AMHERST SCHOOL DISTRICT

WELCOME=

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Dear Parent(s)/Guardian(s) and Students,

It is with pleasure that we welcome you to Clark-Wilk= ins School. We look for= ward to working with you and encourage you to express your ideas and concerns wi= th us. Communication among stude= nts, parents/guardians, the community and the school is key to our mutual succes= s. We believe that learning is a lifelong process, and that it takes the cooperation of everyone concerned working together to promote a safe, posit= ive and effective school experience for our children.

The Amherst School Board, Clark-Wilkins School Administration and Staff are committed to providing a = safe and comfortable atmosphere in which children can learn. This includes showi= ng respect for one another and the school facility, encouraging a sense of self-responsibility and taking pride in working to the best of one’s ability. Within this environment, we also are committed to:

• Developing each student’s full academic potential;

• Cultivating good character, citizenship and self-reliance;

• Helping students to b= uild positive self-esteem and desire to become life long learners;

• Encouraging collabora= tion among staff to provide learning experiences relevant to all students’ needs;

• Implementing curricul= um in ways which will motivate and challenge students to learn;

• Involving students in programs that promote healthful living;

• Establishing a school= and community partnership.

We hope that you will find th= is handbook helpful in answering questions regarding policies, procedures and practices at Clark-Wilkin= s School. =

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WHAT YOU SHOULD KNOW

ABSENTEE REPORTING

If your ch= ild will be absent from school, we ask that a parent/guardian call the school office between 7:30 and 8:30 AM. The school nurse must document communicable illnesses for the State, as well as, track frequency and types of illnesses within the school community. Both sc= hools have voice mail. You can leave a message anytime before 7:30 AM. Please leave your name, your child’s name and indicate the reason for absence.

SCHOOL ARRIVAL

School hou= rs are 8:30 AM - 2:45 PM at Clark <= st1:PlaceType w:st=3D"on">School and 8:30 AM - 2:50 PM at Wilkins School. Children should not arrive at school before 8:15 AM. It is essential that y= our child arrives to school on time. Kindergarten: Morning sessions run from 8:= 30 AM - 11:00 AM. Afternoon sessions run from 12:15 PM - 2:45 PM. Afternoon kindergarten drop-off time = is from 12:00-12:15 PM on Dav= id Lane. Parents who arrive after 12:15 PM should drive to the front of Clark School and escort their child to the front office. To keep classroom interruptions= at a minimum, please leave items to be delivered to the classroom in the school office. They will be delivered at an appropriate time.

CHANGES IN ARRIVALS/DISMISSALS

All late arrivals and early dismissals must= check in at the school office. = A NOTE FROM PARENTS is required for a change in dismissal arrangements. Changing b= uses is discouraged for safety reasons, but if you are asking that your child ri= de a bus to a different address you must include the date, student’s fi= rst and last name, teacher name, bus number and address to which your child = is going.

PARENT PICK-UP

As the sch= ool year progresses, your child will need a note for parent pick-up (if this is= a change from the routine). Ple= ase be on time to pick up your child.

RECESS

Recess consists of one fifteen minute and one thirty-minute period (twenty minute period at Wilkins School) each day. An additional fifteen-minute recess is held for Clark School students during the first two months of school. Morning and afternoon kindergarten sessions have one 15-minute recess. Children should come to sc= hool prepared for outside play. Wi= nter gear must include hats, mittens, boots and snow pants. We discourage childr= en from bringing items from home as we supply appropriate play items (balls, j= ump rope, etc…). If you allow your child to bring a personal item to school please understand that the school = will not be responsible for lost or broken items. In addition, electronic items (cell phones, video games) must remain in the backpack. Please no trading cards, knives, water pistols or other dangerous items.

PLAYGROUND SAFETY

It is important that students take the time to learn about playground safety. Doi= ng so will protect all children from unnecessary hurt and risks during their recess times.

TEACHER CONFERENCES

Appointmen= ts for parent/teacher conferences may be scheduled during Open House in Octobe= r or by calling or e-mailing your child’s teachers.

GLOBAL CONNECT

In the eve= nt of a school emergency, all parents/ guardians will receive communication via our Global Connect System. Th= is system automatically dials phone contacts, leaving a voice message regarding the emergency, which may include weather–related school attendance. During these times, please limit calls into the school buildings.

INCLEMENT WEATHER

If you have any further questions or concerns, please listen to the following radio and= /or TV stations for information about school closings and delayed openings: WBZ, 1= 030 AM, Boston, MA; WSMN, 1590 AM, Nashua; WHOB, 106.3 PM, Nashua; WZID, 95.7 P= M, Manchester; WGIR, 610 AM, 101.1 FM, Manchester; WMUR- TV, Ch. 9, Manchester; WNNH, 99 FM, Concord; WCVB- TV, Ch. 5, Boston, MA.

BIRTHDAYS

Nutritiona= l birthday snacks from home are welcome! Please check with your child's teac= her to schedule a day and time. All = snacks must be dropped off in the main office. In consideration of the feelings of= all of our children, birthday invitations should not be sent to school.

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Clark and Wilkins Program Profiles

All Clark and Wilkins classrooms provide a nurturing, interactive environment. Children are encouraged to learn and de= velop at their own pace without fear of failure.

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; EARLY INTERVENTION

In an effort to promote peak academic performa= nce and success for all children, our schools offer early intervention services. This may include su= pports and services offered by a variety of staff, such as: Literacy Teacher, Speech/Language Pathologist, Occupational Therapist, or Special Educator. It is our intent to offer a variet= y of multidisciplinary approaches to learning that will foster each child’s physical, social, emotional and academic success. If you have questions about any su= pport your child may be receiving, please contact your child’s classroom teacher directly.

