1. Welcome! to the 2015-2016 School Year
Introductions

2. Welcome to Kindergarten!
Parents/guardians and Educators play an important role in a child’s education…
Together, we can help them reach their full potential!

3. This evening, we’ll discuss…
Our School Community
Full-Day Kindergarten
Program Options
Extended Day Programs
Transportation
Assessment, Evaluation and Reporting
Our Community of Character
Safe and Caring
Meeting the Individual Needs of Each Student
Volunteer Opportunities
Communication
What can you do to help your child get ready for school!
May 14th Kinder Info Night for parents of registered students
What is Full-Day Kindergarten include physical activity/visual/performing arts etc.. And a schedule of a typical day
Our School (student #s/staff etc/technology and include Annual events)
Assessment, Evaluation and Reporting
Our Community of Character/Inclusion
Safety and Security (include media permission)
Programs
Instruction - Meeting Individual Needs
Volunteer Opportunities
Parent Partnership and Home/School Communications
and
What can you do to help your child get ready for school!

4. Adrienne Clarkson Elementary School
Principal Paula Marinigh
Vice Principal………………………..Lorraine Whitby
In Kindergarten, we have approximately 120 students in three English classes and two Early French Immersion classes.
We currently have 745 students in three Programs
English
Early French Immersion
Middle French Immersion

5. But… you can register anytime!
Dates to Remember
Official Kindergarten Registration Week – January 26 – January 30, 2015
But… you can register anytime!
Student Transfer Application Period
February , 2015
Bonnie is available this evening 5

6. Program Options
If your child will be age 4 or 5 by December 31, 2014, they are ready for to start kindergarten in September 2015.
Program choices in the OCDSB for elementary students include:
Full Day Kindergarten
English
Early French Immersion
Middle French Immersion (grade 4 entry)
Alternative
The program selected is a parental decision.

7. Our Achievement Results!
Blue = grade 3
Red = grade 6
Reading Writing Mathematics

8. English Program English instruction for all subjects other than French
The following subjects are taught at elementary:
Language
Mathematics
Science and Technology
Social Studies (including Geography and History)
Health and Physical Education
The Arts
Core French
The English program allows students to concentrate on
English language skills. The program is available from
kindergarten to graduation. The program is child centered and
stresses proficiency in all subject areas.
In this program, English is the language of instruction for all
subjects other than French. At the elementary level, the
following subjects are taught: Language, Mathematics, Science
and Technology, Social Studies (including Geography and
History), Health and Physical Education, The Arts and Core
French.
A student who successfully completes the English
program is expected to have a functional knowledge of the
French language.

9. English Program ~ Core French Instruction
Kindergarten students receive 100 minutes of
Core French instruction per week
Students in Grades 1 through 8 receive 200 minutes of Core French instruction per week
……a solid pathway to bilingualism
Note: Core French begins in Kindergarten even though it is only mandated for Grade 4
Kinder=20 minutes per day
Grades 1-6=40 minutes per day

10. Adrienne Clarkson…
Offers the English / Core French program from Kindergarten to grade 6
Currently has approximately 150 students in 7 classes

11. Early French Immersion Program
At the elementary level, the following subjects are taught:
Language
Mathematics
Science and Technology
Social Studies (including Geography and History)
Health and Physical Education
The Arts
The English program allows students to concentrate on
English language skills. The program is available from
kindergarten to graduation. The program is child centered and
stresses proficiency in all subject areas.
In this program, English is the language of instruction for all
subjects other than French. At the elementary level, the
following subjects are taught: Language, Mathematics, Science
and Technology, Social Studies (including Geography and
History), Health and Physical Education, The Arts and Core
French.
A student who successfully completes the English
program is expected to have a functional knowledge of the
French language.

12. Early French Immersion (EFI)
In the EFI program, students are currently provided with:
SK: 50% French / 50% English
Grade 1: 100% French
Grades 2 and: 80% French / 20% English
Grades 4 to 6: 60% French / 40% English
Grades 7 and 8: 50% French / 50% English
Note: Mathematics instruction in English begins in grade 4.*
The Early French Immersion (EFI) program provides students with
the opportunity to become functionally bilingual through early
exposure to French.
Students who successfully complete the EFI program, and later
enroll in a secondary level program which meets the requirements
to obtain the OCDSB Extended French or French Immersion
Certificate, are expected to be able to communicate with ease and
feel comfortable in either language community (English or French)
and also accept employment, training or further education in either
language.

