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DAVID  CAMERON  ELEMENTARY  SCHOOL

675 Meaford Ave.,

Victoria, BC V9B 5Y1

Phone: 250- 478-7621

Fax: 250- 478-9295

www.davidcameron.sd62.bc.ca

Principal: Scott Manning

Email:  smanning@sd62.bc.ca

Vice Principal: Martina Craig

email: mcraig@sd62.bc.ca

Secretary: Earleen Covey  

email:  ecovey@sd62.bc.ca

 

 

Overview:

David Cameron School services the Colwood / Langford/Glen Lake area and enrolls approximately 315 students from kindergarten to grade 5. The school has a principal, vice-principal, 22 teachers, 8 education assistants and one interpreter.  The school provides special services for students with hearing impairments through the District Resource Program for the deaf and hard of hearing.   We have teachers and teaching assistants that provide reading recovery, LIFT, and phonological awareness for students weak in reading, both in primary and intermediate grades.

School Hours:

   Office Hours:              8:00 to 3:30

   Bell Schedule:

      Warning Bell:           8:40

      Classes Begin           8:45

      Recess Break            10:15 – 10:30

      Lunch Break             11:50 – 12:50 (Play first, eat at 12:25)

School Mission Statement:

David Cameron Elementary aims to foster the development of all children in a safe, inclusive, and caring environment involving teachers, parents, and community.  The diverse programs offered to each child will promote the growth of active life-long learners through positive and constructive experiences.

Principles of Learning:

Three Principles of Learning guide educational practice at David Cameron:

  • learning requires the active participation of the learner,
  • people learn in a variety of ways and at different rates,
  • and learning is both an individual and a group process.

A Brief History of David Cameron Elementary:

David Cameron Elementary School officially opened on January 26, 1972.  The school was originally to be called Colwood Lake Elementary School, however, the School Board of the day changed their minds and ended up naming it after David Cameron.  David Cameron was the first Chief Justice of Vancouver Island (from 1853-1865).

The school’s first principal was Mrs. Iris M. Reiss. Since then there have been nine other principals; Mr. Gurney, Mr. R. Tarr, Mr. McIntyre, Ms. Tucker,  Mr. B. Belcher(1991- 1997), Mr. Humphreys (1997 – 1999), Mr. R. Warder (1999-2002), Mr. J. Wyllie (2002- 2007), Mr. S. Stinson (2008- 2011) and Vivian Collyer (2011 to present).

In 1994 the Sooke School Board decided to rebuild the school. A number of issues led to this decision, including, lack of windows, earthquake concerns (because of cinder block construction), the need for a deaf and hard of hearing program, and to handle overflow from Colwood Elementary School. The official re-opening of the school was held on January 15th, 1996.  The new school was built for 425 students, and cost 6.7 million dollars. During construction the school had over 25 portables on the field. Staff and students nicknamed it “Camp David”. The only remaining part of the old school is the gym, because it was still in perfect condition.

David Cameron Elementary School continues to be an important part of the community. It currently serves a population of about 315 students in kindergarten to grade 6.

Information About Instruction:

Our mandate regarding curriculum, the way we teach, and the learning resources we use, comes from the Ministry of Education.  School District Policy clarifies program emphasis.  Within the context of the curriculum, individual teachers exercise professional judgment in the selection and use of materials and in the organization of class work and assignments.  Current directions in education cannot be easily stated in a few words, but a summation from the Ministry states:

Characteristics of the Educated Citizen:

 

  • thoughtful, able to learn and to think critically, and to communicate information from a broad knowledge base;
  • creative, flexible, self-motivated and possessing a positive self image;

       • capable of making independent decisions;

       • skilled and able to contribute to society generally, including the world of work;

       • productive, able to gain satisfaction through achievement and to strive for physical well being;

       • co-operative, principled and respectful of others, regardless of differences;

      • aware of the rights and prepared to exercise the responsibilities of an individual within the family,         community, Canada, and the world.

School Goals:

David Cameron School’s goal for 2011-2012 is:

       School Culture:

To continue the development of our school culture that enhances student learning and social responsibility aided by the support of the broader school community. “

David Cameron School’s growth plan can be viewed at: http://davidcameron.sd62.bc.ca/growthplan.pdf

School Organization and General Information:

Office:

        Students’ Use:       

  •        If students are injured or concerned they may come to the office to seek help.
    •        Students arriving late or leaving early must sign in/out at the office.
      •        Students should be arranging after school engagements prior to coming to school.   These  arrangements should not be made from the school office on school phones.