KINDERGARTEN PROFILE

Public kindergarten provides a common educatio= nal foundation upon which skills/concepts and learning strategies are promoted = and enhanced which will lay the necessary base for success in first grade. The = kindergarten curricula areas are an integral part of the skills and strategies continuum. All kindergarten curricula are consistent with our school district’s educational philosophy, expectations and goals.

All academic subjects are taught in kindergart= en: math, integrated language arts, science and social studies. Art, music, physical education and library are included in the program as enrichment. E= ach classroom is set up with centers, some of which are: math, building, writin= g, reading, media, science/social studies, kitchen, art, water/sand/rice table, dramatic play, and circle/gathering center.

Morning sessions run from 8:30 AM to 11:00 AM. Afternoon sessions run from 12:15 PM to 2:45 PM. One-way transportation is offered; morning students will be provided transportation to school and afternoon students will be transported home.

FIRST GRADE PROFILE

The first grade experience aims to facilitate, through interaction with others, the extension of the child’s world beyond her/himself. Through these interactions children learn to feel good about themselves and the school experience. This is one of the most importa= nt concepts of the first grade experience.

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First grade provides a variety of appropriate experiences in the curriculum areas of language arts, math, science, social= studies, art, music, physical education, health, library, and guidance. The child mo= ves through the curriculum at a comfortable yet challenging pace. The program is designed to meet the individual needs of each student. The intent of the program is to provide the groundwork for teaching independent work skills a= nd responsibility, two areas of great importance in providing a solid educatio= nal foundation.

GRADES TWO THROUGH FOUR

The focus in grades two through four is to continue to build on the developmental profile of each individual student.<= span style=3D'mso-spacerun:yes'> The continuum can be thought of as= a building with supports being offered when necessary to assure success in the areas of language acquisition, phonemic awareness, phonics, fluency, comprehension and vocabulary (Five Essential Components of Reading). In addition, we continue building = critical thinking skills and problem solving in the areas of math, science and social studies. Writing is essential in all curriculum areas.

THE SCHOOL LUNCH PROGRAM

A school lunch, which includes milk, is available every school day. Milk may = also be purchased separately. Students and teachers at Clark School eat their lunches in their classrooms. Students at <= st1:PlaceName w:st=3D"on">Wilkins School eat their lunches in the school cafeteria.

Each month a menu is sent home with your child.= To establish an account for your child’s lunch program, please access the SAU website, http://www= .sprise.com/dining and use the MyNutrikids link. This website also displays the current menu and allows you to track your child’s account balance. Please keep your child’s account current, as lunch options are limited when there is a negative balance.&= nbsp; If you have any questions, please contact Louise Guay at lguay@sprise.com. Financial assistance is available, please contact the sch= ool nurse.

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HEALTH PROGRAM

Clark and Wilkins Nurses

Deanna Cordts, RN

Nancy Panasiti, RN

Through sc= hool nursing, essential and valuable contributions are made to the educational program as it strives to serve the needs of all children. Through the active and sincere efforts of home, school and community good personal health can = be promoted. Increasing student awareness of the values of a healthy environment can inspire personal commitment for maintaining and improving the health of all people.

The purpos= e of school health services is to support the educational process within a comprehensive school health program. The school nurses act as specialists in the coordinated delivery of school health services which include: promotion= of healthy decision-making, prevention of illness and injury, determination of= the health status of students, provisions for early intervention and health screenings. School nurses also serve as health resources to the classroom t= eachers. In addition, they work closely with community and state agencies in the fie= lds of health education and welfare. Each school has a fully equipped health office, staffed with a registered nurse. Please feel free to contact the nu= rse to discuss any health concern you may have.

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MEDICAL REQUIREMENTS

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Physicals: All students must have a physical exam wi= thin one year prior to entrance into the public school system. Forms may be obtained from the school office.

No medical examination shall be required of a child whose parent or guardian objects f= or religious reasons. In this case, a Religious Exemption Form needs to be completed and submitted. Forms are available in the school office.

All incomi= ng students who move or transfer into the Amherst School Dist= rict must have proof of a physical examination from their previous public school within 30 days of admittance. If the parent or guardian is financially unable to fulfill this regulation, the building principal should be contacted.

Immunizations: The State Public Health Agency requires t= hat all children shall provide proof of proper immunization prior to the first = day of school. Such immunizat= ions shall not be required if the parent or guardian presents a Religious Exempt= ion Form, which shows such immunizations are contrary to his religious tenets a= nd teachings. Such forms are available in the school office. No immunizations shall be required prior to school entrance if the parent/guardian presents written documentation from a physician stating that immunizations will be detrimental to the child's health.

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Required Immunizations

DTP: &nbs= p;            &= nbsp; Diphtheria, pertussis, and tetanus. A minimum of three doses providing that a least one dose was administered after the age of 4. Adult type if over 6 years

        =            =   of age.

TOPV/OPV:<= span style=3D'mso-spacerun:yes'>     Trivalent oral p= olio vaccine. A minimum of three doses provided at least one <= /p>
=         =              dose was administered after the age of 4.

= MMR:        =      Measles, mumps and rubella. Vaccine administered after the age of 12 months.      =        A second dose of Measles is required prior to entry into seventh grade. =

TB:                =   Tuberculosis (intradermal). Screening administered between 0-6 years of age and &n= bsp;                &= nbsp;   periodically during the school years to detect the presence of tuberculosis.        &= nbsp;           &nbs= p;           Not required but highly recommended.

HEP B:         &= nbsp;   All children born on or after 1/1/93 require three doses.

(These requirements are subject to change at the discretion of The New Hampshire Department of Public Health's Immunization Program)

Activity Restrictions: All students are expected to play outdoors during recess except in extremely cold weather or rain. If a child is not well = enough to play outdoors at school, home care is recommended.