13. Adrienne Clarkson…
Offers Early French Immersion (EFI) from SK to grade 6
Currently has approximately 280 students in 13 classes
Sends a request to our JK students regarding program choice for SK
Only new registrations complete the registration process

14. Middle French Immersion (MFI)
At the elementary level, the following subjects are taught:
Language
Mathematics
Science and Technology
Social Studies (including Geography and History)
Health and Physical Education
The Arts
The Middle French Immersion (MFI) program provides
students with the opportunity to obtain a solid foundation in
English language skills in the primary grades before starting
intensive study of French.
A student who successfully completes the MFI program, and
later enrolls in a secondary level program which meets the
requirements to obtain the OCDSB Extended French or French
Immersion Certificate, is expected to be able to communicate
with ease and feel comfortable in either language community
(English or French) and also accept employment, training or
further education in either language.
Note: The open entry point for MFI is grade 4.

15. MFI – How does it work?
Students who have been in the English Program have a foundation in French language through:
100 minutes per week of Core French – JK and SK
200 minutes per week of Core French – grades 1 to 3
In MFI:
grades 4 to % French /34% English
grades 7 and % French /50% English
Note: Mathematics instruction in English begins in grade 4.*

16. Adrienne Clarkson…
Offers Middle French Immersion (MFI) for students within the attendance boundaries of:
Barrhaven PS Berrigan ES
Chapman Mills PS Farley Mowat PS
Jockvale ES Mary Honeywell ES
Registered grade 3 students from these schools receive an invitation to our MFI Information Night (February 5, 2015)
Registration is February 17 – 23, 2015
Currently has approximately 180 students in 7 classes

17. Alternative Program
English instruction for all subjects other than French.
While the following characteristics are found in many of the programs at the elementary level across the District, collectively they form the foundation of the alternative philosophy:
Everyone’s contributions are valued, no awards or prizes
Project-based learning with a balance between student-directed and teacher-directed learning
Mixed-aged groupings/classrooms fostering collaboration
Integrated curriculum stressing interrelation of all learning and subjects
Family and community-centered school environment
Ongoing assessment and evaluation
Reduced emphasis on grading

18. What is Full-Day Kindergarten?
Play-based, inquiry learning
A team approach
Insert Photo of classroom/students/teacher
The OCDSB’s Kindergarten program is a two year program consisting of Junior and Senior Kindergarten. Many of our Kindergarten classes are combined grade classes, meaning JK and SK students are grouped together.
Considering there’s a broad range of development with children at this age, by combining classes together, children are able to develop at their own rate, flowing freely between the expectations of the two year program.
If a child requires time to reinforce their learning, the two year program offers them opportunities to do so. If they require less time to master a task, they can easily move on to more challenging explorations.
The program aims to provide every child with the support they need in order to develop self regulation; health, well being and sense of security; emotional and social competence; curiosity and confidence in learning; and, respect for diversity of his or her peers.
Play-based Learning
Children are full of natural curiosity and they explore this curiosity through play. In our full-day kindergarten program, teachers and early childhood educators structure play to create learning moments.  Our Kindergarten program provides children with educational activities appropriate for young learners, taking into account their physical, intellectual, social and emotional needs. Their world is one of curiosity, exploration and imagination. Children investigate and develop an understanding of their world through play. Educators observe the children’s social, emotional, physical and intellectual interactions within a classroom setting, assessing their stages of development aligned with the curriculum, and supports and encourages experiences to further their growth.
A Team Approach
Each kindergarten class is led by a team composed of a teacher and an Early Childhood Educator (ECE). The team works together to plan for and provide meaningful learning opportunities for the children and to create a positive, welcoming and safe learning environment. On average, classes have 26 students, although, considering that each class has two educators, class sizes can range anywhere from approximately 13 to over 30 students, depending on the school’s enrollment.
300 minutes of instructional time
Students are assessed and evaluated on overall program expectations:
Personal and Social Development, Language, Mathematics, Science and Technology, Health and Physical Activity and The Arts

