HANDBOOK
PAUSD STATEMENT ON HEALTH & SAFETY
HISTORIAN'S REPORT 2008 - 2009
EFFECTIVE PARENT - TEACHER COMMUNICATION
PARENT TEACHER ASSOCIATION (PTA)
ATTENDANCE
Reporting Absences & Tardies
Parents must inform the Ohlone office of any late arrivals, absences, or trips. You may inform your classroom teacher as well, but the information will not be relayed to the office. Please call (650) 856-1726 before 8:30 a.m. (or ANYTIME prior -- answering machine is available 24 hours) to leave information when your child will be absent or tardy to class. Please do not report absences via email. If your child is late to school, please have him or her report to the office BEFORE proceeding to his or her classroom.
Absences due to medical reasons are considered excused. Other absences, such as family trips, are unexcused unless a parent has made special arrangements with their child's teacher in advance. Since some school programs are funded based on average daily attendance (including excused absences), it is important to Ohlone and the Palo Alto Unified School District that there be as few unexcused absences as possible.
SCHOOL LUNCH
The Palo Alto Unified School District (PAUSD) provides meal services for our students. Lunch is offered at all schools. To view lunch menus, visit pausd.org/parents/services/meal_plans.shtml. For questions about meal plans, contact Food Services at foodserv@pausd.org or (650) 329-3806.
All school lunches must be pre-ordered each day when the roll is taken in the classroom. Late students arriving before 9:00 a.m. should order in the office when they check in.
Families may be eligible for free or reduced priced meals. To apply, you may complete the online form by visiting www.lunchapp.com, or you can pick up an application at Food Services, 25 Churchill Avenue, Palo Alto, CA 94306.
Meal Prices
Elementary School $3.75
Reduced Price Lunch $.40
Payment Methods
Parents interested in participating in our lunch program have the option to choose one of the following methods of payment for meal purchases:
Meal Card-Account Payment
Cash Payment
Meal Card-Account Payment is for parents who wish to pay for school meals without sending cash to school. Parents can create an online account at www.lunchdeposit.com. A meal card will be issued for your student and kept at school. There is a 6% service fee for this method, or you may send a check to the student's school office, made payable to PAUSD Food Service, and his/her account will be credited. We strongly prefer this method rather than sending cash with your student on a daily basis.
Cash Payment option is for parents who wish to pay for school meals with cash. Students need to bring cash every time he/she chooses to purchase lunch. No meal card will be issued for your student-and no meals will be provided-without cash payment at time of service.
How to Deposit Money for Your Child's Lunch
Visit www.lunchdeposit.com, open an account (opening an account is free-you will need your child's 8 digit Student ID number), and deposit money into your child's account online! You can also view your child's lunch account balance online at the same Web site. Note: There is a 6% service fee each time funds are deposited on www.lunchdeposit.com.
Don't want to deposit funds online? Send a check made out to PAUSD Food Service to your child's school or to Food Services at 25 Churchill Avenue, Palo Alto, CA 94306. The amount sent will be deposited into your child's lunch account. (We cannot honor the 10% credit for deposits made in this manner.)
LOST & FOUND
Discarded clothing is kept on the rack near the MP room. Items not claimed are periodically donated to local charities. Small items and jewelry are kept in the office. The school and/or District are not responsible for stolen, damaged, or vandalized personal property.
STUDENT SAFETY
Parents and teachers have many shared responsibilities. Ensuring that our children are safe is paramount among the many common roles. Over the last few years, the California Department of Education has focused on preventing school violence and strangers on campus. All visitors are required to sign-in and to wear identification badges. It is important that parents and educators continuously review issues of school safety.
School principals have recently identified two situations where the safety of children might be compromised -- dogs on campus and the supervision of students before and after school.
Table of Contents
Dogs on Campus
Dogs are NOT ALLOWED on campus during the school day.
Most of us treat our dogs as members of our family. Many dogs are enrolled in obedience school to ensure that the pet is well behaved. We play fetch with our dogs and provide necessary veterinary care. It is a tradition for some parents to walk their children and dogs to and from school each day. Yet veterinarians tell us that the most socialized dog can exhibit aggressive behavior in crowds-such as the 400 students that are on our campus before and/or after school.
Before & After School Supervision
Parents with young children waiting for the dismissal of students may be on campus if they:
Remain (with their children) in designated area(s) until school is dismissed; please do not let your little ones play in the kinder yard while classes are still in session.
Supervise their children
Do not disrupt teaching and learning programs
The District provides limited before- and after-school supervision of students. Unless accompanied by an adult, students should not be on campus until 15 minutes prior to the opening of school. Once school is dismissed, all students not accompanied by an adult are to leave campus for home and/or childcare. Fifteen minutes after dismissal time, the community and students are welcome on campus provided their presence does not disrupt staff meetings or teacher preparation activities.