Exceptions are as follows:

1.   &n= bsp; Students who have medical issues which require= an activity restriction. They must have a physician's note excusing them from physical education and/or recess. The note should specify which restriction= is applicable. This note must be signed by the health care provider and indica= te the following:

        =                 a. The type of restriction (physical education, recess or both).

        =                = b. The length of time the restriction(s) is in effect.

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2.   &n= bsp; For safety reasons, students who attend school with a cast, splint, and/or crutches will not be permitted to participate in physical education or outdoor recess without a physician's note stating they may do so.

Pediculosis (Head Lice) Checks: All students are examined periodic= ally for pediculosis, a condition that is commonly found in school age children,= due to the close nature in which children interact. If a child is found to have pediculosis, a parent/guardian will be contacted. The child will be dismiss= ed and the parent/guardian will be given instructions regarding treatment of t= he child and home environment.

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It is the policy of the Amherst School District tha= t the child MUST be NIT-FREE in order to return to school. Children dismissed for pediculosis may not return to school or ride the bus until they have been re-examined by the school nurse and reentry into school is authorized.

Medication Policies and Procedures: State law requires certain policies and procedures be adhered to in the administration/assisting of medication dispensing in school. These policies= are also implemented for safety reasons.

ALL PRESCRIPTION MEDUCATION REQUIRES A WRITTEN ORDER* FROM A PHYSICIAN INDICATING THE FOLLOWING:**=

·      =     Name of medication

·      =     Dose

·      =     Route of administration

·      =     Time to be given (Medications ordered three ti= mes a day usually do not need to be taken at school, ask your physician.) =

·      =     Duration of order (All orders automatically ex= pire at the end of each school year and must be renewed at beginning of each sch= ool year.)

·      =     Physician's name (printed please) and signatur= e

·      =     Physician's telephone number

* A prescription label does NOT suffice as a physician's written order. The order must

    specifically state the medic= ation is to be taken in school.

**There are medication authorization forms available in the school and health offic= es

OVER THE COUNTER MEDICATIONS are discoura= ged unless recommended by the

    physician. Any that require a dosage different than the recommended dose on the

     label requires a= physician’s written order. Any that are taken, must be brought to

     school in a new unopened bottle. The school health office has a very limited supply

     of acetaminophen= .

     3. A medication authorization form mus= t be signed by a parent/guardian for ALL

        = medications (prescription AND non-prescription). <= /p>
4. All medications must be transporte= d to school by a responsible adult.        =

     Medication must not be transported on = the bus.

All medications must be brought to school= in the originally labeled container (most

    recently dated pharmacy label, if prescription). Loose pills or liquids in home labeled

    containers MAY NOT be administ= ered in school.

The FIRST DOSE OF ANY new medication shou= ld be given at home. This is to insure

     that any unantic= ipated side effects will most likely occur when the child can be closely

     monitored by you.

7.   &n= bsp; Under no circumstances are children allowed to keep medication of any kind on their

     person. DO NOT send in loose pills, cough drops, inhalers*, epipens*, etc. in lunch

  &= nbsp; boxes or school bags. = If a child is found with unauthorized possession of medication,

     he/she will be s= ent to the nurse or principal, and an attempt will be made to reach you=

  &= nbsp; to pick up or administ= er the medication.

=

* A special responsibility form must be signed by your child's physician and you if your child

  needs to carry an inhaler or epipen= .



Please keep your child home if they have:

=

Conjunctivitis: The state mandates that children with conjunctivitis be exclud= ed from

      school until they are symptom free; have been treated for at least 24 hours; or ha= ve a

    physician's note stating they are non-contagious and can return to school.

2. Coughing that may disrupt the class.

3. Diarrhea: A student should be diarrhea = free for 24 hours before returning to school.

4. Fever of 100 degrees or more: Students should be fever free for= 24 hours before

    returning to school.

5. Rash: Other than poison ivy or eczema. Unless we have documenta= tion from a physician

     stating your chi= ld's rash is not contagious, children with a rash of unknown origin cannot<= /o:p>

    be permitted to attend school.

Sore/Strept Throat: If your chil= d is cultured for suspected strept throat (especially if<= /li>

    they are started on antibiotics pen= ding the throat culture results), please keep them

   home until you get the culture results. If the results are positive, the state mandates=

    that they be excluded from school u= ntil they have been on antibiotics for at least 24

    hours or have a note from a physici= an stating they are non-contagious and may attend

    school.

Vomiting: Students should not be vomiting for at least 24 hours before returning to

      school.

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TECHNOLOGY EDUCATION PROGRAM<= o:p>

Beth Cregan, Technology Coordinator

Technology Education at the elementary school level is intended to provide students wi= th Computer Literacy. Computer Literacy is defined as the knowledge and skill a person needs to appreciate and use computers as a tool. Students will devel= op an understanding of the impact of technology in society. The computer is an interdisciplinary educational tool. Not only is the computer an aid for learning and reinforcing life skills, but also the understanding of compute= rs (how they work and their role in society) is a life skill in itself. Problem solving skills and communication skills are reinforced, and alternative ways for students to learn can be developed by integrating computers into the present curriculum at all levels.

=

Our goal i= s to provide a computer literacy program that will make students feel comfortable with computers and give them the ability to use computers as a tool to incr= ease their learning in school. In Grade 2, students will learn about the uses of various pieces of hardware and use instructional software as an educational support tool. In Grade 3, students will begin to acquire skills that will a= llow them to utilize both hardware and software through the integration of instructional software with the curriculum. Students in Grade 4 will contin= ue to use instructional software as an educational support tool. In addition, = they will learn basic typing skills and the use of the special function keys on = the keyboard.