        Parents’ Use:       

  •        Parents/Visitors should sign in and out at the office when they come in to the school.
    •        If you need to use the phone or leave messages please check with the secretary.
    • Parents are welcomed in the school, however the office is a busy place and not the best area for parents to gather for discussions. Parents are invited to go to the library if they wish to sit and visit with each other.
    • When picking up children from the medical room it is imperative that parent check with either the secretary or the principal and then sign the student out before taking the student out of the school.

Contacting Teachers:

Telephone:

Unless it is a message or you want your call returned at a set time please make sure you call teachers when they are available – prior to 8:30 a.m., between 11:50 p.m. and 12:50 p.m. and after 2:45 p.m.

Notes:

Teachers appreciate correspondence about students in their classes.  Please send a note if:

a)       alternate travel or after school arrangements have been scheduled

b)       the child has an appointment

c)       they have had an important event in their life that may impact them academically, socially or emotionally.

d)       you request/require any information or correspondence.


Supervision:

Outside supervision of students is undertaken by Teachers and Supervisory Assistants (paid adults), according to the following schedule:

       Before School (8:30 – 8:45 a.m.) – two supervisors

       Recess (10:15 – 10:30) – two supervisors

       Lunch (11:50 – 12:50) – four supervisors

       After School (2:45 – 3:00) – two supervisor

Please Note:       A teacher is on duty starting at 8:30 a.m., therefore, students should not arrive before that time as there is no direct supervision. As well, students are not to enter the school building unless given permission by a duty supervisor or teacher.

  • Teachers are on duty during recess both for “in-days” due to weather, and “out-days” on regular days.
  • At lunchtime, adult supervisors will supervise the playground until the students return to class at 12:25 to eat their lunch, adult supervisors will continue to monitor the classrooms while students eat their lunch until 12:50 p.m. Any problems that arise during this time are reported to the classroom teacher or Principal.
  • Many students eat lunch at school and responsible behaviour is expected. Four adults supervise the hallways and classrooms during lunchtime in addition to student monitors in each grade 1 to 4 classrooms.
  • Students who bring lunch are expected to remain on the school property. Students who would normally eat lunch at school and who need to leave the school grounds for any reason must have a note from home giving them permission to do so and must sign out and in at the office.
  • After school, any students still on school grounds after 3:00 will be asked to wait in the office for their ride home.

Cell Phones in the School:

Cell phone use in the school is not permitted.  Unfortunately, cell phones interfere with the hearing aids that our Deaf and Hard of Hearing students use.  As a result, we ask that all visitors to the school turn their cell phones off.

Students bring cell phones to school are also asked to ensure that they are turned off and left in the office for safe keeping during the day.

Indoor Shoes:

We are fortunate at David Cameron to have carpeted hallways and classroom spaces.  To protect the carpet, we ask that students have an “indoor” pair of shoes that they can change into when they enter the school.  There are shoe racks at each of the entrances for students to place their shoes.

Student Placement:

Classes are organized based upon all available information relating to student progress. We endeavour to place students in the most appropriate instructional group.  Parent input in regards to potential placement in an upcoming school year is asked for in the spring of each year.  A reminder is printed in the school newsletter.

Assemblies:

School-wide assemblies are held frequently throughout the school year.  Parents and families are welcome to attend.  Assemblies are announced in each school newsletter Guest speakers and special presentations as class/student presentations are enjoyed by all.  Themes to support school goals and to enhance social responsibility are used to give additional meaning to these assemblies.

Computers:

We have a full multi-media lab with internet access which all students use regularly.  Classroom computers are mainly used for educational programs and the use varies from class to class.  Students and parents are required to sign an “Appropriate Use of the Internet” agreement prior to supervised access being allowed at school.

Library:

The library program at David Cameron School has two major goals:

a)       to encourage students to read for pleasure and

b)       to teach them to become effective library users.

To meet the first goal, each class has one scheduled library period per week. During that time students are introduced to various forms of literature, given the opportunity to select books of personal choice, and taught basic library skills. To meet the second goal, the librarian works in conjunction with the classroom teacher on projects which integrate the use of library/research skills and the curriculum.  Parents are encouraged to visit the library with their children.