EMERGENCY PLANS
Each school has a disaster plan geared to its site, location, and student make-up. A disaster shed containing emergency supplies is located on each site. Supplies are inventoried and replenished annually. Staff members have been trained in first aid, CPR, and disaster search and rescue.
In the event of a disaster that makes the buildings unusable, teachers will move the children out onto the playground. Should we need to vacate the site, the staff will accompany students to either the Buddhist Temple Meeting Hall or Greer Park, depending on local conditions.
Children will be released to adults, and an accurate record will be kept of each child's destination.
TRAFFIC SAFETY
Modes of Transportation to and from Ohlone
Accidents involving motor vehicles and child pedestrians are the leading cause of death for children aged 5-12 in California. Please keep the safety of all children in mind when planning your child's route to and from school. Walk, bike, or carpool to school whenever possible.
Crosswalks and Ohlone Guides
Three crosswalks provide access to the Ohlone school grounds: The crosswalks across the entrance and exit to the school parking lot are frequently used by carpoolers and by kindergartners and their parents who park around the island. Please use these crosswalks to model safe behavior, whether or not there are moving vehicles in the parking lot.
The crosswalk across Amarillo near the staff parking area is for pedestrians walking to or from the direction of Greer.
Ohlone Guides are fifth grade students who serve as crossing guards, assisting children and adults crossing at these crosswalks in the 15 minutes before school begins and after dismissal. Ohlone Guides do not step off the sidewalk to stop vehicular traffic but depend on drivers to be careful, safe, and courteous. Drivers who signal their turns into the parking lot and who watch for pedestrians entering the crosswalks help the guides do their job.Missing Crossing Guard
The Palo Alto Police Department provides Ohlone with a crossing guard at the intersection of Louis Road and Amarillo Avenue. If a crossing guard is not present during school commute hours, please call Palo Alto Police Department Communications at (650) 329-2413. PAPD Communications will notify the traffic team supervisor, who will dispatch an officer to cover the crossing.
Ohlone Back Gate Access / Friends Parking Lots
Ohlone's back gate opens onto the parking lot of Friends Meeting and Nursery School at 957 Colorado Avenue, which is private property. The Ohlone community's access to this gate is by walking and bicycling only. Only the Friends Nursery School faculty, staff, and parents may drive through or park in the parking lot. Please park on a public street and walk or bike to the Ohlone gate.
In allowing us to use their property as an access to Ohlone, our neighbors at Friends Meeting have eased many of our trips to school. Please be respectful while on their property and honor their requests about how we use the parking lot.Bicycles, Rollerblades, Wheelies, Rollerskates, Skateboards, and Scooters
None of these modes may be used on campus
red-top, black-top, sidewalks, or fields between 8:00 a.m. and 3:00 p.m. on any
school day.
Most children are able to pedal a bicycle long before they have the skills,
maturity, and judgment to ride a bicycle safely to school. Please wait until
your children are competent, safe riders and familiar with traffic rules before
permitting them to ride unaccompanied to school, regardless of age. All third
grade children in Palo Alto receive basic information on bicycle safety. Most
of them still need additional road time in the company of an adult before they
are ready to bicycle alone.
Children who ride bicycles or use in-line skates, rollerblades, or skateboards
to school should enter the school grounds as follows: Students coming from east
Amarillo (from Greer) should use the staff parking lot behind the multipurpose
room on the far eastern border of school. Those entering from west Amarillo
(from Louis) should stop at the parking lot entrance, dismount and walk their
bicycles on the sidewalk to the bike racks. Those entering from the Friends
parking lot should walk from the farm gate to the bike rack or to their
classroom. The areas behind the library and behind Ohlone Kids Club are
especially hazardous for bicycling, skating, or skateboarding.
Bicyclists leaving school and traveling west on Amarillo should walk their
bikes across Amarillo and then mount the bikes in the west-bound lane on
Amarillo.
Bicycles should be parked only in the bike racks and locked at all times.
Children are required by state law to wear protective helmets while riding
bicycles. Bicycle licenses are required for all bikes ridden on Palo Alto
streets and are available from Palo Alto city fire stations form 4:00-5:00 p.m.
daily.
School Bus
If your child rides the bus to or from school, please review the following rules with your child:
Wait safely in the designated area at the bus stopBe calm and orderly while getting on and off the busKeep head, hands, and feet inside the busFollow the bus driver's directions
A bus driver will only let a child off at the child's regular stop unless authorized by a note signed and dated by a parent or guardian.