INTEGRATED ARTS PROGRAM<= /o:p>

Robert Allwarden, Curriculum Coordinator

ART

Amy Parker - Clark

Mary Prescott-Ninness. Wilkins

=

The Art pr= ograms at Clark and Wilkins, grades K -4 help children learn the characteristics of the visual arts. The National Standards for Arts Education are incorporated within our own curriculum framework to insure art excellence. Appropriate concepts and problems solving tasks are introduced and reinforced. Students learn how to work with various tools, processes and media. They learn to coordinate their hands and minds to respond to the natural world and stimuli all around us. Children shall communicate with the language of art through using effective material, assemblage, and manipulation. As children move through the early grades the students will be given the opportunity to furt= her develop observation skills and learn the visual connections relating to objects, people, places and events establishing a visual vocabulary. Natural inquisitiveness is encouraged and the value of persistence is nurtured.

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Learning to use the elements of design, composition and spatial aptitude increase in challenge and match appropriate developmental expectations for each grade. Group projects and grade level events are often integrated and connected wi= th other curricula to insure class unity and school spirit and allow effective sensory information learning. An individual portfolio system is used to save all student work. Artwork is sent home at the end of each year. The Art Sho= ws for both schools are annual events representing work from all the children.= At Wilkins each child will also have one project digitally archived for a long term growth record.

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MUSIC <= /p>
Wilmerlee Findlay - Clark

Robert Allwarden – Wilkins

Music education is a medium which aids in the total development of each student. = It provides opportunities for individual growth as well as involvement with gr= oup activities. The objective of the program is to provide a high quality, sequential and well-balanced music education for every child.

The Clark = and Wilkins School music program focuses on six areas of study: reading/writing, playing, listening, creating, moving and s= inging. There is a strong Orff-Kodaly emphasis, including one forty minute period p= er week at Clark and one forty minute class period per week at Wilkins. All children engage in grade appropriate activities, designed to promote musical literacy and enjoyment in all six a= reas of study. Music is continuously integrated with regular classroom studies, = as well.

Parents receive one formal invitation to observe music classes during the school ye= ar; but may visit at any time. Special programs occur at each grade level during the year.

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PHYSICAL EDUCATION

Linda Narducci - Clark

David April - Wilkins

The Physic= al Education programs at Clark and Wilkins Schools utilize a variety of developmentally appropriate learning experiences that are designed to focus= on three major areas that contribute to ones' physical health and well being:<= o:p>

     1. Movement Concept development includes the following areas of study: Space <= /o:p>

     Awareness, Effort Concepts such as Time, Force, and Flow, Relationships to Objects,

     to People and to= Body Parts. .

Skill Theme development includes: W= ays of Traveling, Chasing, Fleeing and Dodging,

Jumping and Landing, Balancing, Transferring Weight and Rolling, Kicking and Puntin= g,

Throwing and Catching, Volleying and Dribbling and Striking with short-handled and l= ong-

handled implements. Games, Dance, and Gymnastics are intertwined throughout the

     program.

Wellness Concept development includes: Health Related Fitness Screening in

the areas of Cardio respiratory Endurance, Flexibility ~ Muscular Strength and Endurance and Body Composition. Emphasis is on the concepts of fitness and = the development of positive attitudes toward lifetime fitness.

Our goals = are to help children find a variety of ways to enjoy being physically active so= that they will be able to get all of the physical, emotional, intellectual and social benefits that come to someone who is physically active throughout hi= s or her life.

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INTEGRATED LANGUAGE ARTS PROG= RAM

Franna Eaton, Reading Specialist, Curriculum Coordinator - Clark

Fay Deysher, Reading Specialist, Curriculum Coordinator, Wilkins

Katy Kennedy, Literacy Coach, Clark & Wilkins

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A broad variety of literacy experiences are provided to the children in the classro= om environment which enhances the children’s skills in becoming active and independe= nt readers, writers, listeners, speakers and thinkers. This integrated language arts approach utilizes literature to develop reading strategies and skills.= All of the elements are taught as an integrated whole rather than fragmenting t= he skills into isolated parts.

=

The litera= cy curriculum enhances the success of each individual, thus varied supplemental services are offered. Support services are available from Literacy teachers, and the Reading Specialists. In addition to the reading enrichment offered = in the classroom, Junior Great Books and other literature groups may be provid= ed to support student needs and interest.

LIBRARY SERVICES PROGRAM=

Kathleen McIntyre, Librarian and Coordinator

Sara Martina, Library Associate, Clark School

Sheri DeFranco, Library Assistant, Wilkins School

Our school libraries serve an important part of the Clark/Wilkins educational program.= All students visit the library once a week for a 40 or 45 minute library period. This time is used for stories, planned library skill activities, and book exchange. All books are checked out for one week, but can be renewed. No overdue fines are charged, but prompt book return is always encouraged. Pay= ment is required for damaged and/or lost books.

The library has a planned curriculum of study that has specific goals and activities designed for each grade level. A few of these activities include the study = the Randolph Caldecott Award, the John Newbery Award, and the Laura Ingalls Wilder Award, storytelling of fairy tales, folktales and tall tales, reference books, card catalog usage, and the enjoyment of books and stories of many popular autho= rs.

Special library events during the school year include: two Book Fairs, a walk to the Amherst Town Library, and Writing Festival Week.

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MATH PROGRAM

Jennifer Eccleston, Coordinator

The Elemen= tary Math Curriculum for the Amherst School System was carefully developed for grades kindergarten through four. The vision of the program is to provide effective and creative learning experiences while producing mathematically powerful thinkers and problem solvers who are confident and feel comfortable using mathematics in their daily lives. Our vision includes five primary societal goals that are consistent with the New Hampshire K -12 Mathematics Curriculum Framework:

all students will develop a firm groundin= g in essential computational skills;

all students will develop strong mathemat= ical problem solving and reasoning abilities;

all students will develop positive attitu= des about mathematics;

all students will develop the ability to = use appropriate technology to solve mathematical problems; and =

all students will develop the ability to communicate their understanding of mathematics effectively (NHSDE, 199= 5, p.3).

