Ecole Charleswood School Ecole Charleswood School

...Dedicated to providing a safe and respectful learning environment which promotes personal excellence in education.

Home
Info
Student
Parent
Staff
PTSD
 
Departments
Contact Us

STUDENT HANDBOOK

We want to make a difference!


Welcome to Ryerson Elementary School, a school community which strives to provide a variety of educational programs, which assists students in achieving their potential. Learning is the focus and school staff utilize current research to inform and develop classroom instruction that engages learners.  We believe that all students can master essential skills and teachers develop and implement a diverse range of strategies to meet this goal.  We recognize that students need to work together cooperatively, respect human diversity and appreciate democratic values.  Preparing students to become future global citizens is a role we take seriously.

Parents play an integral role in our learning community.  Active participation, high standards, attendance, and good citizenship are critical factors in school success.  Parents are full partners in this relationship that guides and encourages powerful learning.  Our school/home partnership is further supported by the Ryerson Association of Parents and Teachers through numerous initiatives which have additionally contributed to student success.

Community partners that are located in the school include; the Winnipeg Boys and Girls Club (275-1756) which provides after school programming for students ages 6-17; The Ryerson School Age Centre (261-5882), who offer before, afternoon and after school care, and the Ryerson Family Centre, which offers free programming for children newborn to 5 years of age.

As a community use school, Ryerson is always a hub of activity.  Brownies, Guides and Scouts are several of the community groups that use our facility.  These partnerships further contribute to Ryerson’s goal as a cornerstone in the community

It is the intent of this handbook to provide information that will enable you to be an effective participant in your child’s learning.  We encourage you to become acquainted with all aspects of our school programming.  Get to know us, become involved and contact us should you have any questions or concerns. 

 

  Mission Statement

 

Ryerson School is dedicated to providing a safe and respectful learning environment which promotes personal excellence in education.

 

We believe that

         We are a community of learners and that learning is supported when parents and the greater community are meaningfully involved in student’s education.

          Every child should have the opportunity to learn and that it is our responsibility to “actualize” each child’s growth potential.

         Students should take responsibility for their learning, decisions and actions.

         Students should conduct themselves in ways that contribute to a safe respectful, caring learning atmosphere. 

        Students participate in activities that develop important skills necessary for their growth as lifelong learners and prepare them for the challenges of the changing world.

  “A well-developed mind, a passion to learn, and the ability to put knowledge to work are the new keys to the future…

 

Standards of Behaviour 

 

The Pembina Trails Standard of Behaviour policy is based on the belief that students must be taught the behaviours that promote a safe and supportive school environment.

The goal of this policy is to foster the social and emotional growth of students by:

         Providing clear, agreed upon guidelines for student behaviour

         Encouraging appropriate role modeling within the school community

         Fostering a teaching/learning environment in which students are encouraged to reflect on their behaviour and to learn from their mistakes

         Developing supportive intervention strategies for inappropriate behaviour.

Under this policy students can expect to experience a school environment that will:

         Nurture and foster learning

         Be physically and emotionally safe

         Recognize and celebrate individual differences

At Ryerson

At Ryerson we have developed a school wide plan for behavior using effective school research.  Our goal is to increase positive school behaviors and teach respect for self, others and property.  Our expectations revolve around four beliefs; cooperation, appreciation, respect and effort

 

C ooperation A ppreciation R espect E ffort

 

C.A.R.E

This powerful word guides the standard of behavior at our school.

The plan identifies specific behaviours that are expected in specific areas in the school and on the playground.  These expectations are posted and are taught in an explicit manner.


Students are expected to:

         Demonstrate respect for the rights, roles and responsibilities of other students and staff

         Demonstrate respect for school property and the property of others

         Attend school regularly

         Arrive on time

         Think safety first

         Exhibit behaviour that avoids all forms of intimidation, harassment, racism, and discrimination.

The dual role of discipline and restitution creates a balance that allows for learning from mistakes, learning different behaviours and making amends.  Discipline is intended to restore safety, change the inappropriate behaviour and promote the learning of self-control.  Staff and administration respond to inappropriate behaviours in a variety of ways which include:

         Discussion with those involved

         Interviews that may involve students, staff, parents and/or Divisional personnel

         A plan that may include counselling, mentoring or mediation

         Time out: a “cooling off” period

         Student detention

         Withdrawal of privileges

         Making amends either monetarily or through school-based community service

         Development and implementation of a behavioural or performance contract

         Suspension: in-school or out-of-school

         Suspension for the remainder of the school year

         Expulsion: involvement of school administration, Superintendent and Board if required

 

School Programs

The Manitoba provincial curricula provide the basis for instruction.  Four foundation skills – literacy and communication, problem solving, human relations and technology are stressed.  The Ryerson classroom offers an innovative and enriching environment that assists students in meeting grade level outcomes.