Special Day Class students using the school bus service will be dropped off and picked up in the designated bus area near the kinderyard. All other students riding the school bus will be dropped off and picked up along Amarillo in front of the multipurpose room. Students arriving in the morning are to follow the sidewalk to the front of the school and walk to their classrooms.
Automobile
If you must drive your child to school, please devote a little extra time and attention to keeping the roads and drop-off area safe for everyone. Ohlone's drop-off and pick-up rules were designed for both safety and efficiency. The parking lot works better and is safer when everyone follows the same protocol so that drivers can predict one another's behavior. All drivers should be aware that California State law requires drivers to stop when approaching a school bus whose red lights are flashing. The flashing indicates the presence of children. Do not proceed until the lights stop flashing.
Carpooling
Two parking spots in front of the island in the parking lot are reserved for carpools. If you carpool regularly, please stop by the office to sign up and pick up a carpool placard to hang from your rearview mirror when you are parked in the reserved spots. The PTA traffic safety committee runs a carpool matching program to help line up a carpools for Ohlone families.
Parking
Never park in the bus zones. State law requires parking 15 feet from fire hydrants. Do not park in staff parking spaces. Do not park behind the multipurpose room or behind the classrooms near the library. Use the carpool spaces only when you are bringing children from more than one household.
Dropping children off in the morning
2. Form a single drop-off lane through the parking lot; do not pull up past the lane dividers to enter the loading area from the left lane near the parking lot exit. The left lane is for the bus and for staff leaving the staff parking spaces.
3. Make sure your child is ready to get out of the car on his or her own as soon as you stop.
4. Do not block other cars' access to the drop-off area, for example by letting your child out before you reach the loading area. Wait your turn, and then leave the parking lot safely.
5. Never reverse your car in the drop-off area. It is risky because both you and any children nearby are likely to be distracted by everything that's going on in the parking lot.
6. Do not use the staff parking lot behind the multipurpose room to drop off your child.
7. Respect Ohlone's traffic rules and any instructions from the volunteers who help direct traffic.
Picking children up after school
The same safe practices for dropping off children apply at pick up time.
1. Only pick children up in the designated loading area, along the curb from the end of the kinderyard to the MP room.
2. Make sure your child is ready to get in the car as soon as you stop.
- You, the driver, should not get out of the car while you are in the loading area. Do not leave your car and go look for your child.
- Do not use the staff parking lot behind the multipurpose room to pick up your child.
- If your child is not there, leave the parking lot, circle around, and re-enter the pick-up line. Or park your car in a regular space to wait.
3. Do not block other cars' access to the drop-off area, for example by letting your child in before you reach the loading area or by waiting because your child is not there.
4. Do not use the staff parking lot behind the multipurpose room to pick up your child.
PAUSD STATEMENT ON HEALTH & SAFETY:
TOBACCO, ALCOHOL & OTHER DRUGS
Student Health & Safety
Recognizing that education plays a central role in establishing patterns of behavior related to health, the Palo Alto Unified School District Board of Education acknowledges its responsibilities to provide a healthy, safe, and comfortable working environment for District students, staff, and community members.
Tobacco-Free District
In order to support and reinforce the District's educational efforts to prevent student tobacco use through adult modeling, the Board of Education established in 1992 a policy that declares Palo Alto Unified School District tobacco-free. It is the responsibility of all staff and community members to implement this policy in school buildings and school-owned vehicles, on school grounds, and at school-sponsored events off campus.
Alcohol & Other Drugs
The District recognizes its responsibility to provide reasonable protection for all students from the influence of persons who might encourage the use of mind-altering chemicals. To this end, the District provides students with a comprehensive K-12 drug education program that is preventive in nature and maintains a systematic method of early identification, intervention, referral, and re-entry services for students.
These services include use of community agencies, parent education programs, provision of adequate materials, ongoing school activities that promote a positive and healthy lifestyle, school-community professional support services, and student support groups. Comprehensive resource information is available at the school.
Appropriate action will be taken at the school site level to eliminate possession, use, provision or sale of illegal substances and related paraphernalia in any situation in which the school is responsible for the well-being of all students. Students involved in the possession, and/or use of chemical substances, including tobacco, shall be subject to immediate disciplinary procedures which may result in suspension or expulsion.
STUDENT & FAMILY RESOURCES
CARE Counseling
The CARE Program was piloted during the spring semester of 1987 and was designed to help students, teachers, and parents understand and deal effectively with the challenges of growing up in the 21st century. The primary purpose of the program has been to provide individual and/or small group discussions and social skills development strategies for Ohlone students, with the children participating at the recommendation of their classroom teachers, along with parent/guardian permission, and in the case of older children, with the agreement of the child him/herself.
Guidance
The District provides guidance services, including individual student program planning, diagnostic and ability testing, parent referral services, teacher-parent planning, and testing for Special Education classes. Our guidance consultant is Margaret Sachs.