19. Adrienne Clarkson… Is in our third year of Full Day Kindergarten
Currently has 3 English classes and 2 SK Early French Immersion (EFI) classes
Early French Immersion students alternate days between English and French

20. Assessment, Evaluation and Report Cards
How am I informed of my child’s progress?
All Kindergarten students are assessed for learning on an ongoing basis and these assessments are used inform next steps. Assessment and Evaluation is based on the Full Day Early Learning Kindergarten Curriculum. Feedback is provided to students and their parents also on an ongoing basis. Formal assessments in the form of a report card are completed 2x per year for Senior Kindergarten students (late January/early Feb. and June) and once per year for Junior Kindergarten students (June).
Provide – Parent Guide and new Welcome to Kindergarten booklet upon registration

21. Your Child’s Day Our Kindergarten Schedule is…
8:30-10:30 instructional block
10:30-11:30 nutrition break and outdoor recess
11:30-1:15 instructional block
1:15-1:45 nutrition break and indoor play
1:45-3:00 instructional block and outdoor play

22. The Full-Day Kindergarten Program provides an opportunity for a seamless educational experience for our early learners. The program consists of a
Core Day Program, which runs during regular school hours…
…and an optional Extended Day Program which runs before and after school is also available in all of our schools!

23. Extended Day Program
Extended Day Programs are run either by the OCDSB or by a third party provider, contracted with the OCDSB. Both programs are overseen by the Ottawa Carleton District School Board
Children’s Village operates our Extended Day Program
Where there is no private care provider at a school, and there is sufficient interest, the OCDSB operates the Extended Day Program for ages 3.8 years to 12 years
Speaking Notes for slide #18
A survey will be distributed to all families who have a child registered in a FDK school to be completed indicating whether the family is interested in the Extended Day Program
If a school currently has an on site child care program the OCDSB may use them as a 3rd party operator to provide the Extended Day Program on behalf of the District
A decision will be made by April 2012 if or if not an Extended Day Program will be offered at your school location.
DO NOT DISCONTINUE YOUR CURRENT CHILD CARE ARRANGEMENT PRIOR TO RECEIPT OF CONFIRMATION AND ACCEPTANCE IN THE OCDSB EXTENDED DAY PROGRAM OR IN SOME CASES A 3RD PARTY OPERATOR.

24. Extended Day Program (OCDSB)
The Extended Day Program is:
offered before and after the regular school day (core day)
delivered by teams of Registered Early Childhood Educators and Early Learning Assistants
led by 1 educator for 13 children of Kindergarten age, or 1 educator for 15 children of school age
operated on: PA Days
December Break
March Break
Summer Break
Note: these dates are dependent on demand
Speaking Notes for slide#17
The Extended Day Program (EDP) is complementary to the core program and aligned with it, in order to provide a seamless and
consistent educational experience for children.
An Extended Day Program may be offered as part of the Early Learning initiative at your local school.
This program is designed to provide before and after-school programming for children registered within the school.
The Extended Day Program will be led by a Registered Early Childhood Educator.
The Extended Day Program is an optional program that is offered for a fee provided there is sufficient demand for the program.
Hours The Extended Day Program will operate from 7 a.m. to the start of school and from the end of school until 6 p.m. Parents may register their child in the morning, afternoon, or both programs.
Fees The fee for the school year 2012/13 will be $20.00 per day for both before and after school care. Before and after care fees will be site specific based on the start time of the school day at the site.
Extended Day Program fees are the responsibility of parents/guardians.
Subsidy Limited financial assistance – a child care subsidy will be available to families that meet the criteria for eligibility. Parents will need to contact the City of Ottawa to apply for the subsidy at

25. Extended Day Program (Third Party Operated)
Third Party Operators (Children’s Village) offer before and after school programming in a number of our schools.
The primary difference between these two programs, is that they are governed by different provincial legislation: The Day Nurseries Act (DNA), and the Education Act

