For Parents. I understand there is a $70 production fee for each of my children in The Newport Nutcracker at Rosecliff. I will pay this amount at the parent’s meeting on Tuesday, September 22. Dancer Signature Dancer’s Parent/Guardian Signature
For Parents. Parent must initial choice to verify their understanding and agreement.
For Parents. If you need to contact your daughter during the school day, please telephone the school office who will be able to reach her for you.
For Parents. 1. I will not force my child to participate in hockey. I will realize it is something he or she wants to do.
For Parents. Bridging the gap between home and school At school the Internet is mostly used to support teaching and learning. At home, however, it is often used differently. Not only is it a study resource for students, but it is increasingly being used as a social space to meet, play and chat. The Internet can be lots of fun. If you have the Internet at home, encourage your child to show you what they are doing online. If not, see if you can make a time to visit the school to see their work. At home we recommend you: o make some time to sit with your child to find out how they are using the Internet and who else is involved in any online activities o have the computer with Internet access in a shared place in the house – not your child’s bedroom o ask questions when your child shows you what they are doing, such as: o how does it work and how do you set it up? o who is else is sharing this space or game - did you know them before or “meet” them online?) o why is this so enjoyable – what makes it fun? o can you see any risks or dangers in the activity - what would you say to warn/inform a younger child? o what are you doing to protect yourself or your friends from these potential dangers? o when would you inform an adult about an incident that has happened online that concerns you? Discuss why your child might keep it to themselves. Statistics show that students will not approach an adult for help because: o they might get the blame for any incident o they don’t think adults “get” their online stuff – it is for students only o they might put at risk their own access to technology by either: o admitting to a mistake or o highlighting a situation that might lead a parent to ban their access. Open communication between parents, teachers and students is the best way to keep students safe. Students will often share concerns with each other online. It is important that they tell a teacher and or parent when they are feeling uncomfortable or threatened online. If you have any concerns about this agreement or Internet Safety in general contact either the school or the contact below NetAlert is Australia's Internet safety advisory body for internet safety issues/ concerns contact them on: 0000 000 000 or visit xxxx://xxx.xxxxxxxx.xxx.xx/
For Parents. As a family we will support the Triadic Agreements and the home-school connection by: ● Contacting the teacher or administration if we have concerns about the behavior or safety of our child at school. ● Learning about the GICS Triadic Agreements and Discipline Steps (xxx.xxxxxxxxxxxxxxxxxxx.xxx) and where appropriate, participating in the problem resolution process at the school. ● Becoming familiar with the International Baccalaureate Primary Years Programme (e.g.,xxxx://xxx.xxx.xxx) and positive discipline (e.g., xxx.xxxxxxxxxxxxxxxxxx.xxx) ● Using the language of positive discipline, the IB Learner Profile, and the IB PYP Attitudes at home. ● Listening to our child and responding to their needs and concerns in ways that develop social capacity. ● Helping our child understand the value of reflecting on individual differences and seeing “both sides” of a story or situation. ● Teaching and re-teaching problem-solving skills (e.g., by using the SAFE steps for conflict resolution). ● Modeling socially appropriate ways of getting along. ● Helping our child find safe ways to express anger or frustration. Exploring resources aligned with the GICS Triadic Agreements to support your family such as the Echo Parenting, the YMCA, and positive parenting support groups. Triadic Agreements Part 1b GICS Agreements Middle School AT GOETHE, WE ARE SAFE, RESPECTFUL AND RESPONSIBLE CITIZENS OF THE WORLD. AS AN INTERNATIONALLY MINDED COMMUNITY, WE... ● cooperate by working and playing as a team. ● communicate to solve problems by listening and sharing our feelings. ● listen with open-minds and speak with respect. ● show empathy when we interact with others. ● follow adults’ directions respectfully. ● appreciate our learning environment by using materials in safe and appropriate ways. ● have integrity by following the agreements at all times. FOR STAFF AND VOLUNTEERS ● Use the access road only to walk to lunch. ● Enforce seating: 6th: students sit and stay seated at assigned tables. 7th-8th: sits only in assigned areas. ● Remind and reinforce restaurant rules: walking only, maintain personal space, talking voice, no smashing of food containers on the table.
