arrangements to volunteer.

All visitors and volunteers in the school must check in at the office prior to visiting a class or picking up a student. This is done to ensure the safety of our children.

Parent/ Teacher Organization (PTO)

The Children’s School Parent-Teacher Organization is another way for parents to be involved at the Children’s School. All parents, guardians, and staff are automatically members of the PTO -- there is no membership fee.

The PTO plans, organizes, and staffs many special events throughout the year (see Special Events Calendar); raises funds to support special opportunities for students and teachers; produces a school newsletter to keep parents informed of “family” activities and school news; and provides a forum for parents and teachers to discuss important issues and concerns.

Child care has usually been provided at the monthly meetings. These meetings are generally held on a weeknight at CSR. Meeting times are scheduled to encourage maximum attendance. Translators and interpreters can be arranged with notice. The PTO Leadership group also meets on a monthly basis.

When Do Things Happen at CSR?

Child Reports and Parent- Teacher Conferences

¾ Month of November -- face-to-face report card meeting

¾ Month of March -- face-to-face report card meeting

➢ Kindergarten -- in-depth review or student self-reflective report

Ø Grades 1-6 -- student self-reflective report

⎯ June -- final report sent home

You will be contacted by your child’s homebase teacher for a meeting to be scheduled before, during, or after school, as well as on Saturday mornings if necessary. Please be sure to bring your child with you to the meeting.

Bus Schedules

Bus schedules are set in August of each year. Your child’s pickup location and time will be mailed to your home address, along with a route number. For students who enter after the school opening in September, a bus stop and schedule will be confirmed within five days of request from the school office. For any changes to existing schedules, contact the CSR secretary at 262-8830. (For more bus information, call the RCSD Transportation Department at 336-4000.)

Special Events Calendar

Note: There are so many special events throughout the year, parents and guardians are encouraged to check your child’s book bag each night for event notices.

¾ Curriculum Night September

Teachers give an overview of the curricular focus and program structure for the year.

¾ Town Meeting: Community Forum and CSR Progress Report October

The Town Meeting is an introduction to the Children’s School and its accomplishments. It is intended for community stakeholders, including parents, family members, the Board of Education, the Mayor, and City Council.

¾ International Dinner November

A PTO sponsored social evening. All families are invited to come together to celebrate their heritage by bringing a dish to pass. The variety of food is wonderful!

¾ Thanksgiving Luncheon November

School-wide luncheon where parent volunteers assist in serving Thanksgiving lunches to students.

¾ CSR Open House March

A PTO sponsored introduction of the school to new families and other members of the Rochester community.

¾ Staff Appreciation Day (sponsored by PTO) May

Families provide treats for the staff at the Children’s School. Each year this event varies in venue, size and delectables.

¾ School Concerts (possibly kdg) …all other grade families: June

These concerts include every grade family for the benefit of families and friends of the Children’s School.

¾ Art Opening: CSR Spring Art Exhibit June

¾ CSR End-of-Year Picnic June

The entire CSR community meets at a local park for an end-of-the-year picnic. For a small price per family, food is provided and cooked for everyone. Activities for the children are available. Prospective kindergartners’ families are invited to attend to meet current students and parents or guardians. A fund-raising raffle is held.

Other events may be scheduled which bring our school community together.

1 How Are Things Done at CSR?

Registration

Registration is completed at one of the following Parent Information and Student Registration Centers:

Northeast Zone, 836 North Goodman St, 288-2008

Northwest Zone, 30 Hart St., 262-8070

Southern Zone, 580 South Ave., 232-2012

Parents must present an original birth certificate, baptismal record, passport (showing date of birth), or Alien Registration Card along with a record of immunization and proof of address. To enter kindergarten, a child must be five years old no later than December 1st of the school year.

Report Cards and Parent Conferences

Your child’s homebase teacher will complete a written report at least three times a year. This report card will be issued at a face-to-face meeting, which will be scheduled at a time convenient to parents or guardians. During the meeting, your child’s progress will be reported and discussed, and a plan of action will be outlined jointly with you for your child. You and your child will be encouraged to have input into this plan during the face-to-face meeting. For students in kindergarten, however, there will be two written report cards, as well as an in-depth portfolio conference in spring. For students in grades 1-6, there will be three written report cards. The first two of these will be face-to-face reports.

Written report cards appear in November, March (except for kindergarten), and at the end of the year. At those times, you will be invited to a face-to-face report card meeting. The March report card is a student’s self-reflective report.

Please note: The parent/guardian or the teacher may request a conference concerning a student’s progress, whenever the need arises.