=

The Amherst Mathematics Curriculum is based on the belief that students learn mathemati= cs by doing mathematics, by exploring and discussing concepts in the context of physical situations. What emerges from these experiences are learned skills which are anchored in understanding and clarity. The students not only know= the basic procedures, but also know how to apply them to new situations. Such a curriculum has the following characteristics;

students are actively involved in doing mathematics;

problem solving, thinking, reasoning, and communicating are everyday activities; manipulatives are used to conne= ct conceptual to procedural understanding;

calculators and computers are used in appropriate ways;

there is as much emphasis on application = as on acquisition of knowledge and skills;

a broad range of content is addressed; an= d

central mathematical concepts are underst= ood.

The Mathematics Curriculum Committee recommends meeting the needs of all studen= ts in the regular classroom, at the student's grade level, through the use of heterogeneous cooperative groups, where there is a mixture of strengths and needs, creativity, energy, and learning styles. While in cooperative groups, children learn from each other, providing immediate feedback, gaining new perspectives, and learning communication skills. The curriculum allows for = the academic growth of all children through a variety of materials. =

=

The Mathematics Curriculum encourages authentic assessment which looks at the processes and projects of students' math learning. Authentic assessment all= ows all students opportunity to display their knowledge because it is flexible = and meets the needs of all learning styles. Some forms of authentic assessment include exhibitions, observations, interviews and questions, student writing and journals, benchmark tests, free responses, portfolios, self-assessment,= and peer evaluation.

SCHOOL GUIDANCE PROGRAM<= /o:p>

Kristen Forsley, Clark School

Jane Lindsey and Ann Shen, Wilkins = School

The Counse= ling program at the Amherst Elementary Schools is designed to help all students develop their educational, social and personal strengths and become respons= ible, productive citizens. It is developmental, proactive, and preventive in natu= re and focuses on the needs, interests and issues related to the various stage= s of personal growth. The goals of the counseling program are to help the studen= t:

adjust to the school environment and experience success in the learning

community.

increase self-awareness and encourage a positive self-image.

develop communication skills to express i= deas and feelings and to utilize these

       effectively in interpersonal relationships.

foster development of positive behavioral= and social skills which facilitate and/or

augment the learning process.

develop the ability to handle personal is= sues through talking things out,

      generating options and making healthy choices and decisions.

assist in milestones and transitions which may be developmental or crisis

induced.

begin the process of career exploration. =

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SCIENCE PROGRAM

Gail Polio & Alice Giarrusso, Coordinators

=

The science curriculum exposes students to units of study in the areas of life, physical and earth science. The curriculum is based on the belief that an effective = science program plays an important role in the intellectual development of the stud= ent. It adds to the student's store of self-knowledge, knowledge of the environm= ent and of the world at large.

=

The goals = of the Science curriculum are to foster and build upon a student's curiosity towards the world around them. Development of process and critical thinking skills are integrated in order to promote fundamental scientific inquiry. A variety of approaches and experiences are employed in order to accommodate = the diversity of needs and learning style of each student at his or her level of development.

SOCIAL AND CULTURAL STUDIES

Jaime Richardson, Curriculum Coordinator

=

Our Social Studies curriculum is an integrated school program which helps students to develop informed and reasoned decisions based on being a good citizen in a culturally diverse world. The curriculum draws upon the disciplines of economics, geography, history, political science and sociology as well as m= ath and natural sciences. The curriculum utilizes a student-centered series. Ea= ch grade level focus of study progresses in a sequential order from year to year. The content studies in K-4 are: family, neighborhood, communities, and regions = of the United States and integrated studies of other countries. This content serves as a vehicle for developing skills.

=

While teac= hing content areas, the five fundamental themes of geography are directly applie= d in student learning throughout the curriculum. Teachers have the flexibility to incorporate a variety of methods and materials to teach the content areas. Music, anthology readings on tape, computer software, literature books and hands- on activities are just a few examples of what our new series provides for teacher use.

Our Social Studies program in grades two through four has been supplemented with Junior Achievement. Junior Achievement educates and inspires young people to value free enterprise, business and economics in order to improve the quality of their lives. In addition to showing students the relevance of education to = the workplace, it also prepares them for secondary school and lifelong learning= .

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SPECIAL NEEDS PROGRAM

Renea Sparks, Director of Special Instructional Services

Amy Sarsfield, Assistant Director

Susan Blair, Clark/Wilkins Special Education Coordinator

The Special Services Program at Clark and Wilkins Elementary Schools is designed to pro= vide individualized academic help for children before they experience difficulty. The emphasis is on a diagnostic-prescriptive teaching approach. This approa= ch combines identification of a child's learning strengths and weaknesses with= the teaching of the basic skills needed to function and become successful in the regular classroom.

The support services are delivered in the form which best suits the child's educational needs. The support may be given on a one-to-one or small group basis, in or= out of the classroom.

Parents/Gu= ardians are an essential part of each child’s academic success. It is an expectation that the home/school connection will be one which focuses on the ever changing needs of the student. Collaboration between home and school is essential and welcomed.

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ELEMENTARY INCLUSION PARTNERS= HIP PROGRAM

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Clark and Wilkin Schools are pleased to present a special education program called the Elementary Inclusion Partnership Program (EIPP). This program, primarily serves chi= ldren with disorders on the autism spectrum, provides services for students in gr= ades K-4 who demonstrate significant challenging behaviors and significant developmental, academic, and functional deficits. The EIPP Lead Teacher and program assistants, using research based intervention protocols and specialized training, provide support to classroom teachers and their students who requ= ire intensive services. The struc= ture of the EIPP enables teachers, paraeducators, and parents to provide comprehensive and inclusive educational support to students. Educational and behavioral consult= ation is provided to the EIPP.