Enrichment

The Pembina Trails School Division’s enrichment model is an integral part of Ryerson Schools’ overall academic programming.  The model consists of three types of enrichment which engage the learner in activities that range from general to advance levels of involvement.

These activities are part of regular classroom instruction.  The enrichment teacher collaboratively plans with the classroom teacher to design this learning in all curricula areas.  Opportunities exist for students to be part of small group learning as well as clubs, co-curricular events and student-initiated projects.

Library

At Ryerson the school library program is integrated into the instructional program. This integration is fundamental to the resource-based learning model.  Students learn information, literacy skills and research skills through projects planned jointly by the librarian and classroom teachers.

Our library provides a bank of computers at the research station (internet access/CD), books, encyclopedias, and magazines under the teacher-librarian’s guidance.  Literature appreciation is promoted through story time and book talks to develop life-long readers.

Students are encouraged to use the library frequently; many good books and magazines are available.  A team of students are regular library assistants.  Adult volunteers are always needed and appreciated.

Physical Education

The goal of the physical education program is to provide daily opportunities for all students to develop the skills, attitudes and knowledge needed to participate in an active healthy lifestyle.

A noon-hour intramural program is available for students in Grades 4-6.  Emphasis is placed on participation and sportsmanship.

Club activities such as cross-country running, volleyball, basketball, skipping, dance and marathon training are available to students.  Inter-school activities are available to students in Grades 4-6.  They participate in divisional volleyball and basketball tournaments, and cross-country running.  Students are also chosen to participate in indoor track events such as the Boeing, Cargill and Select Athletes Games.

Music

The Music program offers a wide range of musical experiences for all children from Kindergarten to Grade Six. It provides the opportunity for all students to learn the basic elements of music: rhythm, melody, harmony, form, and tone colour through a carefully planned sequence of skills involving singing, playing, reading, improvising, listening, writing, and moving.  The emphasis is on learning by doing.  Participation in group activities such as choir, Orff, and recorder provides enjoyment as well as an opportunity to further explore areas in music.

Basic French

Basic French instruction is provided to students in Grades 4-6.  It uses a communicative approach utilizing themes that are appropriate to students’ age and interest. The program is enhanced by the uses of songs, games and computer software.

 

Student Support Services

Resource

The resource team offers support to students, parents and classroom teachers.  This assistance takes the form of both direct and indirect service and works to provide appropriate programming which addresses individual abilities in each classroom.  Direct service may be provided in the classroom or in the resource room.  Indirect service is provided through consultation and collaboration with the classroom teacher and the principal.

Reading Recovery

Reading Recovery is an early intervention program for six year old students in Grade One.  It provides the extra support that some students need in learning to read and write during that critical acquisition stage.  At the beginning of the school year, children are selected for Reading Recovery using classroom teachers’ judgment and results from observation survey.  To help link the acquisition between home and school, your child will be guided in selecting books to bring home.

Counselling Services

The services of a guidance counselor are available to all students at Ryerson School.  The counseling program is designed to assist students with a wide variety of personal and educational concerns.  Through personal or group counseling, students are assisted with finding the possible solutions to their concerns as well as learning to make good decisions. The Counsellor works closely with parents, guardians and teachers.  In addition, referrals are coordinated to school and community agencies.

 

Assessment

Student assessment is an integral part of teaching and learning which provides students and parents with information about progress in relation to learning outcomes.  Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it.  Ongoing assessments and well developed strategies enhance academic success and create positive learning experiences.

Formative evaluation focuses on learning processes and how students are developing. They provide specific feedback for the purpose of improving learning. They include teacher observations, performance assessments, group activities and projects, oral and written presentations and learning logs.  Assessment information is used to inform classroom instruction and programming for students.

Summative evaluation occurs throughout the year. The assessments summarize what students have learned at the conclusion of an instructional unit.  The results are usually evaluative and are shared in the form of a grade or performance level.

