Handbooks and Policies

ELPS Elementary Schools Handbook

Responsive Classroom

The Responsive Classroom approach to teaching and learning is a way of teaching developed from what has been learned from child development, learning theory, and developmental psychology. The components of RC; morning meeting, rules and logical consequences, guided discovery, academic choice, parent communication, and room organization were all designed to respond to the developmental needs of children.

At Flanders we have been practicing this approach for many years now! Several of our teachers are trained presenters for the Northeast Foundation for Children, the company who delivers Responsive Classroom to teachers throughout the country. Through ongoing training and awareness we continue to grow in this regard.

Another component of Responsive Classroom is the All School Meeting. The All School Meeting gives the students and adults a community-wide celebration of learning. Each month, this school wide event features art, writing, music and other representations of student learning relevant to a chosen theme. The specials teachers are instrumental in the planning of the meeting, while classroom teachers contribute to the theme with either individual or whole class projects. Through this outlet, students learn skills in presentation, public speaking, communicating ideas in a variety of media, participating in a community event, as well as practicing appropriate audience behavior. These skills are vital to the growth and learning of today’s children. It is also a joyful time where the children and staff have a chance to participate in learning together.

The Guiding Seven Principles of Responsive Classroom

1. The social curriculum is as important as the academic curriculum.

2. How children learn is as important as what they learn.

3. The greatest cognitive growth occurs through social interaction.

4. There is a specific set of social skills that children need in order to be successful academically and socially.

5. Knowing the children we teach is as important as knowing the content we teach.

6. Knowing the parents of the children we teach is as important as knowing the children.

7. How the grown-ups at school work together to accomplish our mission is more important than our individual competence.

Children have time during the day to engage in active learning. The teacher and environment provide opportunities for children to experiment, solve problems, and make fruitful mistakes.

Components of the Responsive Classroom Approach

  • Morning Meeting
  • Rule Creation
  • Interactive Modeling
  • Positive Teacher Language
  • Logical Consequences
  • Guided Discovery
  • Academic Choice
  • Classroom Organization
  • Working with Families
  • Collaborative Problem Solving


You can learn more about the Responsive Classroom approach at the following location:

http://www.responsiveclassroom.org

All Star Fun Club Handbook

ALL STAR BEFORE/AFTER SCHOOL
FUN CLUB

Before and after school care is available at Flanders School. The Handbook contains all the information you will need to learn about this childcare option.

2015 - 2016 All Star Fun Club Handbook

Flanders Safe School Climate Plan

Introduction

East Lyme Public School Supports a Safe School Climate through Proactive Strategies and data based decision making.The Safe School Climate Plan reflects the standards of the National School Climate Standards.The standards are listed below.

1.The school community has a shared vision and plan for promoting, enhancing and sustaining a positive school climate.

2.The school community sets policies specifically promoting (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge, dispositions and engagement, and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged.

3.The school community’s practices are identified, prioritized and supported to (a) promote the learning and positive social, emotional, ethical and civic development of students, (b) enhance engagement in teaching, learning, and school‐wide activities; (c) address barriers to learning and teaching and reengage those who have become disengaged; and (d) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard.

4.The school community creates an environment where all members are welcomed, supported, and feel safe in school: socially, emotionally, intellectually and physically.

5.The school community develops meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice.


Activities Supporting a Safe School Climate

Progress and Measurement

Timeline

The Board of Education established a long range plan with the theme of “Educating the Whole Child”.(S1,S2, S4)

**The Long Range Plan was developed by a series of forums inclusive of staff, parents, community members and studentsover a two year period.**(S5)

Progress on plan is reviewed regularly by administration.

Ongoing

The Board of Education updates bullying policies as legislation changes.

Professional Development informs staff about bullying definitions and reporting requirements.

September Annually

Master teaching artist works with Flanders students on issues related to bullying.

Teacher feedback

Student work samples

Annually

High School Big Brothers/Big Sisters students support healthy relationships by mentoring Flanders students. Through modeling they provide positive ways to manage conflict and stress.

Teacher feedback survey.

Ongoing

East Lyme Educates students explicitly teach skills that promote positive School Climate.( S3)

Flanders’ Morning News Program periodically addresses Health and Balanced Living Curriculum on a school wide basis.

Health and Balanced Living Guide supports teachers in implementing a K12 system which supports students to healthy habits, learn about the negative influences on healthy development and the barriers to a healthy environment. (S3, S4)

School Climate Committee will review and update topics periodically.

Curriculum implementation is monitored regularly.

Ongoing

The Superintendent of Schools appoints District School Climate Coordinator and School Climate Specialists for each School per district policy.

District School Climate Coordinator and Specialist meet regularly to review data.

Quarterly

A School Climate plan is developed consistent with Policy and State and Federal Legislation.

School Climate Committee reviews legislative changes in August of each year to assess changes needed.

Annually

Professional Development is provided to staff andstudents annually regarding the definition of bullying and what it looks like.

September staff meetings will include updated information on the different forms of bullying such as cyber bullying, misuse of electronic communication, and harassment.

Annually

Teachers help students identify and resolve behavioral issues through the use of reading resources

Lessons are shared and reviewed with grade level teachers.

Ongoing

Responsive Classroom strategies are taught throughout the school.

RC promotes:

Common language for expectations, Community within the classroom, Social skills development

Board of Education Approved 5/15/201

School Climate Committee reviews Responsive

Classroom implementation and data collection.

Annually







Flanders Novas/Super Novas Handbook

The Flanders Novas/Super Novas Program is being offered to families who are interested in a quality, preschool-aged experience for their children. It is intended to be a positive initial school experience and a springboard into Kindergarten.

 

The emphasis of the Novas/Super Novas Program will be on interactive socialization and experiential hands on learning. Believing that this experience should facilitate developing cognitive, motor and social skills; this program will provide opportunities for reinforcement of basic concepts such as respect, compromise, problem-solving, responsibility, community and citizenship.

 

Additionally, the Novas/Super Novas Program will nourish and support each child's cognitive, physical and social growth be offering age-appropriate activities and learning opportunities. This is a collective effort, which will be overseen by the Novas/Super Novas staff, with input from our Principal and kindergarten staff, and welcoming contributions from parents/caregiver.

 

To find out more details about our program, please view the Flanders Novas/Super Novas Handbook.

 

Nova/SuperNova Handbook

 

 

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