Field Trips:

To make the curriculum as meaningful as possible, field trips are held as part of our integrated program.  Whenever there is space available, parents are welcome to attend field trips with the students.  To make arrangements, please contact your child’s teacher.  In addition, here are some important field trip reminders:

  • parents will be informed of any field trips and asked to provide permission for their child to attend by signing a form,
  • parents may be needed to help supervise and/or drive,
    • parents driving on field trips are reminded that:
      •  the office must have on file latest documentation of your driver insurance and driver’s license.
      • to consider students’ allergies and please do not bring pets.
      • make sure students are not placed in seats protected with airbags.
      • make sure that each child wears a seat belt and after July 1, 2008 has the appropriate size booster seat.
      • To ensure fairness please do not make unscheduled refreshment stops.
      • As of July 1, 2008 smoking in a vehicle with a child under the age of 12 is illegal, please refrain from smoking.

Daily Physical Activity:

As of September 2009, all schools in the Province of British Columbia will be required to provide 30 minutes of daily physical activity for all students.  At David Cameron we will meet this requirement through a variety of means, such as, intramurals, extra-curricular, school-wide runs, and Physical Education classes.

Daily Physical Education is encouraged for all students at David Cameron Elementary and occurs both in the school and in the community.  We require that students wear appropriate non-marking footwear (running shoes).  For safety reasons the students are not permitted to wear socks only, or non-athletic shoes.  We ask that parents provide a pair of non-marking gym shoes for their child, to be worn only inside the school building and to remain at school.  Please put your child’s name in these gym shoes.


Lost and Found:

All lost articles of clothing, lunch boxes and miscellaneous items found at school are place in the Lost and Found box in the hallway leading to the gym.  Please encourage your child to check this box for missing items. All lost small/valuable items found at school are placed in the office. They may be claimed at any time by asking the secretary.In December and June each year, all articles remaining in the boxes will be given to charity.

Newsletters:

The school issues a newsletter to parents on a monthly basis on the third Thursday of each month.  This newsletter outlines upcoming events and items of interest.  The monthly newsletter is also place on our school website at: http://davidcameron.sd62.bc.ca

Throughout the year individual class newsletters are also sent home by your child’s teacher.  As well our David Cameron Parent Advisory Council issues a monthly newsletter to parents.


Peer Helpers:

Each year, many of our Grade 6 students volunteer to be a Peer Helper at the school.  These students go through a thorough initial training session and then work under the supervision of one of our teachers as they carry on their work of helping students in the school.  This help takes many forms and is invaluable to the school.

ü       Helping younger students with minor problems on the playground.

ü       Initiating games with younger students.

ü       Helping with school-wide events such as the Terry Fox Run, Bicycle Roadeo, etc.

ü       Being ambassadors for the school.

Fee Waiver Procedure:

Parents who request financial support for student fees and/or activities may contact the teacher or principal at the school.  All requests will be confidential.

If the fees cause financial hardship, the school may take payments by installment (one or more post-dated cheque(s), or waive the fees entirely.

“In-Days” and “Out-Days”

Signs are posted at all doors to advise children if they should be “in” or “out”.  Most days, students are to play outside.  If, however, the weather is very inclement, and announcement will be made prior to the recess or lunch dismissal.  If there is no announcement, it is an “Out-Day”.  Children are encouraged to dress appropriately for the weather so that, when possible, they can be outside at breaks.  If students are outside and the weather changes, a “rain bell” will be sounded to alert them to come in.

Bicycles at School:

Students bringing bicycles to school are to place them in the bicycle racks provided.  Students advised to bring a suitable locking device to secure their bicycle to the rack.  The school is not responsible for any bicycle parked at the school.  We will assist students in any way we can if they run into a problem.  Students are not to ride their bicycles on school grounds.

Extra-Curricular Activities:

A variety of extra curricular activities occur at David Cameron Elementary, depending upon the volunteer services of the teachers.  We offer noon hour games where the objective is maximum participation, enjoyment, and student cooperation.  Clubs and activities of a non-athletic nature operate throughout the year for students in all grade levels.  In addition, we enter district wide competition where possible. The objective is to give interested students an opportunity to participate in events at other schools.

                                       

Safety and Emergency Procedures:

Fire and Earthquake Safety:

Each year the school will review procedures to ensure the safety of students should an emergency occur.  The school has a number of supplies on hand to support students for longer periods of time should the need arise.