Grade Three teachers complete the provincial Beginning Grade 3 Assessment in Reading and Numeracy.  This assessment is part of regular classroom practice and is incorporated into student learning activities.  Teachers will be reporting on children’s individual performance in specific competencies in reading and math.

Student Progress Reports are sent home three times a year - December, March and June.  Their aim is to provide parents and guardians with clear comprehensive information about their child’s progress.  The original of the report is sent home with the understanding that the last page is to be signed and returned to the school.  Parents may keep the entire June report.

Conferences occur twice a year in November and March.

Evaluation and reporting procedures differ within the K-6 grade levels.  At the Early Years level, there is less emphasis on formal testing. For Middle Years students, a term mark will be given for each subject area.

Parents and guardians need not wait for formal opportunities to discuss student progress.  Good communication is always crucial. Please contact your child’s teacher anytime you have questions or concerns.  Parents are also encouraged to e-mail, phone or use the student agenda books.

 

STRONG BEGINNINGS

Strong Beginnings is an assessment project designed to enhance the beginning of the year and to provide teachers with authentic information about each child. During the month of September, Grade 1 to 6 students meet individually with their classroom teacher and participate in one on one assessment activities in Language Arts and Math that provide information about their learning.  There are no regularly schedule classes on these days and students attend school at a pre- arranged appointment time.

Through Strong Beginnings, teachers learn about:

         individual interests, talents and out of school activities and accomplishments

         student’s confidence as a learner

         learning strategies that students use, ie. how they “think” about a task and the length of time to process information, begin and finish the task

         reading and writing skills

         student’s approach to problem solving and mathematical skills

 Information gathered through Strong Beginnings assessment is used to :

         enhance teachers’ instructional planning

         communicate with parents regarding their child’s progress

         improve curriculum implementation in the Pembina Trails School Division

   

RAPT

Ryerson Association of Parents and Teachers

Partners in Student Learning

RAPT is a team of school parents who work in cooperation with school staff, parents, and the Pembina Trails School Division.  Members participate in many school initiatives and events as well as raising funds which are used to enhance student learning activities.  This involvement has included:

      Pizza Days

      Teacher Appreciation Events

      Breakfast Program

      Lunch Program

Numerous Fund Raisers

In addition, association members work toward enhancing adult learning on subjects relevant to education and parenting.

Any parent or guardian with a child/children attending Ryerson School are automatically consider to be a member.

RAPT Executive                                     

Co-Presidents                                          Dan & Suzanne Swanton

Vice-President for Volunteers

Vice- President for Volunteering

Treasurer                                                 Greg Neufeld

Secretary                                                 Kim Shaw

Lunch Program                                         Sheila Baziuk

Newsletter                                              Jo Stuchbery

Pizza Days                                               

Teacher Appreciation                             James Slade

Publicity                                                   Debbie Kozuska

Breakfast Program                                

Milk Program                                           Trent & Kelly Gruenke

Patrol Snacks

Block Parent/Safe School Rep              Lori Wozny

 

Executive meetings occur monthly on the third Monday of each month.  General meetings occur three times a year – October, April and June.  The Parent Association shares information via the monthly school newsletter.

 

Ryerson School Lunch Program

Many Ryerson students stay for lunch on a regular basis. To meet this need, the Ryerson Parent Association organizes and administers a user-pay lunch program.

The cost of the program is $25.00 per student per month.  Each additional child in the family is $20.00 per month.  If your child stays only four (4) days per week, the cost is $20.00 per month.  Please check off on the registration form if you wish to receive a tax receipt.  Ten postdated cheques are to be sent with the lunch registration.

Casual tickets can be purchased for $13.50.  Once a sheet of 10 tickets has been used, a new one will be sent home with your child so that more tickets may be purchased.

If paying by cash for the lunch program fees are due and payable the first day of each month.

This fee covers supervision only.  Children are required to bring their own lunch and eating utensils. Milk is available to those families who wish to purchase it.

Students eat lunch in the gym with supervision provided by adult supervisors at a ratio of two adults per classroom as a guideline. 

If you child is staying for lunch on a casual basis or if your full time child will not be in attendance at the lunch program on certain days, please call the school office and leave a message on the machine or before 10:00 A.M. that morning.

