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Academics

Academics

Field Trips
Field trips are encouraged to expose students to experiences that cannot be duplicated in the classroom. Prior to each field trip, a permission slip will be sent home for your signature and return. Your permission must be obtained before your child can participate in a field trip. If the field trip involves students coming in contact with live animals, information regarding the procedures and guidelines for handling of the animals will be sent home by your child’s teacher prior to the field trip.

Parent volunteers serve as invaluable chaperones on field trips and may sign up to participate at the Fall Open House. Chaperones play an important role in terms of providing for student safety, supervision, and - in many cases - are asked to provide necessary instruction to support student learning during the field trip experience.  Consequently, parent chaperones may not bring siblings on the field trip as this would distract from your role as a chaperone.  Unless specified ahead of time by the classroom teacher, parents attending a field trip are limited to those parents who have signed up and are serving in the capacity of a chaperone.  Chaperone's entry fees, if any, will be paid for by the school.

**Please note that parents chaperoning or attending field trips may not take their children home from activities conducted off the school grounds without prior written notification to teachers.


Homework
MCE follows the Pittsford School District’s Elementary Homework Guidelines:

Homework is an important extension of classroom learning and an integral part of the elementary school program. It is designed with attention to the cognitive and developmental level of the students. There are benefits to homework.  For instance, it provides parents with an opportunity to see what their child is learning at school, illustrate that learning occurs outside of school, and to express positive attitudes toward achievement.  Additionally, homework provides our students opportunities for the independent practice of skills and strategies, time management, strengthening organizational skills, and developing responsibility.

Homework assignments will usually be on material that has been taught previously and will be given only after guided practice has been provided and the probability of success is high.  Homework may not always be in written form, and the format may be varied. For example, in preparation for a new skill/topic, students may be asked to read background material, collect materials, or discuss topics with parents. To extend/enrich learning, children may be asked to conduct an interview, complete a craft project, or work on “team” projects.

Many religious observances prohibit students form spending any time on schoolwork. Students will be given a reasonable time to make up the missed class work and will not be penalized for missing classes. Even if class work was provided before the absence, teachers realize that many holy day observances do not allow students to complete any schoolwork while they are out due to considerable family obligations. Therefore, teachers will not expect students to return ready to take missed tests or quizzes or to have completed assignments on the first day back to school.

When a child is absent due to illness, the priority should be on resting and getting well so that he or she can return to school.  Therefore, in the case of absences due to illness, it is our practice to not send homework home until the third day of illness.  However, in the rare case that you feel your child is too sick to come to school but is able to complete some quiet homework activities at home, a request for homework assignments may be made to the classroom teacher.  The classroom teacher will use their discretion as to what types of assignments, if any, are appropriate to send home.  Requests that are received by 9:00 a.m. may be picked up in the main office at 3:30 p.m.

Homework assignments are not provided for school time missed due to planned vacations.

 

Special Area Classes

Art
Students in K-2 receive art instruction once per week, while students in grades 3-5 receive instruction twice per week.  

The art curriculum focuses on exposing students to the “Elements of Art”--line, color, shape, form, value, texture, and space. Instruction in these areas includes art history and hands-on experience in six main areas:  Painting, Printmaking, Clay, Drawing, Two and Three-Dimensional Drawing, and Weaving. All six areas are covered in each grade, with older children building upon past work.

Computer
Each primary classroom at MCE is equipped with at least two computers and a laptop. Intermediate students have access to a laptop cart containing thirty computers. In addition, all K-3 students visit the Computer Lab. Early computer instruction uses educational programs and games to help children become familiar with the technology available to them. Fourth and fifth grade students continue to work on their keyboarding and begin to integrate technology with other school work as they use computers to complete school reports using research skills to compile information with regard to their topic of study.

Supervised Internet access is available to students only if they and their parents have signed and submitted an Internet Use Agreement form distributed at the beginning of the fourth grade year. Educational and reference sites are book-marked for all students’ use to provide easy and safe access for their work. Internet use is considered a privilege, not a right, and inappropriate use will result in cancellation of this privilege.