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VOLUNTEER PROGRAM<= /span>

Cherina Cohen – Clark & Wilkins

A successf= ul volunteer program provides a variety of learning experiences for children a= nd helps to support a strong home-school relationship for both teachers and parents. All those involved; children, educators and volunteers, benefit greatly by its existence. It is both a privilege and a serious commitment. =

Volunteers= , at Clark and Wilkins Schools, are welcome in the classrooms and specialists' areas, such as: art, music, physical education, computer education, extended education, library and health office. Room mother volunteers for each class= room organize special projects and holiday parties.

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Each volun= teer assignment will vary according to the teacher's needs. Generally, a one hour commitment weekly or bi-weekly is required. Classroom assistance may includ= e:

1. Giving individual help to a student.

2. Setting up demonstrations or bulletin boards.

3. Assisting with special activities such as plays, projects, etc.<= /span>

4. Listening to children read.

5. Working with or reading to small groups.

6. Preparing material for special projects.

7. Assisting in learning centers.

Parents unable to volunteer in the classroom may assist their child's teacher at ho= me by typing journals, preparing materials for special projects, and placing classroom book club orders. Scheduling information is sent home during the first few weeks of school.

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PARENT/TEACHER ASSOCIATION

The Amherst PTA is an organization that devotes itself to enhancing the educational experience of all the students in the Amherst School System. The two major areas in which we work to achieve this goal are fundraising and service. The PTA meets on the second Tuesday of each month at Wilkins School.

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Major PTA fundraisers include a magazine drive in the fall and a play production in t= he spring. The funds raised from these events are used to provide supplemental materials and programs for all students. These materials and programs are enrichment in nature and serve to broaden the child's educational experienc= e.

Our service efforts include many school related events for students and parents. Past events have included speakers, authors, entertainment, and experiential activities. The PTA welcomes those of you who are new to the Amherst School System and would encourage you to attend our monthly meeting.

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AMHERST ELEMENTARY SCHOOL RUL= ES

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In 2006 a Behavio= ral Intervention Team was formed to address the need for constant rules and expectations school-wide. Our “Big 3” Rules are:

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        &= nbsp;           &nbs= p;           BE SAFE

        &= nbsp;           &nbs= p;               - move safely; walk on the right sid= e of the hall in single file

        &= nbsp;           &nbs= p;             -&= nbsp; use playground equipment safely

        &= nbsp;           &nbs= p;             -&= nbsp; hands and feet in your own body space

        &= nbsp;           &nbs= p;

        &= nbsp;           &nbs= p;           BE RESPECTFUL

        &= nbsp;           &nbs= p;            &= nbsp; -&= nbsp; kind voices and actions to all

        &= nbsp;           &nbs= p;            &= nbsp; -&= nbsp; everyone plays

&nb= sp;            =             &nb= sp;         -&= nbsp; follow directions, use listening ears

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      = ;            &n= bsp;            = ; BE RESPONSIBLE

             =             &nb= sp;           -&= nbsp; stop and think before you do

        &= nbsp;           &nbs= p;                - make good choices

        &= nbsp;           &nbs= p;                - when you do make a mistake, be hon= est and apologize

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Every attempt is = made to teach students about the importance of making good choices. When a student breaks a rule he/sh= e may conference with a classroom teacher or other staff member. In the event of a major infraction= or a pattern of misbehavior, the child will be referred to the Assistant Princip= al or Principal. The following guidelines are a reference:

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Minor:=    Name calling, running indoor= s, inappropriate hand gestures, non-compliance to adult request, disrespect to peers or adults.

Major<= span style=3D'font-size:11.0pt;font-family:"Century Gothic";mso-bidi-font-family= :Tahoma'>:   Physical aggression (kicking, punching, slapping, head banging), threatening with words or objects.<= /o:p>

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In the event a ch= ild is referred due to a major infraction of the rules, parent(s) will be conta= cted and a behavior report will be sent home for review/signature.

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        =    PLAYGROUND RULES=

      = ;      BE SAFE

        &= nbsp;         Be aware of games and activities around you.

        &= nbsp;         Seek adult help as needed.

        &= nbsp;         Do not talk to strangers.

        &= nbsp;         No rough play.

        &= nbsp;         Stay in designated areas.

        &= nbsp;   BE RESPECTFUL

        &= nbsp;        Follow game/acti= vity rules.

        &= nbsp;        Be a good sport.=

        &= nbsp;        Respect peers and adults.

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        &= nbsp;   BE RESPONSIBLE

        &= nbsp;           &nbs= p;        Use equipment properly.

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SCHOOL BUS INFORMATION <= /o:p>

First Student

211 Mont Vernon Road

Milford, NH 03055

672-3355

The bus schedule for the new school year is published in the Milford Cabinet one we= ek prior to the opening of school. If you have questions about lost belongings, bus rides, stops, etc., please ca= ll the bus manager at 672-3355.

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SCHOOL BUS CONDUCT=

BUS RULES

        &= nbsp;   BE SAFE

      Wait safely= in line.

      Walk to and= from your seat.

        &= nbsp;         Stay in your seat at all other times.

     Do not put hands, head, or belongings out the window.

BE RESPECTFUL

        &= nbsp;         Listen and obey the Bus Driver.

     Use quiet voices= when talking.

     Keep hands and f= eet to yourself.

BE RESPONSIBLE

     Keep all belongi= ngs in your backpack.

     No eating or dri= nking on the bus.

     Keep the bus cle= an.

The school board and staff members are very concerned about safety as we transport pup= ils. Cooperation from both parents and students is requested as we work to keep the buses safe for all concerned.<= span style=3D'mso-spacerun:yes'> Students using district provided transportation should understand that they are under the jurisdiction of the school from the time they board the bus until they are delivered at school = or are delivered at the stop nearest their home.