 

Microwaves will be available with the following schedule:

Grade 1 & 2 – Monday

Grade 3 – Tuesday

Grade 4 – Wednesday

Grade 5 – Thursday

Grade 6 - Friday

Students are expected to follow the Behaviour Expectations.  Students who opt to be part of this program must stay on school grounds during the lunch hour.  If there is a behaviour problem, on the first incident a letter will be sent home stating what occurred.  This letter must be signed and returned the next day to the lunch program supervisor.  If a second incident occurs, the student will be suspended for two days from the lunch program.  A third incident will result in an expulsion from the program.

Lunch expectations include:

Respect Ourselves and Others          Use inside voices

                        Use good table manners

                        Show respect to all adults

Respect Property                       Pick up garbage

                                                                                    Clean up eating area

                                                                                    Recycle

 Registrations are sent home with the school information package at the beginning of the year or can be obtained from either the school office or the lunch coordinator.

  

School Protocols and Procedures

 

Procedures are important in society so that people can function in an acceptable manner. At school, procedures allow a wide variety of activities to take place, often simultaneously, with a minimum of confusion and wasted time thus keeping the focus on learning.

 

Classes Follow a 6 Day Cycle

School Hours                                                 8:50-11:45  A.M.

12:55-3:45  P.M.

 

Lunch Hour                                                    11:45-12:55  P.M.

 

Recess                                                            10:30-10:45  A.M.

2:30-2:45 P.M.

 

Office Hours                                                 8:30-11:45  A.M.

12:55- 4:30  P.M.

 

Student Arrival and Entry

After arriving at school, students are to remain on the school grounds in the playground area that is closest to their entry doors.  Student entry is supervised by teachers at 8:50 A.M. and 12:50 P.M.

Entry Doors:  The front door, as well as the parking lot entry will remain open throughout the day. The Kindergarten asa well as the Grade 3 and 4 doors will be locked. Teachers meet children at bell times.  Students should enter the school quickly and remove their outdoor shoes. Students should not enter the school before the bell. Exceptions to this may occur when the weather is inclement or when students are attending early morning intramural activities.

Student Pick Up and Drop Off:  Patrols will assist children to cross at the designated intersections near the school.  All Kindergarten to Grade Six students are expected to courteously use the service of the patrols.

If you drive you child to school, please choose drop off points that allow the patrol intersections to remain clear.  This will ensure visibility for the patrols and prevent one vehicle from passing another in an unsafe manner.

Reminder:  Ryerson Avenue is one way going south to allow a smooth flow of traffic and ease of drop off of students for morning and afternoon entry and exit.  Please do not make U turns in driveways.  Please respect the No Parking drop off zones – pull up to the curb – do not double park.  It is dangerous for students to walk between cars and for other vehicles to pass by after students are dropped off.  Please do not use the Staff Parking lot – the school bus needs a large turning area.

Playground supervision begins 8:40 A.M. for morning classes and 12:40 P.M. for afternoon classes. Students should not arrive at school prior to these times.

Students, who are in need of assistance, should see the staff supervisor, if unable to see supervisor they should come directly to the office using the parking lot entrance doors.

 

Absences, Call Back and Illness

Parents/guardians are asked to notify the school of a child’s absence.  Messages may be left on the school’s answering machine.  Please identify student, grade, room number and when the students will be absent A.M., P.M. or both.  If a student is absent and the parent or guardian has not called, the school will contact the parent/guardian to check on the child’s whereabouts.

If a student becomes ill at school he/she will be sent to the office. The office staff will contact the home or an emergency contact and arrangements will be made to send the child home.  If no contact can be made, the child will remain at school.  If the situation is serious and contact cannot be made with the parents or the emergency, emergency procedures outlined in the registration form will be followed.  If a student is too ill to go outdoors for recess, it would be best if he/she remained at home.

 

Early Pick-Up Procedures

Students who are leaving the school grounds may not leave the building without a written note or phone call from the parent.

Visitors to the School

All visitors to the school are expected to report to the office, sign in and obtain an ID tag.

 

Protocol for the Administration of Medication

It is the policy of the Pembina Trails School Division that medication should be dispensed to students before or after school by parents or guardians.  However, the Board recognizes that many students attending school require medication for the management of chronic disabilities and illnesses.  There are, as well, rare occasions when emergency procedures are required in life-threatening situations, e.g. acute allergic reaction, asthmatic attacks, seizures, insect bites, etc.  All trained divisional personnel who are assigned to administer medication to students must follow divisional safety and protection guidelines.  In order for prescribed medication to be administered in school (i.e. school administration or self administration), parents/guardians must comply with the procedures outlined in this policy.