The Student Study Team meets every other Wednesday afternoon to discuss the needs of and recommend appropriate interventions for individual students about whom there may be concerns. The Ohlone SST consists of the School Principal, the School Psychologist, representatives of the Special Education staff, and representatives of the Ohlone classroom teaching staff; other specialists, parents, guardians, and students themselves may attend meetings of the Student Study Team. (Please see discussion of Student Study Team in this handbook.)
Resource Specialist Program
Renee Alloy, our Resource Specialist, works with children on a diagnostic or tutorial basis. Students are referred for help by classroom teachers. No tutorial assistance occurs without parental approval. Students may receive help with reading, handwriting, spelling, math, or organization skills as needed. Students meet with Renee and her aide in the Resource Room or in the student's own classroom.
Speech/Language
The Speech/Language Clinician, Jennifer Zine, works with students who have been identified during the fall in a speech-screening program as needing help on language development and articulation. Students meet with Jennifer one or more times per week.
Reading Assistance
Gina Fortt serves as the Reading Specialist at Ohlone and works with children who have been identified by the classroom teachers as needing additional help with their reading and writing skills. Gina meets with small groups of students in the Reading Resource Room.
English Language Development Assistance
Students for whom English is a second language may receive assistance from our English Language Development Specialist, Katherine Scott. Katherine works with students who are identified during the fall as needing particular assistance and additional formalized training in developing their English language skills.
Library Services
Julie Griffin, the School Librarian, staffs the library Monday through Thursday, and Rusty Tooley staffs the library on Friday. Parent volunteers are welcome. The children are free to use the library whenever they and/or their teachers feel it is appropriate.
Reporting Student Progress
Teachers confer with parents at least twice each year and more often if requested by teacher, parent, or child. Children are included in many parent/teacher conferences. Conferences emphasize individual progress the student has made in academic, physical, social, and emotional development. An individual letter is written about each child at the end of the year summarizing his or her progress and providing recommendations. These letters help parents understand their child's progress and serve as a record for the school.
STUDENT STUDY TEAM
What is the Student Study Team?
The Student Study Team meets every other Wednesday afternoon to discuss the needs of and recommend appropriate interventions for individual students about whom there may be concerns.
How is a student selected to be discussed at the SST?
Usually the classroom teacher makes the initial referral and indicates that the student's learning, behavioral, and/or emotional needs are not being adequately met under existing circumstances. Parents may also refer their child for Student Study Team Consideration.
Will anything have been done to help my child before the referral to the SST?
Yes. Usually the referring teacher has already contacted the parent(s) and made some modifications in the classroom. The principal and the teacher have met to review the student's needs and to discuss intervention strategies and/or program modifications.
What is a "program modification"?
A program modification is a measure taken to accommodate a student's special needs. Some examples are:
- change of seating
- change of group
- use of diagnostic materials
- cross-age tutors
- buddy system
- individual contracts
- modified assignments
- learning games
- notebook for assignments
- visual aids in giving instruction
Who is on the Student Study Team?
The SST consists of the parent(s); the referring teacher, and additional staff to review the student's needs, including school specialists, the school psychologist, and representatives of the special education staff. The principal or a designee chairs the meeting. One staff person serves as facilitator.
What does the facilitator do?
The facilitator guides the discussion and keeps a record of what is being said about your child on a chart called the Student Study Team Summary.
What is the Student Study Team Summary?
This is a large piece of paper or chalkboard divided into columns with the following headings:
- Strengths
- Known information
- Concerns
- Modifications
- New interventions
- Person(s) responsible
This chart helps the team to organize its thinking. As the different categories are discussed, the information is written in the appropriate column for all to see and simultaneously recorded on paper so that individual copies of the Summary may be given to participants. The Summary also serves as the minutes of the SST meeting.
Will I be asked a lot of questions?
No. The SST is an informal meeting in which everyone is concerned about your child's progress. You might be asked a few questions as the meeting progresses, but how much you say is up to you. Whatever information you wish to share will be helpful.
What do I need to think about before the meeting?
Try to think of any information that would be helpful to the school. The school will provide you with a paper on which to record your thoughts. Give special attention to your child's strengths. The following are some examples of a student's strengths:
is a leader
likes school
likes to help Mom or Dad
is creative
has a hobby
is neat
likes sports
is good with animals
is outgoing and sociable
is good at math, or science, or writing
Will I receive a copy of the Student Study Team Summary?
Yes. The information will be transferred to regular-sized paper and you will receive your own copy.
Does this meeting mean my child will receive special education assistance?