Each year the school holds three fire drills and one earthquake drill in each half of the school year.  Students review appropriate responses (e.g. “duck and cover”) and evacuation routes.

In the case of a real earthquake or fire, search and rescue procedures will undertake if required.  The Search and Rescue Team will make an initial assessment of the building.  Students will be kept under school supervision until their parent picks them up or an authorized adult as listed on their emergency earthquake release form picks them up.  Please note that the school telephones are not able to receive calls in the event of a power failure.

Safe Arrival:

Our school operates a “Safe Arrival” program to ensure students make it safely to school in the morning.  If your child is going to be absent or late, you are asked to call our Safe Arrival line at 250-478-4363 and leave a message regarding the absence.  Students that are absent without a message on our Safe Arrival line will have parents contacted to confirm the absence.

Students arriving late or returning to school after an appointment are asked to sign in at the office.  A binder for this purpose is located on the front counter in the office.  Students leaving the school before the end of the school day are also asked to present a note at the office and sign out in the same binder.

Illness or Injury at School:

When a child becomes ill or is injured during the school day, this reported to the school office and parents will be notified by telephone.  If no one is available an emergency contact will be called.

The school office must have up-to-date telephone numbers where parents can be reached in case of emergencies, as well as two emergency contacts.  Keep the school office informed of any number changes.

Medication at School/Allergies:

Sooke School Board policy prohibits public school personnel from administering medicine in any form without appropriate documentation.  If you child has a health problem, please make sure that the teacher, school nurse, and office are aware of the situation.  A form supplied by the office has to be taken and filled out by your child’s physician before any medication is administered by our staff.  If this service is needed please contact the office.  All such medications are dispensed from the office.

A number of our students each year have serious allergies, including being anaphylactic to some allergens.  At David Cameron we work with the school nurse and with parents to provide a safe environment for these students.  An important part of this process is to create an Individualized Education Plan.  Please remember to contact the school office or the school nurse if your child has such a condition.

Early Closures/Non-Scheduled School Closure (Snow):

In the event of questionable weather conditions listen to your local radio station.

School personnel will contact parents/guardians if early closure is required.

All children will remain at school until arrangements have been made for pick-up.

Parking Lot:

Our parking lot is an extremely busy place especially at drop off and pick up times.  We encourage everyone to avoid using a vehicle to get to school where possible.  Parents dropping off or picking up their child at the parking lot are asked to establish safe routines for their children while in the parking area.  Marked walkways are to be used and the entrance and exit are not to be blocked by cars dropping students off or picking them up, especially in wet or winter weather conditions.

Our school is also an Idle-Free Zone.  Parents dropping off or picking up are asked to shut off their engines to avoid the harmful effects of their exhaust.

Lice Checks:

Lice checks will happen in classrooms where there is a parent volunteer.  Regular checks will be made.  This service is organized by the PAC (Parent Advisory Committee).

Code of Citizenship:

CARING

A caring school is one in which members of the school community feel a sense of belonging, and have opportunities to relate to one another in positive, supportive ways. All aspects of school life embrace and reflect diversity. The school is an inviting place for students, staff, parents and visitors.

·         Respect for Self and Others:

I have the right to learn in a respectful environment and be treated with courtesy and respect.

I have the responsibility to treat all individuals with courtesy and respect regardless of their differences.

Why?

Every person should feel valued, be treated respectfully and be free of harassment.  Therefore, I will not engage in behaviours such as rudeness, intimidation, bullying, fighting, or inappropriate physical displays of affection.

·         Positive, Supportive Learning Environment:

I have the right to a positive and supportive learning environment.

I have the responsibility to demonstrate a commitment to my learning.

Why?

A positive, supportive learning environment is necessary for success. Therefore, I will actively engage in the learning process, come to class on time prepared to learn, complete all class and homework assignments, and use my school agenda.

·         Appropriate Language:

I have the right to be spoken to respectfully.

I have the responsibility to speak politely and use language and tone of voice that is respectful to all members of the school community.

Why?

Being able to use appropriate and tasteful language is a valuable life skill. When language is offensive to others, hurt feelings may lead to further conflict. Therefore, I will not engage in name calling, yelling, swearing, or crude, rude or obscene language, whether it is spoken, written, implied or gestured.