For Parents. As a family we will support the Triadic Agreements and the home-school connection by: ● Contacting the teacher or administration if we have concerns about the behavior or safety of our child at school. ● Learning about the GICS Triadic Agreements and Discipline Steps (xxx.xxxxxxxxxxxxxxxxxxx.xxx) and where appropriate, participating in the problem resolution process at the school. ● Becoming familiar with the IBPYP (www. xxx.xxx) and positive discipline (x.x.xxx.xxxxxxxxxxxxxxxxxx.xxx) ● Using the language of positive discipline, the IB Learner Profile, and the IB PYP Attitudes at home. ● Listening to our child and responding to their needs and concerns in ways that develop social capacity. ● Helping our child understand the value of reflecting on individual differences and seeing “both sides” of a story or situation. ● Teaching and re-teaching problem-solving skills (e.g., by using the SAFE steps for conflict resolution). ● Modeling socially appropriate ways of getting along. ● Helping our child find safe ways to express anger or frustration. ● Exploring resources aligned with GICS Triadic Agreements to support your family such as the Echo Parenting, the YMCA, and positive parenting support groups. Part 2 Strategies to Promote
For Parents. I. I will make a point to talk to my child about the risks of social networks and help them set their privacy settings to high security to keep them protected while they’re having fun online.
For Parents. Accidental damage is covered by the school and is at the discretion of the principal. If damage occurs due to the failure to comply with proper handling and usage listed above, the student is responsible for the cost of replacement. Teachers will review these policies as well as proper handling and care of applicable equipment before distributing. Devices/peripherals will not be issued until this form has been signed by both a parent and student. Queen of Peace School Technology User Agreement 2021-2022 I have read the terms and conditions of the Technology User Agreement I agree to abide by the terms and conditions stated in the Technology User Agreement. Additionally, I will be responsible for the consequences of inappropriate handling, care, or misuse of school-issued technology, both on and off school property. I understand that consequences may include reimbursing the school for replacements, as well as suspension or revocation of privileges and/or technological resources. Parent Name: Parent Signature: Date: Student Name: Grade: Student Signature:
For Parents. Punctuality Remind parent of time school starts, discuss preparation for school e.g. pack bag night before, alarm clocks – taking responsibility for getting self up, making time for breakfast, being aware of child’s timetable and helping ensure PE kit etc are ready. Discuss implications of how lateness affects pupil being prepared for the day, disruption to class as a whole and how 5 mins late a day adds up to 3.4 days a year (poster) Absence Remind parent that they need to inform the school in advance (following your protocol) of any absence and any illness school should be contacted by (normally close of registration) with details of illness and expected length of time off. Share registration cert with parent and discuss periods of absence and reasons behind it. If absence is mainly illness discuss when absence through illness is appropriate (leaflet) and comment on any patterns detected (ie if pupil is off every Monday and Friday). If absence is more than 10% ask parents to sign the GP permission letter for you to contact their doctor and explain that any future absence (if you feel that the level is unacceptable and there appears to be no real reason for it) will be unauthorised unless evidence is provided of appointments e.g. text, letter or email/ a signed slip from the health care setting etc. A “fit to work/study note” will only be issued for extended health absence. Please note that any hospital inpatient episodes can be checked with the Hospital School. The parenting contract includes a template for use by families relating to future attendance. It remains the families’ responsibility to ensure this is completed at the time of the appointment. Please note any retrospective requests may incur a charge from the GP practice. Support needed To discuss, using information already gleaned from the key points spoken about with parents in the meeting, whether additional support through various agencies would be appropriate (e.g HSLW, LCSS (Locality Community Support Service, parenting support etc). Identify any tools kits that can be used to highlight need. Directions Make sure that all expectations are clearly spelled out similar to the examples on the parenting contract as these are the start of evidence showing the support and issues discussed by schools should parents be later prosecuted. For Pupils If pupil attends meeting (which is preferable to get the whole picture) discuss with them taking more responsibility, where appropriate, for getting to sc...