Portfolios

A portfolio is a collection of each student’s best work gathered over an extended period of time. A portfolio illustrates the growth, talent, achievement, and reflection of the child. It provides a means for the teachers to assess and discuss the student’s progress, as well as to plan instruction for the child.

Parents like to see and review their child’s work and may review his or her portfolio at any time. Teachers normally share the portfolio with parents during face-to-face report card meetings. Portfolios are kept in your child’s classroom for the duration of their enrollment in the Children’s School.

Transportation

Students who live more than a mile and a half (1½) from the Children’s School, students who are English Language Learners and children with disabilities receive free bus transportation to and from CSR. For English Language Learners, transportation is provided for up to 1 year, regardless of the students’ proximity to the school. Parents should be informed of arrangements for their children’s transportation before school opens in September. (For more information, call the RCSD Transportation Department at 336-4000.)

Dismissal

Students delivered to school by a parent/guardian and -- “walkers” -- should be brought inside the school each morning between 8:40 - 9:00 a.m. In the afternoon, at dismissal, parents/guardians are asked to wait at the Pearl Street entrance (corridor) until their children are dismissed from class and brought to the cafe. Please wait until the appropriate dismissal time; dismissal is a busy period of the day. To request dismissal a “few minutes early” or to retrieve your child from the classroom prior to the standard dismissal time, send a note or call the school office before 2:00 p.m. on the day of the requested release of your child (ren). The note should indicate your child’s name and the time you wish to have the child released from the school. At this time, or any time, children will be released only to parents, legal guardians, and other adults whose names and identities are registered with the school office. Please expect to show identification.

Dismissal is at 3:15 p.m. daily, except for Wednesdays when it is at 2:30 p.m. These are the procedures we follow during that time:

◆ Dismissal for children who take the bus home after school:

Staff escorts each child to the respective bus. If for any reason your child is not to take the bus, but rather you or your designee will pick them up, be sure to notify us ahead of time. We need to notify the bus drivers. Please give us advance notice by sending in a note to your child’s teacher, or by calling the school office (262-8830) prior to 2:00 p.m. that day.

◆ Dismissal for children who do not take the bus home:

Your child will be brought to the café for you or your designee to pick up at the Pearl Street exit doors. At dismissal we bring this group of children down to the cafeteria, where we then dismiss students individually to their known parents or parent designees. A staff member will meet you at the Pearl Street exit. In inclement weather, please wait in the corridor at the Pearl Street exit. If we do not recognize you or your designee, we will ask for identification. This is for your child’s protection. Please understand that we use the side entrance in order to keep the front doors and main office non-congested during dismissal. Also, the side doors are not typically used during the school day, except during dismissal time.

If you need to pick your child up before the regular dismissal time, please follow these procedures:

(Please note: children will be dismissed, other than for emergency reasons, between 2:30 p.m. on Wednesdays or 3:15 p.m. on other days. The 20 minutes before official dismissal time is a very busy and confusing time in the classrooms. Last minute instructions are being given, and children dressing and packing for their trip home makes it that way. Also, the office is extremely busy with phone calls and dismissal procedures during this period. Your understanding and cooperation are requested.)

◆ If you are going to pick your child up before the regular dismissal time, please phone us (262-8830) that morning or preferably send in a note telling us when, who, and why your child will be picked up. This will allow us enough time for your child to have his/her book bag packed, clothing gathered, and homework explained.

◆ When you or your designee arrive at school, please enter through the main doors and report to the main office. We can phone up to the appropriate teacher while you are signing out your child. We do not have children waiting in the office, because many times the pick-up is not on time, and valuable instructional time is lost. Please remember that it is necessary to “sign-out” your child even if you have sent in a note. Please do not be offended if we ask for identification. We do this for your child’s safety.

◆ If you have other siblings going home with you, be sure to inform us ahead of time also. This way we can inform the bus drivers and teachers of the early dismissal.

◆ If you are going to be late, or there is a change of plans, please call us immediately so that there is no confusion about how your child is getting home.

Meals

Students may bring their own lunch or buy breakfast and/or lunch. Breakfast is served from 8:40 a.m. - 9:00 a.m., and alternates between hot and cold meals. Lunches are 30 minutes long at midday. Bag lunches should not contain glass containers or items that need to be microwaved.

Prices: Milk 25¢/meal

Breakfast 50¢/meal $2.50/week

Reduced-price breakfast……………………25¢/meal $1.25/week

Lunch 85¢/meal $4.25/week

Reduced-price lunch 25¢/meal $1.25/week

Meals must be paid for in cash or by money order.