·         Respect for School, Public and Private Property:

I have the right to a clean and well-maintained school-learning environment.

I have the responsibility to respect school property, as well as the property of staff, students and the people who live in our neighborhood.

Why?

Taking care of the school and its surroundings demonstrates pride in the school.  A clean school offers a healthy and pleasant place to work. Therefore, I will use garbage cans and recycling bins appropriately. All students and staff should feel that their personal belongings at the school are safe. Therefore I will respect school property and other people’s belongings, and I will be accountable for any willful damage.

ORDERLY

An orderly school is one in which members of the school community are informed about and exercise their rights and responsibilities as school citizens. Expectations about acceptable behaviour, respect and decorum are generally understood. Responses to violations are based consistently on sound principles and are appropriate to the context.

.

·         Attendance:

I have the right to attend school without excessive disruptions.

I have the responsibility to attend all my classes and be punctual.

Why?

Success comes through respect, responsibility, honesty, trust and fairness. The most basic level of student responsibility is attending school. Therefore, I will be present and on time to the best of my ability, and I will bring in a note from my parents/guardian if I have been sick at home. I will also sign in or out if I am late to school or leaving early.

·         Personal Electronic Devices:

I have the right to a learning environment free from distractions such as walkmans, ipods, mp3 players, cameras, cell phones, game boys or other personal electronic devices.

I have the responsibility to keep my personal electronic devices at home or, if I bring them to school, off and secured in my locker during school hours.

Why?

Electronic devices can be distracting to student learning. Therefore I will ensure that my cell phone is turned off and stored in the office during the school day. I will also ensure that my personal technological devices will not be worn inside the school and will be stored in my locker during school hours.

·         Personal Appearance:

I have the right to dress comfortably in a way that reflects my personal style, and not be distracted by the clothing of other students.

I have the responsibility to dress in a manner consistent with school expectations.

Why?

Positive personal appearance reflects good judgment, respect for others and respect for ourselves. Therefore, I will wear clothing that covers my underwear, is not unreasonably revealing (for example, no tube tops, low-cut t-shirts, spaghetti straps, or bare stomachs). I will not wear sunglasses, hats or hoods inside the school building or clothing with offensive words or slogans (for example, references to alcohol, drugs, violence, sex or racial slander). Exceptions may be considered for medical or cultural reasons.

·         Student Movement and Designated Areas:

I have the right to attend an orderly and safe school.

I have the responsibility to demonstrate orderly and safe conduct.

Why?

Students should be able to enjoy a peaceful and orderly environment. Therefore I will walk in the hallways, be respectful of people’s personal space and be in the areas that are designated for me at any given time during the school day.

SAFE

A safe school is one in which members of the school community are free of the fear of harm, including potential threats from inside or outside the school. The attitudes and actions of students, staff and parents support an environment that is resistant to disruption and intrusion, and ensures a constant focus on student achievement.

·         Closed Campus:

I have the right to be safe at school during my school day.

I have the responsibility to abide by school bells and boundaries.

Why?

The safety and security of students is of primary importance. School administration is legally responsible for student safety and whereabouts during the school day. Therefore I must bring written permission from my parent or guardian (or have a parent speak directly to office staff) in order to leave the school grounds.

·         Bikes, skateboards, roller blades, scooters, etc.:

I have the right to be in a safe environment that does not pose threats to my physical well being.

I have the responsibility to walk my bike, and carry my scooter, roller blades, and/or skateboard on school property.

Why?

The use of the above equipment or other wheeled vehicles on school property can be dangerous to the students themselves as well as others. Therefore I will walk my bike or carry my scooter, roller blades, and/or skateboard on school property during the school day.

·         School Bus:

I have the right to be safe and respected while riding any bus to and from school, or when on a field trip or an extra-curricular activity.

I have the responsibility to follow the school bus guidelines established by School District No. 62 (reference School District Policy C-320). I also have a responsibility to be viewed by the public in a positive manner.

Why?

The safety of students is a main concern. Therefore as an ambassador of the school I will abide by this Code of Citizenship when riding a school bus.  In particular, I will get on an off the bus in a safe manner, ride facing calmly forward, and follow any directions given to me by the bus driver or other adult supervisor (reference School District Policy C-320).

·         Alcohol, Drugs, and Tobacco:

I have the right to be in a learning environment free of alcohol, drugs, and tobacco.