Failure by parents/guardians to comply with the procedures outlined in the policy will result in the refusal by divisional staff to administer medication or the student being requested to remain at home.

Authorization

1.       Parents will provide the school with a signed authorization from the prescribing physician and/or pharmacist authorizing the school to administer medication

2.      Parents will provide the school with a signed authorization from themselves authorizing the school to administer medication

Delivery and Storage of Medication

1.       Medications must be delivered to the school by the parent/guardian in the original pharmacy labeled container which identifies clearly:

         Name of student

         Name of prescribing physician

         Name of medication and dose

         Frequency x route of administration

         Name of the pharmacy & date prescription was filled

2.      Narcotic medications (e.g. Ritalin, Demerol, Morphine, etc.) shall be stored in a locked location and administered by the Principal or his/her delegate.

3.      Medication that is required urgently shall not be stored in a locked location (ex. Bronchial aerosols, Epi-pens urgently required medication).

The Unified Referral and Intake System (URIS), a partnership between the Provincial Departments of Family Services, Education, Citizenship and Youth, and Health supports community programs in the care of children with special health care needs when they are apart from their families.

URIS provides policy direction and assistance to address the medical needs of children to provide child specific training to personnel in the school, ie. teachers, teaching assistants, office and custodial staff.  Please note on your child’s registration form if the school needs to make application for a personal health plan for your child.

Medical Alert

Anaphylaxis is a medical condition that causes a severe reaction to specific foods or insect bites and can result in death within minutes.  The allergic reaction can be sudden, violent, frightening, severe and potentially life threatening.  Eight foods cause the majority of reactions: peanuts and peanut oil products, nuts, eggs, fish, shellfish, milk, wheat and soy.

Exposure to a tiny amount of the allergen could be potentially serious and life threatening.  Everyone at the school can play a role in preventing a dangerous situation at the school.  The parents of students with severe allergies have notified the school and outlined procedures for staff to follow and have provide one or more epi-pens in case of an emergency.  If an emergency response is warranted, the epi-pen is administered, 911 is called for an ambulance, parent and hospital are called the student goes for medical treatment immediately.

In addition to knowing how to respond in an emergency, parents and staff also need to be proactive in the following avoidance techniques:

         Avoid peanuts and peanut products in the school; please check the list of ingredients in items sent to school

         Keep lunchroom and eating areas clean

         Instruct students in proper handwashing both before and after eating

         Ask students not to trade food or share lunches

         Monitor carefully food coming in for special celebrations.

 

Accidents and Emergencies Procedures

Students should inform a teacher or come to the office when injured.  Our staff will attend to minor injuries such as a scrapes, bruises or cuts.  Should a child receive a more serious injury, parents will be contacted and procedures as outlined on the registration form will be followed.

 

Student Dress Code

         Indoor Shoes: All students are to have a pair of indoor shoes at school and are to change after entering and before leaving the building.  These shoes may be the runners required for gym class.  This procedure will help us ensure that dust, mud, and wet shoes are limited to a small entry area, leaving classroom work spaces clean for students learning activities.

         Bare feet are unacceptable for sanitary and safety reasons.  Students are expected to have an indoor pair of shoes available at all times.

         No black soled or wheelies runners for gym

         Hats are not to be worn in the school

         Inappropriate clothing:  T-shirts with inappropriate or offensive language or designs depicting drugs, alcohol, gang or sexual related themes will not be permitted.  Beach wear, short shorts, and spaghetti straps or halter tops should not be worn to school.  There should be no midriffs or underwear showing. Children will be asked to change the clothing or remove the offensive item.

Before School and Noon Hour Activities

Numerous supervised activities coached or facilitated by staff and/or volunteers are offered throughout the school year. These include cross country, marathon, floor hockey, volleyball, basketball, choir, Orff, recorder, French club, sketch club, etc.  Ongoing information about these activities is provided to students throughout the year.

Recesses and Playground Guidelines

Students must remain on the playground and within the identified boundaries.

 Behavioural expectations within the school also apply to the playground.

1.       Students will cooperate with and respect the persons on duty.

2.      Students will practice good citizenship behaviour on the playground (i.e. no teasing, snowball throwing, etc.).

3.      Students are expected to treat other children as they would like to be treated. No child enjoys being hit, needlessly harassed or “bugged”.