Depending upon family income, students pay full or reduced prices for school meals, or receive meals at no cost. The federal government subsidizes all school meals. In order for your child to be eligible for free or reduced-price meals, an approved application form for the current year must be on file at The City School District’s Food Services Department office. If you receive Social Services, New York State should send you a direct certification letter before the opening of school. You must bring this letter to school rather than complete an application form.

Dietary Restrictions: Please keep the food service staff informed of any dietary restrictions for your child. Vegetarian and non-pork meals can easily be arranged.

Parents and guardians are encouraged to visit their children during lunch time. As always, visitors must check in at the front office.

Absences

Although it is our intent and mission to be an inclusive and non-threatening environment; when your child is ill, it is best to find an alternative setting for your child to heal and become healthier. We would prefer not to spread any illness to the remaining school population. When your child is absent for any reason, please send a written excuse to his/her teachers. Also, please call the school on days that your child does not attend (262-8830).

Please refer to the City School District Calendar when scheduling vacations or extended visits elsewhere. Instructional time is extremely important and difficult to make up.

Snow Days and Make-up Days

In most cases, a decision will be made by 6:00 a.m. if schools are going to be closed due to severe weather. Local TV and radio stations will announce school closings in the Rochester City School District. Please do not call the Children’s School or the District’s Central Office with inquiries about school closings; it is important at these times to keep phone lines open.

If it becomes necessary to close schools early on a given day, students will not be sent home until an announcement has been made on local TV and radio stations. School personnel will not leave their buildings until all students are provided transportation home and walkers are dismissed.

Make-up days are not required for the first three days of school closings. A fourth or fifth day of school closings will be made up in the spring.

Medications

Whenever possible, medications should be given at home, before or after school hours. If medication must be taken during school hours, follow this procedure:

1. Have your doctor write orders for the school to dispense medication, giving the following information: diagnosis, name of drug to be given, dosage, any side effects of which the staff should be aware; and the length of time for which the medication is to be given;

2. Sign the school’s written parental permission form.

3. Bring the medication to the school nurse’s office in a pharmacy-labeled bottle (with a measured dispensing tool if the medication is liquid). Students must not be asked to transport medications. Medication must be left in school and cannot be taken home each night.

Parents need to report any communicable diseases or infestations their children might have, including chicken pox, strep throat, ringworm, head lice, impetigo, and scabies. For all of these diseases, the school needs a note from a doctor saying the child has been treated.

Publications and Notices

1 PTO Newsletter

The PTO publishes a newsletter to be sent home monthly. The newsletter contains information about special events, PTO meetings and fund raising.

1 Weekly Bulletin

The bulletin is distributed weekly, to the staff and parents serving on Work Groups. It contains information about: special events for the week, news from the grade families, notes from the PTO, Work Group minutes, and other information.

1 Curricular Bulletin Board

Near the entrance to the gym, staff posts information weekly, which has been distributed to their students' parents/guardians. This is a good way to see what's happening in the classrooms in the school.

1 Progress Report (New York State School Report Card)

An annual report presented on the academic assessment of the children of the Children’s School.

1 Parent Survey

A survey of parent satisfaction and concerns

1 Student Survey

A survey of student satisfaction and concerns.

Translation Assistance

Interpreters and/or signers are made available whenever feasible in numerous languages at no cost to parents/guardians, especially for report card conferences. Please notify the teacher of any particular needs your family has. Please give adequate notification.

Field Trips

All grade families (K-6) go on field trips throughout the year to museums, performances, farms, concerts, and local businesses, etc. In order to participate, parents must sign a consent form at the beginning of the year. Some field trips require a small fee; children will bring home notice when these fees are necessary. Parents are always welcome and are often needed to help supervise children during field trips; contact your child’s homebase teacher if you can help out. If there is a fiscal hardship, please contact your child’s homebase teacher and we will help out.

( Questions and Answers

Can my child bring toys, stuffed animals, trinkets, etc. to school?

Children often enjoy bringing in personal items from home to play with and share. Unfortunately, this often results in cherished or expensive personal belongings being accidentally lost or ruined. Toys, trinkets, etc., are better left at home unless children are specifically asked to bring them to school.

Should I call school on days that my child is ill or unable to attend school?

Yes, please do call 262-8830. Homebase teachers appreciate the notification. When your child returns to school, he or she should have a written note for his/her teachers.

Whom do I call if the bus is late or if my child didn’t get picked up or dropped off?

In the morning, if the bus is more than 10 minutes late, call 336-4000. In the afternoon, if your child is late being dropped off, call the school immediately at 262-8830, or – if no answer – 336-4000.

Can someone other than a parent or guardian pick up a child from school?