I have the responsibility not to be in possession of, under the influence of, or involved in providing to others alcohol, drugs, or tobacco at any time at school or during any school function.

Why?

For our own protection and the protection of others, the law forbids the use or possession of these substances by students. Therefore I will not be in possession of, under the influence of, or involved in providing to others alcohol, drugs or tobacco.  I understand that forbidden items include, but are not limited to: alcohol, illicit drugs as defined under the Criminal Code of Canada; unauthorized prescription drugs, and other chemical substances which impair a person’s judgment and ability to participate appropriately in the learning environment established by the school(reference School District Policies C-314).

·         Weapons, Violence or Intimidation:

I have the right to be in a learning environment that is free from weapons, violence (acts or threats of), or intimidation.

I have the responsibility to not be in possession of any weapons, fireworks, or any other illegal items nor be involved in violence (acts or threats of), or intimidation. I have a responsibility to report to school staff if I believe there are acts of violence, threats of violence, intimidation, or if there is a weapon in the school.

Why?

Weapons, violence (acts or threats of), and intimidation will not be tolerated at school. Therefore I will refrain from any involvement with weapons, fireworks or any other illegal items, and I will not be involved in any acts of violence, threats or intimidation. I will report violence, weapons, intimidation or threats to individuals’ safety immediately to school staff (reference School District Policies C-316).

INTERVENTIONS AND CONSEQUENCES:

Range of Interventions and Consequences:

Regardless of the nature or location of the misconduct, or the staff member involved, the following is a range of interventions and consequences that will be used in our school:

1.       On-the-spot conference or redirection.

2.       Follow-up meeting between the student(s) and staff member(s).

3.       Contact with parent or guardian.

4.       Restitution, including a logical remedy for the problem (e.g. paying for damage willfully caused) and supporting anyone who is a victim or who suffers as a result of the student’s actions.

5.       Supportive intervention and/or service to school.

6.       Additional time for the student with the teacher or office (detention).

7.       Referral to counseling, administration, and/or community support services.

8.       Serious or repeated indiscretions are reported directly to the vice-principal or principal.

Administration response may include steps 1-7 above, but response to serious or repeated indiscretions will be consistent with school and district policy.  Where students refuse to cooperate with staff directions and school expectations, as repeat offenders or through single incidents, parents will be involved and a suspension may result.  As well, suspensions will be strongly considered and parents and police will be involved where chargeable offenses occur (fighting, threatening, assault, willful damage, possession or use of weapons, theft, tampering with fire alarms, possession or influence of drugs or alcohol).

Sequence of Consequences:

The range of responses is not necessarily sequential.  This means that the point at which an intervention begins will vary with the severity of the incident, and that not all steps are necessary in all situations.  For example, a teacher may simply confer with a student or may refer the matter to counseling or administration.  Some issues, such as classroom misbehaviour, may result in sequential discipline up the scale, depending on the student’s response to teacher intervention.  On the other hand, major infractions such as fighting, involvement with alcohol, etc. may be elevated directly to step 8.

 

 

Student Services

 

School Based Team (SBT):

Students who are experiencing difficulties academically, socially and/or emotionally, may be referred to the School-Based Team (SBT). The Team will discuss the problem and make recommendations as to how the student might be supported.

 

Composition of the Team varies depending upon the circumstances, but generally includes an administrator, the Learning Assistance and Integration Support teacher(s), the school counselor, and the student’s classroom teacher.  Parents are often involved in the conversation as well.  Referrals to the SBT may be made by parents or staff who have concerns about a child.

Learning Assistance:

The learning assistance program is flexible in its service to students.  It constantly changes, depending on the needs of a student, a group of students, or a class.  Learning assistance may take place in the student’s class or on a pullout basis.  At all times, there is communication with the classroom teacher as to whether or not the student requires specific skill instruction or classroom curriculum support.

 

Learning Assistance also includes the delivery of Reading Recovery services for Grade One students.  This program provides an intensive, one-on-one intervention to bring student reading skills up to grade level.

 

Integration Support:

The Integration Support Teacher works to provide appropriate educational programs for students with special needs identified through district screening tests.  The teacher works closely with students and staff in providing skills and resources to ensure maximum success for each student.

E.S.L. Program:

The E.S.L. Program assists classroom teachers by providing support for English as a Second Language learners in their language, cultural, and social development.  The goal is to develop the learners’ understanding of the English language so that they may participate actively and satisfactorily in school.