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The distri= ct reserves the right to install video monitoring on buses to assist in maintaining compliance with disciplinary procedures.

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The bus dr= iver has the responsibility to maintain orderly behavior of students on buses and will inform the student if his/her misconduct is being written up and reported. The driver will then report the misconduct via the bus company manager to the student’s principal. No student shall b= e put off the bus while traveling to and from school. Parents shall be notified and the = daily trip completed before the student will be denied transportation service.

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The school principal or designee will have the authority to suspend the riding privile= ges of students who cause disciplinary problems on the bus and fail to conform = to the rules and regulations approved by the School Board (See RSA 189:9-a). Parents of children whose pattern = of behavior and misconduct on school buses endangers the health, safety, and welfare of other riders will be notified that their children face the loss = of school bus riding privileges in accordance with the following procedure:=

Bus Disciplinary Procedure

Once the first offense is confirmed, the parents will receive a statement of reprimand. The statement will also inclu= de a warning that future infractions will result in bus suspension. A call or letter home is opti= onal depending on the situation. Flagrant violations of the Bus Regulations will result in immed= iate suspension from riding the bus.

If the Principal has reasonable doubt abo= ut the guilt of the student, he or she may meet with the Bus Company Mana= ger and/or driver and the student to clarify the reported misconduct.=

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If a pupil= has been denied the right to ride a school bus for disciplinary reasons, the pa= rent or guardian of that pupil has a right of appeal, within ten (10) days of suspension, to the authority that suspended this pupil’s right. If the appeal is denied, the paren= t or guardian may appeal to the next level.&nbs= p; If this appeal is denied, the parent or guardian may appeal to the School Board.

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Bus Regulations

Students m= ay be suspended from using district transportation according to the following schedule:

Throwing things on, at, or out of the bus: (2-10) day suspension.

Smoking: (10) day suspension.<= /span>

Spitting at anyone or anything: (2-10) day suspension.

Possession of drugs or alcohol: (10) day suspension.

Unauthorized use of emergency door: (10) = day suspension.

Damaging the bus or equipment: (2-10) day suspension and payment for damages.

Use of inappropriate language, obscene gestures, excessive noise, fighting, wrestling, or acts of physical aggression: (2-10) day suspension.

Sticking head, hands, feet, etc. outside = the bus: (2-10) day suspension.

Disobeying the bus driver: (2-5) day suspension.

Leaving the bus prior to student’s appropriate destination: (2) day suspension.

Riding unassigned bus: (2) day suspension (exceptions made with bus pass from Principal, or his/her designee to = bus driver or high school ID).

Changing seats while the bus is in motion= or annoying other riders: (2) day suspension.

Any action that creates a safety hazard f= or the passengers of the bus: (1-2) day suspension.

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Bus Passes

The school must receive written permission from the parent or guardian granting permis= sion for a student in grades K-4 to ride a bus different from his or her own. The date, destination, and student’s name should be included on the permission.

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Bus Carry-On

To insure = the maximum level of safety for all bus students, large items such as SKIS, MUS= IC INSTRUMENTS (those which cannot be held on one’s lap), and SCIENCE FA= IR PROJECTS are not permitted to be taken onto the school bus unless th= ey can be appropriately secured. No hazardous materials, glass, or live animals are permitted.

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Bus Safety

Students a= re expected to be at their bus stop five minutes before the bus designated arr= ival time. Bus drivers have exacti= ng schedules and will not wait for late arrivals. Students should remain well back f= rom the road (approximately ten feet) while waiting for the arrival of the bus. Rushing toward the bus before it c= omes to a stop is dangerous. Misco= nduct at the bus stop will be reported. Students shall enter the bus in an orderly fashion, go directly to a= seat, and remain seated until their destination is reached. They should then leave the bus in = an orderly fashion.

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If students must cross the road after exiting the bus, they should walk 10 feet (five g= iant steps) past the front of the bus and look at the bus driver. S/he will indicate when it is safe= to cross. STUDENTS MUST NEVER ST= OP IN FRONT OF THE BUS TO PICK UP A DROPPED SCHOOL PAPER OR BACKPACK.<= /span>

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DISCIPLINE AND DUE PROCESS IN= A SAFE/DRUG FREE SCHOOL ZONE

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The Board requires that the student body be annually notified of school rules, includ= ing RSA 193-B, the Drug Free School Statute, RSA 193-D, known as the Safe School Zone Law, and RSA 193-13, the law governing student suspension and expulsion from school. A summary of eac= h of these laws follows.

RSA 193-D, Safe School Zone

Under the = Safe School Zone statute, a student may be suspended or expelled for acts of the= ft, destruction or violence occurring on school property, bus stops and routes = and at school-sponsored events regardless of the age of the student, for:<= /o:p>

a.   &n= bsp; Homicide

b.   &n= bsp; Assault (simple, second degree)

c.   &n= bsp; Sexual Assault

d.   &n= bsp; Criminal Mischief

e.   &n= bsp; Possession or Sale of a Weapon/Firearm

f.   &n= bsp;    Arson

g.   &n= bsp; Burglary

h.   &n= bsp; Robbery

i.   &n= bsp;     Theft

j.   &n= bsp;     Sale or Possession of a Controlled Drug

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RSA 193-B, Drug-Free School Zone

Chapter 19= 3-B, Drug-Free School Zone, makes it unlawful for any person to manufacture, sel= l, prescribe, administer, dispense, or possess with intent to sell, dispense or compound any controlled substance or its analog, within a drug-free school = zone at any time of year. Drug-Fre= e School Zone means an area inclusive of any property used for school purposes, whet= her or not owned by the school, within 1000 feet of school property, or within = or immediately adjacent to school buses.