A child will not be released to anyone but his/her parent or legal guardian without prior written notice of who will be picking up your child on a given day. This person should be prepared to present identification (e.g., driver’s license) to the CSR staff when picking up a child. Be sure to designate these people on the emergency form.

Why can’t I pick up my child from class a few minutes before dismissal?

Dismissal is a very busy time during the school day. Papers are being distributed, projects cleaned up, etc. Out of concern for safety and security, the staff of CSR closely monitors people moving in and out of the building during this time. Parents and/or guardians can help by waiting to pick up their child at the Pearl Street entrance. Your child will be brought to you.

What if I need to pick up my child early someday?

For reasons of safety and security, access to CSR is carefully monitored. On days when you need to pick up your child early, send your child with a note to his or her homebase teacher. When you arrive at CSR, press the doorbell and when buzzed in, go directly to the office. Please do not go to the classroom. The secretary will call for your child, and he or she will be sent down to you in the office. Be sure to sign your child out in the designated register in the office. For an emergency pickup, contact the CSR secretary in advance at 262-8830.

What should I do if I’d like to visit my child’s class or talk with his or her teacher?

Contact your child’s homebase teacher by calling the school’s main number -- 262-8830. Ask to speak with your child’s homebase teacher to arrange a visit or a meeting. Or send a note to school with your child asking the homebase teacher to contact you by phone.

What if I have trouble speaking or understanding English? How can I be involved at CSR?

Never hesitate to contact the school in “broken” or simple English. When necessary, we will locate an interpreter for you. Over half of our students speak a language other than English at home and we try to accommodate everyone.

Will my child need papers, pencils, pens, etc. at school?

Most supplies used in the classroom are provided in the classroom. If additional supplies need to be brought from home, your child’s homebase teacher will inform you. It will be helpful for your child to have access to paper, pencils, markers, scissors, tape, etc. at home.

How should my child be dressed for recess? …for bad weather?

In dry weather, children will go outside during recess time. When the playground is wet and muddy, children will play on the padded playground or in the gym at recess time. They should be dressed appropriately or carry appropriate clothing in their book bags. Sneakers, boots, snow pants, etc. should be clearly labeled with your child’s name.

DISTRICT STUDENT DRESS CODE

All students are expected to give proper attention to personal cleanliness and to dress appropriately for school and school functions. The dress code applies to any time that students are on District property, including the school buildings and Central Office, and whenever they are attending any school function, wherever located. Students and their parents have the primary responsibility for acceptable student dress and appearance. Teachers and all other school personnel should exemplify and reinforce acceptable student dress and help students develop an understanding of appropriate appearance in the school setting, which is the workplace where the student is engaged in the vocation of education.

A student’s dress, grooming an appearance, including hair style/color, jewelry, make-up, and nails shall:

1. Be safe, appropriate and not disrupt or interfere with the educational process.

2. Recognize that stocking caps, “doo rags,” bandanas and hats; unbuttoned dress shirts or sport shirts; and extremely brief garments such as men’s “muscle shirts,” women’s tube tops, net tops, halter tops, spaghetti straps, plunging necklines (front and/or back) and see-through garments are not appropriate. For school purposes, exposure of male or female navels or gleuteal areas; bare chests, or cleavage are not appropriate.

3. Ensure that underwear is completely covered with outer clothing, and that pants or slacks are cinched with a belt of appropriate size for the student’s waist.

4. Include footwear at all times. Footwear that is a safety hazard will not be allowed.

5. Not include the wearing of hats in the classroom, study halls, assembly rooms, cafeterias, or internal hallways except for medical or religious purpose.

6. Not include items that are vulgar, obscene, libelous, or denigrate others on account of race, color, religion, creed, national origin, gender, disability or sexual orientation.

7. Not promote and/or endorse the use of alcohol, tobacco or illegal drugs and/or encourage other illegal or violent activities.

Each Building Principal shall be responsible for informing all students and their parents of the student dress code at the beginning of the school year and any revisions to the dress code made during the school year.

In addition to these District-wide standards, specific schools or programs, in collaboration with teachers, administrators, other school professionals, parents and students, may adopt further dress standards intended to promote the academic mission and legitimate educational concerns of the particular school, which standards shall be published and communicated to the students, and to the parents and guardians of students of that school, and which shall be incorporated by reference of this Code of Conduct.

Students who violate the student dress code shall be required to modify their appearance by covering or removing the offending item, and if necessary or practical, replacing it with an acceptable item. Any student who refuses to do so shall be subject to discipline, up to and including in-school suspension for the day. Any student who repeatedly fails to comply with the dress code shall be subject to further discipline, up to and including out of school suspension.

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