No. The primary purpose of the Student Study Team is to develop strategies and/or suggestions for modifications in the regular classroom or suggestions for other kinds of help for the student. If this does not work, and future testing shows significant educational gaps, the possibility of special education assessment may be considered.
How many meetings will there be?
At the end of the first meeting, the team will schedule a follow-up date, if necessary, to evaluate the child's progress and share the results of that evaluation.
Who will be involved in that follow-up meeting?
The entire team might be present at the follow-up meeting, but sometimes this follow-up meeting involves only the parent(s) and one member of the team.
ENEWS & EMAIL
Ohlone School enthusiastically supports the judicious use of email for informational purposes in its community. Emails may be sent schoolwide, to clusters, and to individual classrooms. The following general guidelines are intended to clarify the school's approach to using email. Contact our Enews Editor, Alyssa Erickson at alyssa316@aol.com.
Enews Policies
1. Enews is to be used for informational purposes only, specifically for advertising events or providing information on matters of relevance to the Ohlone community.
2. Enews should be approved by the heads of the area which the announcement concerns; e.g., the Principal, Site Council Chair, PTA President, Farm Council Chair, or Core Values Committee Chair. The author of the email is responsible for obtaining the necessary approvals prior to submitting copy to the Enews Editor. The Enews Editor is not responsible for approving messages, just for making sure policies and procedures are followed.
3. To avoid overuse, each event will be announced on Enews as few times as possible. Enews may have other announcements "piggybacked" on them to minimize the number of weekly postings. The Enews Editor will ensure that multiple people are not sending announcements on the same general topic.
4. To protect privacy, Enews will be sent with recipient lists suppressed.
5. Parents can choose to be on the Enews mailing list, but not have their email addresses listed in the school directory. Any family can opt out of schoolwide email lists at any time.
6. Ohlone School will never allow its mailing lists (or any family contact information) to be used for commercial or solicitation purposes. Ohlone specifically forbids individuals or companies from using its directory or other sources to create mass emailings (or regular mailings) that are not in accordance with this policy.
How to Submit an Announcement for Enews
1. Approved Enews should be sent to the Enews Editor at least 48 hours in advance of the desired emailing date.
2. To avoid problems sending graphics, emails should be written in plain text.
3. Enews can contain hyperlinks; long documents should be placed on the Ohlone web site with a link provided.
4. The "from address" should be that of the author of the email.
5. Be aware that not every member of the Ohlone community has access to email and you should, where possible, arrange to have your message delivered via other media, e.g., the Arrow.
Classroom Emails
1. Classroom emails should be informational only and should pertain to the entire classroom. Personal topics, such as birthday parties and playdates should be covered through personal email.
2. Common email etiquette as well as the formatting policies listed above should be observed by every class.
3. Recipients should not use the "Reply All" command to discuss topics sent in classroom informational emails.
4. Classroom teachers should be copied on all classroom informational emails (except for topics specifically relating to teacher gifts or teacher appreciation).
THE ARROW
The Ohlone Arrow newsletter is published every other Thursday throughout the school year. It is available via email in PDF format (requires the free software Adobe Acrobat Reader for viewing). Send a request to Heike Enders at heike.enders@gmail.com if you would like to reduce paper use and read your newsletter online. Or if you prefer, you can receive a hard copy of the Arrow (will be sent home with your child). Both versions will include district-wide listings. The electronic distribution may take place slightly earlier or later in the week than the hard copy distribution, which gets sent home in the weekly folders with the children.
If you would like to publish an article or contribute photos to the Arrow, send an email to tothearrow@yahoo.com.
| The Arrow Team for 2009/10 is: |
||
| VP Communications: | Alexis Hamilton Green | alexishgpr@yahoo.com |
| Editor: | Susan Bush |
susancbush@gmail |
| Copy Editor: | Joni Bonham |
joni@psych.stanford.edu |
| Layout Editor: |
Sue Emsley | jeremy.sue@sbcglobal.net |
| Online Layout/Calendar: |
Annie Bedichek | annie@bedicheck.org |
| Distribution: | Heike Enders |
heike.enders@gmail.com |
OHLONE FARM
One of the cornerstones of the developmentally-based education at Ohlone is the Ohlone Farm, which provides a place where children can interact with and learn about nature. A physical embodiment of Ohlone's Core Values, the Farm helps foster an awareness of the environment, nurturing and caring of animals, cooperative learning, social interactions between children of differing grades, and respect for living organisms. Activities on the Farm help give children a sense of accomplishment, promote self-esteem, and allow for exploration and discovery in a peaceful, inviting, intellectually stimulating and safe environment.