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RSA 193:13 Suspension and Expulsion

A student = may be suspended or expelled for an act of theft, destruction or violence as defined in RSA 193-D and 193-B as well as for gross misconduct or neglect or refusal to conform to the reasonable rules of the school as stated in RSA 193:13. A student shall be ex= pelled by the school board if the violation involves bringing or possessing a fire= arm as defined in Section 921 of Title 18 of the United States Code in a safe school zone as defined in RSA 193:D: 1 without written authorization from t= he superintendent. This statute = allows the superintendent to modify the expulsion requirements on a case-by-case basis.

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DRUGS, ALCOHOL AND TOBACCO PO= LICY

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It is the policy of the Amherst School Board to control the use of drugs, alcohol, and tobacco in the Amherst Schools. The goal of this Policy is to limit any undesirable influences or effects upon = the students or staff.

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Practice: School Administrators and their designees are authorized to determine whether a person has violated any of = the provisions of this Policy.

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No person shall possess, have under his control, sell, dispense, or purchase, adminis= ter, transport, possess with intent to sell or conceal alcohol or any controlled drug or substance represented to be a controlled drug or alcohol while in t= he school building, on school grounds or enroute to, from, or at school or school-sponsored events except insofar as the above is required for legitim= ate medical purposes.

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No person shall ingest, inject, inhale, or otherwise introduce into the human body no= r be under the influence of any controlled drug or alcohol while in the school building on school grounds or enroute to, from, or at school or school-sponsored events except insofar as the above is required for legitim= ate medical purposes.

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No person shall possess, have under his control, sell, dispense, purchase, transport = or conceal any drug paraphernalia as that term is defined in RSA 318B: 1, x-a = or objects used for the containment or dispensing of alcohol while in the scho= ol building, on school grounds or enroute to, from or at school or school-sponsored events except insofar as the above is required for legitim= ate medical purposes.

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Where there are reasonable grounds to believe or where facts and circumstances give ris= e to reasonable suspicion that a person has violated or is violating either the = law or the rules of the school as outlined in this Policy and that a search will turn up evidence thereof, a search conducted by school officials will be permissible if its scope is reasonably related to the objectives of the sea= rch and not excessively intrusive in light of the student’s age and sex a= nd nature of the infraction.

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Any person found to have violated any of the provision of this Policy shall be suspend= ed up to ten (10) school days except that any person having a second violation= of the above or found to have sold or distributed or intending to sell or distribute alcohol, controlled drugs, substances represented to be alcohol = or controlled drugs or drug paraphernalia shall be suspended for a minimum of = ten (10) school days and such case shall be referred to the School Board for determination of the necessity of further action against the violator of th= is Policy, whereupon, the School Board may, in its discretion, impose suspensi= on for the entire school year.

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Violation = of this Policy may be reported to the local police.

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There is a state ordinance prohibiting smoking in any public school or on school groun= ds.

BICYCLES

Students riding bicycles should not arrive before 8:30 AM. Bicycle racks are provided for the purpose of parking student bikes for the day. Bicycles should be walked on school property at all times. For the safety of our students we recommend they wear appropriately sized bicycle helmets. The school cannot as= sume responsibility for damage to bicycles.

CHILD ABUSE

In complia= nce with NH laws: It is the policy of the Amherst School District that any teac= her or other school employee who suspects that a child’s physical or ment= al welfare may be adversely affected by abuse or neglect shall report such to = the Division of Children and Youth Services.&n= bsp; Adopted: 2/28/91<= /o:p>

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EMERGENCY CARE AND PROVISIONS

Parents are asked to provide “Emergency” information for each of their chil= dren on the Registration Form sent home the first week of school. This information enables the schoo= l to contact parents/guardians or designated care-givers in the event of physical illness or injury or an emergency school closing. It is imperative that the “Emergency” information section be filled out accurately so tha= t we can respond effectively to any unforeseen emergency situation. In the even that forms are returne= d with incomplete or missing information, parents will be contacted. In the event that you need to phon= e your child at school with a change in plans, etc., the message will be relayed to him/her.

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Please notify the office of any changes in home/work address and telephone numbers and emerge= ncy contact information throughout the school year.

FIRE DRILLS AND OTHER EMERGENCY DRILLS

The school holds regularly scheduled evacuation drills throughout the school year. Students must remain quiet and in = line with their teacher throughout each drill.&= nbsp; Evacuation directions and Emergency Response Procedures are posted in each classroom and other instructional areas of the school. The school also holds emergency dri= lls such as Drop and Cover, Shelter in Place, Reverse Evacuation and Lockdown.<= o:p>

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REPORT CARDS AND CONFERENCES

Report car= ds are distributed four times a year. Please examine the card carefully, sign the envelope and return it promptly. Teachers may also s= end home progress reports at any time during the school year.=

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SPECIAL EDUCATION<= /span>

The Federal Laws regarding special education include Public Law 101-476, the “Individuals with Disabilities Act” (IDEA) and Section 504 of t= he Rehabilitation Act of 1973. T= he New Hampshire state law is RSA:186 C.

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Children between 0 and 3 are entitled to early identification with the Area Agency through Part H funding, providing programming that is appropriate to meet t= he child’s needs.

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A child/student can be identified as a student with a disability due to:=

Autism

Deafness

Deaf-blindness

Developmental delay

Early Identification (Birth-3)=

Emotional Disturbance
Hearing impairments

Mental retardation

Multiple disabilities
Orthopedic Impairment
Other Health Impairment=

Specific learning disability

Speech/language impairment

Traumatic brain injury<= /li>
Visual impairment

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If a child= if sound to have one or more of these conditions AND IT SUBSTANTIALLY INTERFER= ES WITH HIS/HER ABILITY TO LEARN AND PERFORM IN SCHOOL, then the child is enti= tled to special education and related services.= The kind of help and special education services a child may need dep= ends on the nature of the handicap and the degree to which it affects his/her ability to learn.

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