26. Transportation
School bus transportation is available for the Core Day program only, for all kindergarten students who live more than 0.8 km from their school. The distance for students in grades 1-8 is 1.6 km.
Transportation is not provided to and from the
Extended Day Program.
Information regarding transportation is available at Ottawa Student Transportation Authority (OSTA)
website: ottawaschoolbus.ca
phone:

27. Communication… from the school and with the educators
Our website is a great place to start! There is information about the school, upcoming events, District initiatives, Public Health announcements, etc.
We aim towards a green approach to communication and use addresses to send out regular newsletters (rather than printing them to go home with your child).
Our office hours are 8:00am to 4:00pm , if you have questions about the registration process or any aspect of your child’s education
Each educator team will share the particulars of how best to communicate. Your child will have a Note Tote to allow you to jot down questions and for work to be sent home.

28. Our Community of Character
The Ottawa-Carleton District School Board’s "A Community of Character" is a set of attributes that were discussed and chosen by a myriad of stakeholders.
The purpose of these attributes is to provide a standard of behaviour against which all individuals in the OCDSB hold themselves accountable. 
Our character attributes are the stepping stones to building our community of character. 

29. ACES Code for Living and Learning
Always respect yourself, others and the environment Care, share and cooperate Everyone is responsible Safety in everything we do

30. Safety
All visitors to the school sign in at the office (including parents/guardians) with a badge
Fenced yard for Kindergarten students
Exterior doors locked
Practice of emergency procedures (lockdowns, fire drills)
Visitor sign-in
The OCDSB is dedicated to fostering an environment in which students feel safe, comfortable and included. The Inclusive, Safe and Caring Programs (ISC) Department is responsible for supporting schools in the implementation of safe schools policies and promoting equitable and inclusive school and classroom environments.  A variety of district K-12 programs, initiatives and professional development opportunities for students and staff are coordinated by ISC Programs. 
It is the right of each student and each staff member to a safe and orderly learning environment, free of concern about personal safety and so we will:
reduce and try to eliminate any incidence of bullying and violence in the schools; (b) provide opportunities for students to develop the skills necessary to handle and avert violent and potentially violent situations; (c) promote the long-term prevention of violence by preparing students to manage their lives and relationships in non-violent ways; (d) work co-operatively and in shared responsibility with students, parents, school councils, staff, the wider community and the police to foster a safe and inclusive school environment and to fulfill the guiding principles and objectives of the Board; (e) ensure that all members of the school community are treated with respect and dignity.
A safe and caring learning community is one that takes a holistic approach to learning and academic achievement through the infusion of character education and opportunities for character development, respect for diversity, parent and community partnerships, and citizenship development.

31. Safe and Caring Safe arrival procedure Kindergarten dismissal routine
Character education
Peer Mediators
WITS & LEADS

32. Meeting the Individual Needs of
Each Student
Nipissing District Developmental Screening Tool
In-School supports
Regular meetings
Educational Assistants
Special Education Teachers
Specialized staff (Psychology, Social Work, Speech/Language Pathology, Autism Team)
Our goal is to meet the unique needs of every child. Our Learning Support Services team is always available to schools to support our early learners. Psychologists, social workers, speech and language pathologists as well as educational assistants dedicated to our kindergarten classes, are only some of the experts available for schools.
If you think your child may require additional learning support, please talk to us early in the registration process in order to access the supports as needed.

33. Volunteering Preparing materials School Council Field Trips
Sports Teams
Library
Hot Lunch Program
Extra-Curricular Clubs
Classroom Helper
* Note: all employees and non-parent volunteers are required to have a police check
There are several opportunities to become involved in your child’s education throughout their time with us. Especially in Kindergarten, there is always artwork to be mounted, materials to be prepared (whether at school or at home), or chances to read with children. When there are special events, having an extra set of hands is always helpful!
As your child progresses through the grades, some of the same assistance is appreciated. There are also more and more opportunities to accompany the class on field trips; or teams to sports events; or the Scholastic Book Fair; or School Council events such as the Cake Raffle.