4.      Play areas include the large playing fields, the creative playground and blacktop areas.

Out of bounds include:

         The parking lot

         The community rinks, fences and building

         Grassed areas at the front of the school

         Back lanes on the way to and from school

         The sidewalks on the outside perimeter of the school grounds.

         The roof

6.  Students are to stay on the playground.  Parental permission is required before any child can leave the building or playground.

7.  Students are expected to go outside at recess. They can come inside in cases of emergency. At the bell all play activity ceases.

 

School Emergency Evacuation Procedures

The school has an Emergency Preparedness Program for emergencies that may arise during the school day.  Each school year drills must be held to familiarize and reinforce proper evacuation procedures.  Students are expected to exit quickly and quietly.

Bus Safety and Field Trips                        

During field trips buses are considered extensions of the classroom. Expectations for behaviour and safety while riding the bus while on field trips or extra-curricular events are the same as those of the classroom and playground.  Students are under the supervision of the bus driver and/or the accompanying teacher.  The Principal will monitor student rider ship.  Emergency evacuation procedures will be rehearsed twice yearly.

Inclement Weather

Children should come prepared and appropriately dressed to go outside or remain outside at all times.  Emergency exits could be necessary at any time. For days when it is too wet or cold to go outside, duty staff will supervise children indoors or the children may come inside to wait on the mat until the bell goes.  When the wind-chill is -27 or 1800, students will remain indoors during recess and lunch time.  Wind-chill will be closely monitored during each day.

A decision to close the school due to severe snowstorms or other emergencies will be made by the Superintendent or the Chairperson of the Board.  Radio stations will be called and will announce school closures.  Once the school is in session, it will remain open until parents or guardians can collect students.

Lost and Found

Lost items are placed in the Lost and Found boxes, which are located in the open areas near the entry doors and below the showcase in the main hallway. Students and parents may check for missing items.  Any items not claimed before Christmas Break, Spring Break and the last week of June will be given to a charitable organization.  Please label the inside of garments and footwear and other personal belongings with the student’s name.  Students are discouraged from bringing valuables or money to school at all times.

Toys should not be brought to school unless they are part of a school project. Staff cannot be held accountable in the event the toys are lost or stolen.  The school is not responsible for lost or stolen items.

Cell phones and music listening devices are not to be used during school hours.  Digital cameras and laser pointers are not to be at school.  These items will be left in the care of the Principal until the end of the school day.

Bicycles, Roller Blades, Scooters and Skateboards               

Although bike racks are provided; students bring their bikes at their own risk. All bicycles should be locked to discourage theft.  Bikes, skateboards, roller blades or wheelies are not to be used on the playground during recess or lunch hour.

  

Textbooks and Library Books

Textbook and library book are issued to students with the understanding that students will be responsible for their care.  Loss or excessive damage will result in a charge to the student.

Assemblies

Assemblies will be regularly scheduled.  Please note the dates published in the school newsletter.  Parents, guardians and community members are welcome to attend.

Communication

Frequent ongoing communication helps develop and maintain relationships and fosters new learning.  Parents/guardians are encouraged to begin with the classroom teacher when concerns arise.  Should further discussion be required parents/guardians should contact the school administration.  Communication with parents includes:

         A monthly school newsletter which is sent home with the youngest child of each of each family.  Information includes a schedule of events, notification of up coming special events, highlights of school and divisional activities.

         Information can be found on our website at www.pembinatrails.ca/schools/ryerson/html

         Parents can contact staff through a phone call to the school, by leaving a message or by e-mail. Return calls or made at the end of the day.

Volunteers

Volunteers are an integral part of a learning community.  They assist students and teachers and strengthen the link between the school and the community.

         Volunteers are asked to sign in at the office and pick up a volunteer tag. Tags are returned to the front office at the end of the volunteer activity.

         Please ensure that you are wearing the volunteer tag at all times while in the school.  This helps create a safe and orderly learning environment for students and assist us should an emergency arise.

         Be judicious abut what you see, hear and say while working in our school. Keep information confidential

 

“The Value of One the Power of Many”

 

What’s the Word about Ryerson School …

 

Great Kids

 

Caring Staff

 

Committed parents

 

A Strong Sense of Community

 

Powerful Learning

 

 

We C.A.R.E.

 

 

| Home | Info | Student | Parent | Staff | PTSD |


Copyright ©2008