The Ohlone community created the Farm during the 1984-85 school year with the help of the PTA. The Farm is a unique facility that includes a community garden, a native habitat, a stage, sheep, goats, and chickens, a greenhouse and a composting system. It is a place where children can interact with and learn about nature. Some areas of the Farm are left uncultivated, providing habitats for birds as well as small "wild" areas for children to explore. The Farm provides an environment that is relaxing, enriching, intellectually stimulating and inviting to children.
In the academic sphere, the Farm program incorporates science curricula, interdisciplinary studies, and gardening and maintenance activities, serving as a living laboratory and extension of the classroom. In addition to curriculum-based activities, students participate in caring for the farm animals and can visit the Farm at noontime on a weekly basis. Children also help sell produce grown on the farm at the "Farmers Market" every Thursday after school.
Membership in the Farm Council is open to interested members of the Ohlone community. The Council's mission is to support the vision for the Farm, to encourage and support teachers in their efforts to link the classroom curriculum to the Farm, to facilitate communication with the entire Ohlone community, to coordinate participation of Farm volunteers, and to act as an advocate and fundraiser for the Farm. The Farm is fully funded by parent donations and other funds raised by the Farm Council. The Farm continues to thrive and grow because of the hard work and support of these groups and many community volunteers.
Farm Council meetings are held monthly, and anyone is welcome to attend. Contact Farm Council Chair Andy Welsh at 739-0575 for more information.
MANDARIN IMMERSION
In the Ohlone Mandarin Chinese/English Dual Immersion program, students receive instruction in core curriculum based on the Palo Alto Unified School District content standards in both Mandarin and English, in multi-grade classrooms. They receive that instruction in Mandarin and English according to the following approximate balance:
* K/1 Mandarin 80%, English 20%
* 2/3 Mandarin 60%, English 40%
* 4/5 Mandarin 50%, English 50%
Teachers use developmental teaching strategies in an informal, creative atmosphere that promotes the Ohlone core values:
* Hands-on projects
* Opportunities to cooperate
* Independent and group work
* Teaching that enhances social, intellectual, and physical growth
OHLONE PTA HISTORIAN'S REPORT 2007- 2008
This year Ohlone was a vibrant learning community not only for our students, but for parents and teachers as well. At Back to School night, parenting coach and motivational speaker, Susan Stone Belton, joined us. She used humor and real-life situations to teach parenting techniques for children from toddlers to teens.
Parents and children came together for the annual PTA-sponsored Literacy, Math and Science Nights. These are hands-on learning events attended by hundreds of families, accomplished with the commitment and support of parent volunteers, eager to share their expertise. This year Ohlone participated in the PTA-sponsored Reflections Art Program. Over 40 students contributed magnificent works of art and literature. The PTA continued to support curriculum enrichment in the classroom as well, through classroom grants to teachers and the TheatreWorks Playing with Poetry program. And the PTA-sponsored afterschool Foreign Language Program continued to thrive with over one-quarter of the student body participating and choosing from 10 classes in 6 languages: French, Hebrew, Hindi (new!), Japanese, Mandarin, and Spanish.
For the 2007-2009 school years, the CVC decided to focus on "climate of trust" and "cooperation and collaboration." With the introduction of Mandarin Immersion to Ohlone next fall, these two core values will help us focus on our Ohlone way in a new light.
In November, Ohlone teachers took part in a special two-day retreat. The focus of the two days was to examine the challenges that Ohlone staff face daily, in and out of the classrooms, and to enhance the ways staff celebrates each child with whom they come into contact daily.
Ohlone was fortunate to have Karen Salveson return as the guest director and writer for the school play, "The Greatest Treasure." Seventy-eight fourth and fifth graders participated in this musical extravaganza about a band of pirates who discover that the ocean is a treasure. Teacher Christie Price was the extraordinary producer, supported by costume designer Terri Feinberg and many parent volunteers.
The Ohlone Farm program was enhanced by the addition of a new science teacher, Tanya Buxton. The students worked in this "outdoor lab" to conduct experiments and study the ever-changing nature of the Farm. They conducted experiments to discover which plants have natural antibiotics; they studied the new weather center to understand how weather impacts farm conditions; and they created mini compost bins in plastic tubs in order to see first hand the process of transforming organic matter to compost, just to name a few of the interesting projects at the Farm. A major addition to the farm in 2007-08 was an outdoor kitchen where students could clean and cook vegetables harvested on the Farm.
The 2/3 and 4/5 clusters conducted simulations on early American life. The 2/3 cluster experienced teaching styles, activities and field games from the early 1900s. The 4/5 cluster studied Colonial times, culminating in a three-day simulation. Students needed to earn shillings for their ship's passage, take on a trade, participate in government, or join the militia. They even experienced the wonders (and uniting impact) of taxation!