Health
School Nurse Teachers are responsible for maintaining the health office and also for teaching the New York State mandated health curriculum in grades kindergarten through fifth grade.  The health topics include personal safety, drug and alcohol prevention, age appropriate growth and development, personal wellness, and nutrition. Parents are informed on a regular basis about the topics covered in their child’s classroom.  If you have any questions about the health curriculum, please contact the School Nurse Teachers at 267-1440.

Library
The MCE Library provides students and staff with over 14,000 learning materials, including books, magazines, references works, videos, newspapers, and book & tape sets. Classes rotate through the library once a week, and may make additional visits for special projects and small group use. 

In grades K -2, the students’ library time is devoted to developing listening skills, learning about different genres of literature, understanding the parts of a book, and beginning to find materials for themselves. Students in grades 3-5 continue their exposure to various types of literature and receive instruction on using the catalog, reference materials, electronic and online resources, and the research process.

Children are generally allowed to check out books for two weeks. If a book is not returned on time, a reminder notice will be sent to the student.

Families may choose to participate in the PTSA-sponsored Celebrate-with-a-Book project, in which they donate a book to the library in honor of a student’s birthday or other special event. Parents are also welcome to make use of the library’s collection of parenting materials.

Music
All students in MCE participate in the school’s music program. All students, K-5, receive one 40 minute period of music each week. Early instruction concentrates on exposing children to all types of music through movement, singing, playing instruments, and other activities. Older students are also introduced to reading, writing, and composing music.

Chorus is available for interested students in grades 4 and Choir is available for students in grade 5. All students in these grades will receive a letter at the beginning of the school year inviting them to participate. Chorus/Choir is an after-school program, and children who participate in it may take the late bus home from school. The Chorus / Choir performs at the school’s winter and spring concerts.

Band and Orchestra instrumental music lessons are available to students in MCE’s fifth grade. A letter describing this optional program will go home to parents at the end of fourth grade, and interested students will be assessed for placement in either band or orchestra. Group instrumental lessons begin during the fall of fifth grade, and occur during the school day. Band and Orchestra begin later on and are after-school programs. Students who participate may take the late bus home from school. Band and Orchestra participants perform at the school’s Winter and Spring Concerts.

Physical Education
Physical Education is provided three times per week for students in all grades at MCE, developing the children’s motor skills and socialization through safe and fun physical activity.

If your child is unable to participate in physical education due to an illness or injury (e.g., sprain, fracture, stitches), a note must be submitted in writing to the School Nurse. A physician’s statement is required if your child will miss two or more physical education classes or will have limitations. The written note should explain the nature of the injury/illness, the activity limitation needed, and the expected length of the limitation.

Science
Students in grades 4-5 attend science class two times a week. The students travel from their homeroom to the Science Room and are responsible for remembering and handling their materials and homework in a different setting.

The Science curriculum introduces students to scientific problem-solving steps and uses such techniques as classifying, observing, recording, and predicting to teach scientific skills.  The emphasis is on getting students to begin to “think like a scientist” as they apply the concepts they learn in hands-on, cooperative experiments.

Science topics are included in the K-3 curriculum, which is supplemented and enriched by the PTSA’s Science Action program, in which parent volunteers present hands-on science lessons in the classrooms three times a year.

Student Support Services
A wide range of specialists is available to help teachers and parents work together to aid students in their MCE careers. They include the School Counselors, the School Psychologist, the School Nurse Teachers, the Reading Teacher, the Speech/Language Teacher, the Math Lab Paraprofessional, the Learning Resources Teachers, the Student Services Teacher, the ESL Teacher, and the Instructional Challenge Teacher.  When appropriate, these specialists serve together with parents and teachers on the Pupil Services Team (PST), a multi-disciplinary group designed to help students who may need support beyond the regular classroom structure (See also Pupil Services Team [PST]).  In addition to these specialists, the school’s Assistant Principal assists the Principal in all aspects of the students’ school experience and serves as a resource and support for school staff, students, and parents alike.