District Resource Program for the Deaf and Hard of Hearing:

David Cameron School was re-built in 1996 to house the District Resource Program for the deaf and hard of hearing students in the Sooke School District.  This school was specifically built to accommodate the needs of deaf and hard of hearing student with such features as carpeted floors and television monitors throughout the school for visual (interpreted) announcements.  Specialized teachers and support staff (interpreters and communication facilitators) provide resources and assistance to students.

 

School Health Nurse:

The school health nurse is available to students, parents and staff for information, counselling and support about health related issues. Our school nurse is a community health nurse. If you have any questions, please phone her at the school or at the Langford Community Health Office (250-519-3490).

 

School Counsellor:

Mrs. Pam Cooper, a school district counselor is assigned to our school. She offers counselling to children and families regarding the social and emotional health of children.  The counsellor also provides support for the child and his/her family in a family crisis and shares information regarding community services and agencies.  The counsellor also teaches preventative programs in classrooms at teachers’ requests (i.e. Bullysmart, Health and Wellness). The counsellor is scheduled to be at David Cameron on a limited basis, however, if it is an emergency, and you need to contact her, please contact our office.

 

Speech and Language Pathologist:

Services are available to students for treatment of articulation, language, voice and stuttering disorders.

 

District Occupational Therapy/Physiotherapy:

The district occupational therapist and physiotherapist work with students who have perceptual and/or motor difficulties.  They provide suggestions for classroom adaptations and training exercises.

 

 

Parent Involvement:

 

The School Act of British Columbia establishes the right of parents of students to form a Parents’ Advisory Council (PAC).  All parents or guardians of David Cameron students are members of DCPAC.  The PAC may advise the Principal and School Board respecting any matter relating to the school, such as parental views about school programs, policies and activities.

 

The DCPAC is composed of at least 15 members officially elected by parents:  President, Vice-President, Secretary, Treasurer (General Account), Treasure (Gaming), Hot Lunch Coordinator, Treat Day Coordinator, Earthquake & Safety Coordinator, Social Convenor, Year-End Celebration Coordinator, SPEAC Representative, Fundraising, Safe Arrival Coordinator, Newsletter Editor, and Webmaster.   The Executive meets regularly, on thethird Tuesday of each month throughout the school year.

Objectives:

ü       to create an atmosphere of mutual appreciation and understanding between school staff and parents

ü       to be of assistance to the school by providing:

o        financial support

o        informational services

o        organizing volunteer programs

o        supplementing our children’s overall learning environment

ü       to promote active participation by both school staff and parents

ü       to advise the Board, Principal, and Staff on any matter relating to the school

ü       In addition, General Meetings are held each year, to allow for direct parent input and to update parents on association activities.

School Planning Councils:

The purpose of School Planning Councils is to formally acknowledge the importance of parental involvement in improving student achievement. The School Planning Council is an advisory body, composed of the school principal, one teacher, and three parent representatives (one of which must be from the PAC Executive). It is responsible for the development of the School Plan (see page 1)

 

Parents Working to Support Learning:

At David Cameron School we feel the learning environment for all students is enhanced when parents and community members are involved in supporting the children’s learning.  This support can take many forms:

ü       Visiting the school

ü       Observing your child in his/her classroom

ü       Learning about the curriculum, teaching and evaluation methods

ü       Sharing information about your child with his/her teacher

ü       Participating in the Parent Advisory Council

ü       Attending parent information sessions

ü       Reading the regular school bulletins and PAC newsletter

ü       Listening to children read and reading to children

ü       Assisting with clubs, sports, and special events

ü       Helping with hot lunches, field trips, safe arrival, head check, etc.

ü       Helping in the learning resource center (library)

ü       Helping and supporting fundraising projects

ü       Being members on school and district committees

ü       Being willing to communicate openly about concerns.

 

Parent Volunteers:

Schools which have high levels of student success also show high levels of parental involvement. Parents are a vital part of the educational process. We encourage parent involvement in the school in many ways. Some parents wish to volunteer in the classroom. These arrangements can be made with individual teachers.

The responsibilities of parent volunteers are:

 

• to maintain confidentiality at all times

• to familiarize themselves with posted escape routes in case of emergency

• to conduct themselves in a manner befitting an office/school environment