The work of the PTA is made possible by successful fundraising efforts and a tremendous number of volunteer hours from dedicated parents coordinated by PTA leaders. We are fortunate to have parents, teachers and staff dedicated to the rich and diverse education for our children.
SITE COUNCIL
What is the Site Council?
Every school that applies for and receives money from the California School-Based Coordinated Program is required to have an active Site Council. Our School Site Council, (SSC) is composed of 14 faculty/staff and parents. PTA presidents and students (fifth-graders) representatives often attend Site Council meetings. The seven parents are elected from the school community. The SSC is responsible for overseeing the SPSA budget, helping develop, coordinate, and evaluate the School Plan; updating the School Accountability Report Card; overseeing the school's Safety Plan; and supporting Ohlone at the school and district levels.
This year Ohlone expects to receive about $30,000 in funds to support our 2009-2010 Single Plan for Student Achievement which focuses on the learning environment, schoolwide effectiveness, and technology. Every school that applies for and receives money from the California School-Based Coordinated Program is required to have an active Site Council. The Site Council is responsible for overseeing implementation of the Single Plan for Student Achievement
(SPSA), allocating state funds, overseeing the school's Safety Plan, and supporting Ohlone at the school and district levels.
All meetings are open to the entire community. Contact Alex Russell, Site Council Chair at 327-1019 for more information.
Decision-Making Model
In 1994, a model for decision making at Ohlone (presented below) was developed and approved by the School Site Council. This model provides a process, informed at all times by our overarching school philosophy, which is intended to guide any decisions or discussions of issues of importance to members of our community.
OHLONE PHILOSOPHY - CODE, GOALS & GUIDING PRINCIPALS
COREVALUES COMMITTEE
Ohlone'score values distinguish it from other neighborhood schools and form the basisof its educational and community structure. The Core Values Committee (the CVC)provides Ohlone families and the larger PAUSD community with a deeperunderstanding of and commitment to the Ohlone approach to education and how itis practiced. Our goal is to educate the community so that the unique nature ofour school is understood, embraced, and sustained.
* Firstorganized in 1997, the committee has been successful in revitalizing the Ohlonephilosophy and in keeping it in focus. Members are always working on new ideasto achieve its goals. Typical events implemented by the committee are:
*Presentations of the Ohlone approach to education to explain our philosophy tothe Board of Education, district personnel, preschool directors and teachers,parents, and prospective parents.
*Parent-teacher workshops to provide ongoing opportunities to enrichunderstanding of the core values.
*Student activities to help reinforce and clarify the Ohlone philosophy.
*Community-building opportunities such as neighborhood coffees and kindergartenbuddy families to enable families to learn more about Ohlone.
*Informational articles in the Arrow to increase parent awareness.
*Community Book group discussions based on books chosen by the community relatedto our Core Values, often on the latest research in education.
The CVCincludes parent, PTA, Site Council representatives, the principal, andteachers. Anyone interested is welcome to join the committee; new members arealways welcome. Meetings are held in the staff room from 7:30-9:00 p.m. once amonth. Contact Kristen Lee at 493-2222 or klee@pausd.org, or Jenn Sherer at321-8855 or sherer@gmail.com, for more information.
OhloneCore Values
- Developmental Approach
- Climate of Trust
- Growth and Assessment
- Multidimensional Learning
- Meaningful, Relevant Curriculum
- Cooperation and Collaboration
- Teacher-Parent Partnership
STEPSIN CONFLICT RESOLUTION
1. Identify the problem: All points of view need to be heard completely. Listen carefully. The solution is often in the problem.
2. Check for understanding: Feed back to each other what you are hearing and understanding. It is most important that the person feels understood. You do not have to agree with the point of view.
3. Generate alternative solutions: Ask all parties involved what they think would be helpful. Be careful not to criticize suggestions.
4. Choose an alternative: Get agreement on trying one or more of the alternatives with the understanding that it will be reevaluated.
5. Evaluate alternative and follow up: Reinforce that the solution is working or determine a new alternative if it is not. This is an important step to reinforce the resolution process.
EFFECTIVEPARENT-TEACHER COMMUNICATION
1. Model the Ohlone philosophy for your child in all interactions with students, parents, faculty, and staff.
2. Make every effort to ensure the optimal health and safety of all our children.
3. When volunteering in the classroom, follow the stated guidelines given to you by the teacher and respect the privacy of each child.
4. Observe the time frames and appointment schedules set by the teachers to contact them about your business.
5. If you have a concern, express it as soon as possible directly to the teacher before contacting other staff or parents.