The Counseling Office
The Counseling Office is available to help children (and their parents and teachers), deal with such issues as school adjustment, changing family situations, peer problems, and identifying learning problems. The School Counselors serve as resources, providing short-term individual and group counseling, suggesting referrals as appropriate to outside services and agencies, and serving on the PST. School Counselors also visit each classroom, working with teachers and staff to address such issues as conflict resolution, friendship, perspective-taking, problem solving, managing strong emotions, and character education. Students may choose to visit a School Counselor themselves, or be referred by a teacher or parent. The Counseling Office has an open door policy, and you can call the School Counselors directly at 267-1460.

The School Psychologist
A School Psychologist is a professional with specialized training in psychology and learning functions.  School Psychologists use their training and skill to work with parents, teachers, and other mental health professionals to foster safe, healthy, and supportive school environments.  School Psychologists understand child development, school systems, and effective teaching strategies, and are prepared to help alleviate difficulties that may otherwise impede successful learning.

School Psychologists tailor their services to meet the particular needs of each student and each situation.  Although School Psychologists utilize many different approaches and work in a variety of settings, most provide a number of core services.  These services include consultation, assessment, intervention, prevention, education, and research.

The School Nurse Teachers
MCE's School Nurse Teachers oversee the health and safety of all of the students in the building. In addition to being available to children on a daily basis, performing vision/hearing and scoliosis screenings, and dispensing medicines as needed, they provide a wide range of health and safety related duties for the school (see also Health and Safety). School Nurse Teachers serve on the Health and Safety Committees at the building levels; plan and oversee Emergency Procedures drills; and train staff for their roles regarding Emergency Preparedness. In addition, the School Nurse Teachers are certified teachers as well as healthcare providers. They teach lessons and provide materials for all classrooms in accordance with the New York State Health Standards and Curriculum (see also Special Areas of Instruction: Health). A School Nurse Teacher also serves on the school's Pupil Services Team (see also The Pupil Services Team [PST]). You may reach the School Nurse Teachers directly at 267-1440.

The Reading Teacher
The Reading Teacher provides small group reading and/or writing instruction to identified students in grades 1-5. Students may meet with the Reading Teacher in their own classrooms or in the Reading Room 3-4 times a week for up to 30-minute sessions (depending on individual needs and scheduling logistics). Students are referred for help through new student and summer screenings, through classroom referrals, or by parents or the students themselves. The Reading Teacher focuses on promoting active reading, writing, and listening skills, encouraging all students to read at home daily and to work toward effective communication (See also Helping Children Communicate). The Reading Teacher also serves on the PST.

The Speech/Language Teacher
The Speech/Language Teacher provides services for identified students in grades K-5.

Students are referred to this specialist by teachers, parents, the IST or the PST.  The Speech/Language Teacher assesses students with potential speech or language difficulties and works collaboratively with other staff to determine educational needs.  Support may be provided through consultation with the classroom teachers and/or direct instruction with the student.  Frequency of sessions is determined by individual need, and instruction may take place individually or in small groups.  The Speech/Language Teacher focuses on skills in the areas of articulation, speech fluency, phonological awareness, language comprehension, auditory processing, expressive language and pragmatic language/social thinking.  The Speech/Language Teacher also serves on the PST.

The Math Lab
The Math Lab teacher serves as a resource for students, teachers, and parents.  In Math Lab, each math unit is taught in various ways using study skills to strengthen their math concepts, skills, vocabulary, confidence and math knowledge.  Students are recommended for Math Lab by their math teacher, the results from the state math test and unit pre-tests.  Identified students in second and third grade attend Math Lab in a small group setting for two 40 minute sessions a week.  Identified fourth and fifth grade students receive a push in resource time,  during their math class. 