34. Extra-Curricular Activities
House league and interscholastic sports include cross-country running, soccer, track and field, bordenball, volleyball, basketball
Primary and Junior Choirs
Scrabble, scrapbooking, ECO schools clubs
Leadership activities include class buddies, lunch monitors, Playground Activity Leaders, Peer Mediators, Student Council

35. School Council
An advisory body comprised of parent/guardian volunteers who hold monthly meetings
Organize events (family dances, BBQ), Hot Lunch Program, fundraising activities
Welcomes new volunteers!

36. Our Facility and Resources
Main building is fully accessible with elevator
5 Kindergarten classes with 2 fenced yards
Double gym and stage often used by the community
Library collection of French & English
Some classes designed for co-teaching
Internet access throughout, technology in each class, computer lab, 2 laptop carts, iPad cart
Large play structure, field, natural play areas, adjoined to public park and skating rink

37. ACES Registration Process
Please have your child’s:
Proof of age (birth certificate or passport)
O.H.I.P. card and immunization record
Doctor and emergency contact information
Complete the forms in the foyer or online go to – Programs - Kindergarten Registration and bring documentation to school office
Review forms with office staff

38. Kindergarten Information Night
May 14, 2015
Opportunity to meet the educator teams of teacher and Early Childhood Educator
Late June a Kindergarten package is mailed
Early September will be an orientation in the class with your child
Check our website at adrienneclarksones.ocdsb.ca

39. Daily Routines Listen Read Play Encourage Ask questions talk
What can you do to help your child get ready for school and adjust to their new environment?
Daily Routines
Listen
Read
Play
Encourage
Ask questions
talk
The Full-Day Kindergarten program
There are many ways that parents can support their child prior to entering Kindergarten, to prepare them for learning in a school setting.
Ensure that your child has ample opportunity to engage in different types of play;
Provide daily physical activities to help develop gross and fine motor skills;
Talk and listen to your child;
Make sure your child’s nutritional needs are being met;
Help your child with daily routines such as getting dressed, feeding, toileting, cleaning up after activities, self-regulating their active and quiet play times.
Read to your child, preferably daily. Select a variety of books of different
lengths and different subjects. Relate the pictures to the story. This enhances
language development and stimulates children’s curiosity and imagination.
Talk with and listen to your child about daily activities — what he/
she is doing; what you are doing. Strong oral communication skills will
become a solid foundation for later academic achievement.
Encourage other adults in your child’s life to emphasize the positive
aspects of school: new friends, a caring teacher, and opportunities to
learn, grow, and have fun. Find out the teacher’s name and use it when
discussing school activities.
Recognize it is sometimes just as difficult for you to face the separation
from your child as it is for your child to face separation from you. Take
comfort from understanding that these feelings are normal and they will
pass as you and your child grow accustomed to a new routine.
Discover the route your child will travel to and from school and obtain
information on walking distances. Several dress rehearsals will build
your child’s confidence and help establish safety conscious routines.
Make sure the child walking to school is accompanied by an adult.
Children on buses are met on arrival at, and departure from, school by
the teacher or school supervisor. Children must be met by an adult when
they are dropped off following their day at school. Visit the school. Use
the playground and apparatus.
Develop opportunities for your child’s exposure to music, rhythm and
rhyming activities which help the development of reading skills.
Accustom your child to consistent routines such as getting up at a
certain time, getting dressed, and so forth.
Help your child to develop fine motor skills. Fine motor skills are those
skills involving the small muscles of the body and include such activities
as drawing, cutting and gluing, as well as handling Playdough, building
towers of blocks, stringing large beads on a string, catching a beanbag
or large ball.
Discuss personal safety, busing, and strangers. Be sure children know
their name, address, and telephone number.
Review the calendar with your child. Circle the day on which your child
starts school. You may also wish to mark gym and library days, class
trips, birthdays, and special occasions.
Label all your child’s belongings in an inconspicuous place: indoor
and outdoor clothing, shoes, boots, snack container, drink container,
and backpack.
Prepare your child for successful experiences. Provide opportunities at
home with situations that challenge your child to manage alone when
toileting, dressing, tidying, and eating. These self-regulation skills help
children feel good about themselves and help them realize they can
solve their own problems and be supported while doing so.

40. Thank you for joining us tonight!
We hope you will choose to become part of the ACES family/community!

41. Are you ready?
We are!!