6. Give the teacher the benefit of the doubt as a professional to be consulted.
7. Communicate in a problem-solving manner with teachers, parents, and other school personnel.
8. Ask questions for clarification before making assumptions.
9. Coach your child on how to approach the teacher directly to resolve a problem if possible before you get involved.
10. When differences arise, use existing channels and conflict resolution tools outlined in this document.
Table of Contents
PARENTTEACHER ASSOCIATION (PTA)
BringingHome and School Together
TheOhlone PTA consists of a dedicated group of volunteers working to ensure thatthe Ohlone experience is as rich and fulfilling as possible. This includesfostering events and experiences both inside and outside of the classroom. TheOhlone staff is continually enriching the learning experiences of the childrenat Ohlone and the PTA volunteers strive to augment those experiences in manydifferent ways that include organizing, hosting and funding a variety ofprograms. These include communications such as eNews and the Ohlone Arrow, enrichmentsuch as the Foreign Language Program, Family Math and Science Nights, andsocial events such as ice skating and bingo nights. Furthermore, the PTAcontributes by providing supplemental funding to the classroom teachers in theform of money the teachers may use for necessary supplies/events as well asgiving grants to the school for improvements including playground enhancementsand providing monies for joint programs with organizations such asTheaterWorks. With the support of each family at Ohlone, the Ohlone PTA will bestronger as will the national PTA that we are a part of. This group serves theentire student population of the state by advocating in large numbers for basicand extraordinary programs for all students and their families in California.
Thankyou for supporting the PTA at Ohlone! For more information, contact PTACo-Presidents Lillian Hom at 325-2514 or Ken Shark at 493-5873.
PARTNERSIN EDUCATION (PiE)
PaloAlto Partners in Education (PiE) is a non-profit foundation dedicated tosustaining Palo Alto's community tradition of exceptional public education. Asbudget cuts across the state have reduced the PAUSD budget, PiE is the onlyorganization that can pay for additional and much needed PAUSD teachers andstaff.
For elementaryschools, the funding priorities are:
- Classroom Support: Provide aides, assistants, reading and math specialists, and teacher coaches for elementary classrooms across the district, to foster more individualized learning and accommodate the full spectrum of learning abilities and styles
- Science Enrichment: Augment the science curriculum across elementary schools to make science "come alive" in a meaningful, active manner
- Arts Instruction: Provide Spectra Arts or a comparable creative arts program at all elementary schools
PiEcontributions are allocated on a per student basis directly to the schools,supporting the growth and development of every child in the district. AtOhlone, PiE dollars support classroom aides, our Farm/Science teacher, SpectraArts teachers, a reading specialist, and math specialists.
Ourvision is to harness the community's support for its schools and build alasting public-private partnership. PiE's goal this year is to raise over $2.5million for the school district primarily through an annual direct appealcampaign. Your contribution, large or small, shows your support for thefoundation.
Todonate or find out more, visit: www.papie.org. Or contact the Ohlone PiE representatives: Becky Epstein,Linda Furrier, and Farish Haydel.
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Ohlone Office |
856-1726 |
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Ohlone Kids' Club (OKC) |
493-0774 Fax: 852-9447 |
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Child Care Day care provided by Palo Alto Community ChildCare |
493-2361 |
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Nursery School PAUSD Adult Education Observation Nursery School |
856-0697 |
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Parental Stress Hotline |
408-279-8228 |
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Human Services (City of Palo Alto) For help, information, and referral |
329-2375 |
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Family Services Association Individual, family and marriage counseling |
326-6576 |
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Health Services PAUSD Coordinator |
329-3766 |
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Drug Abuse |
800-527-5344 |
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PTA Wardrobe Provides clothing for low-income families & loans snow clothing. Location: 2263 Middlefield Rd (near Jordan) |
858-0651 326-0702 |
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Red Cross Immediate emotional, financial, procedural assistance for victims of verified crimes reported to police |
688-0415
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Suicide and Crisis Service 24-hour crisis phone line |
494-8420 |
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Mid-Peninsula Rape Crisis Center 24-hour support for victims of sexual abuse |
692-7273 |
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Mid Peninsula Citizens for Fair Housing Complaints of illegal housing discrimination problems |
327-1718 |
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Palo Alto Housing Corporation Housing for lower income families |
321-9709 |
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Web site for Palo Alto Family Resources http://www.cityofpaloalto.org/familyresources |
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Poison Center 24-hour information center for advice regarding the toxicity of substances, related symptoms and necessary treatment |
800-876-4766 |
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24-hour Alcoholism Help Line Information for alcoholics, family members, and others concerned about alcohol problems |
800-527-5344 |
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Children's Neglect and Abuse Reporting Center 24-hour emergency response |
493-1186 |
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Single Parent Services Support groups and assistance |
988-6100 Red Cross |
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Domestic Violence
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940-7850 Spanish: 800-572-2782 |
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Cell Phone Emergency (Police) |
321-4433 |