The Learning Specialist Teachers
The learning specialist is a certified special educator who provides support to students in grades K-5 who have an Individualized Education Plan (IEP).  The plan is obtained through a process of recommendations, testing and data collection and results in a CSE meeting for classification of a student.

Each student’s plan outlines their needs for support and the amount of time per week/day the service is to be given.  This includes support or specialized instruction in the area of reading, writing, mathematics, content area skills, and thinking skills.  Students may receive 30-45 minutes of instruction daily; with exceptions of students receiving specialized math and reading class.  Materials may also be provided to the classroom teacher as needed upon request.

The learning specialist reviews and updates each student’s IEP annually to set goals for the following academic year.  Every 3 years a full re-evaluation of the student’s IEP will be held.

The Student Services Teacher (SST)
The Student Services Teacher (SST) is a Special Education Specialist who provides support to staff, students, and parents in understanding and addressing the nature and needs of students with disabilities. The SST serves as a liaison between the Central Special Education Office and building staff; helps facilitates the delivery of programs and training regarding special education and its process to administrators and other teachers; and assists in the development and monitoring of classroom management plans, effective instructional programming, and Individual Educational Plans and 504 plans for students with disabilities. The SST also chairs building-level Committee on Special Education subcommittee meetings, and serves as the Chair of MCE’s Pupil Services Team (see also The Pupil Services Team [PST]).

English as a New Language (ENL)
English as a New Language (ENL) is a NYSED mandated program for all students who are learning English and/or speak another language in their homes.  To qualify for support a screening using NYSED’s Language Assessment Battery – Revised (LAB-R) is administered.  In May, every ENL student is assessed for Listening, Speaking, Reading and Writing proficiency using the NYSESLAT (NYS English as a Second Language Achievement Test).

Instructional Challenge
Instructional Challenge is a K-8 district based program.  The mission of Instructional Challenge is to collaborate with PCSD staff and administration, to develop student intellectual potential and increase student achievement.

This process includes the following:

  • Advocacy, nurture and support of high ability and profoundly gifted students;
  • Development and refinement of assessment procedures and programming models and processes that will help meet the academic needs of high ability students;
  • Delivery of on-site embedded training, guidance, and support to help classroom teachers be responsive to high ability students’ needs, and;
  • Collaboration with PCSD Standards Leaders as they work to create curriculum documents that include rigor and clearly define outcomes for students who are motivated or capable of achieving high-end learning as well as the instructional strategies, resources and materials to achieve those outcomes.

 

Instructional Support Team (IST)
Designed primarily to provide teacher-teacher support, the (IST) is made up of a primary teacher, an intermediate teacher, a learning specialist, and a reading specialist.  The IST at Mendon Center is chaired by the Assistant Principal.  Teachers may make a referral to the IST when they are seeking additional instructional or management strategies in order to assist an individual child in being more successful in the classroom. Parents will be notified of the referral and asked to provide input to the team which would be helpful in their discussion. The IST identifies a specific goal for the teacher to focus on and suggests specific strategies that may be helpful in meeting that goal. Procedures for monitoring student progress in this goal area are discussed and agreed upon.  The IST carefully monitors student progress over time and may make suggestions for different interventions, or different levels of support, as warranted by evidence of student progress.

The Pupil Services Team (PST)
The PST is a multi-disciplinary team that meets once a week to discuss concerns regarding the progress of specific students. The team for each student is chaired by the Student Services Teacher, who may be reached through the Main Office at 267-1410. The PST consists of the Student Services Teacher, the School Psychologist, the School Nurse Teacher, a School Counselor, and the Learning Resource, Reading, and Speech and Language teachers. The principal, child’s classroom teacher, and additional school personnel may also attend if appropriate. Together, team members share perspectives and ideas, discuss ways to address concerns, and meet with parents to form recommendations and determine the need for formal assessments, accommodations and/or special education services. Once plans are implemented, the PST monitors students’ progress.

Students may be referred to the PST by teachers, staff, or parents. Parental input and permission are necessary before any formal assessments are undertaken.

 

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