Student Handbook

Matthew Paterson Elementary School believes in and supports positive, purposeful and meaningful communication between the school and home.

Close communication between school and home is important. Do not hesitate to contact your child’s teacher if you have a question or concern. The school phone number is (845) 878-3211. 

Parents will NOT need to call in on the day of a student absence.

All absences will generate a call home to the parent/guardian.

• Students will be expected to return to school with a note explaining the absence.

All staff members have e-mail which follows the first initial and seven letters of the last name initiallastname@carmelschols.org.  ie John Sullivan jsulliva@carmelschools.org

The school fax number (845) 878-3964.   

The district phone number (845) 878-2094.

The district website is Carmel School District Homepage

• The Principal’s e-mail address is jdarling@carmelschools.org
• CCSD website is Carmel Central School District Homepage Click here top visit school website
• Teachers send communication to families about important classroom events.
• Information appears on the local cable channel.
• Meetings sponsored by the MPES PTO, our parent organization, provide a forum for important information about the schools.Please check your child’s book bag for important notices.

To provide students with an excellent learning experience, teachers spend many hours working outside of actual instructional time. Before school and during their planning time, teachers are often working to prepare for the next lesson. While teachers are happy to talk with parents, if you want to discuss your child’s progress, please make an appointment rather than just dropping by.  This allows the teacher to give you the attention you deserve. It also ensures that students have the complete attention of their teachers. Please do not drop by during teaching time and expect to have a conversation. While it may only be a few minutes, it takes the teacher away from the important job of teaching.

This is an informative evening scheduled early within the first weeks of school.

It is planned for parents and guardians only. This is an opportunity to meet teachers, learn about the curriculum, and obtain information about the different organizations at our school.

Nurse’s office: Our nurse is available to attend to students who become ill or who are injured while in school.  Students who need to go to the nurse’s office should ask their teacher or the adult in charge for permission to go to the nurse.  The nurse maintains health records for all students.  Parents are encouraged to contact the nurse’s office to inform the school of any health problems.  The school nurse works in partnership with parents, teachers and students.  Injuries sometimes occur at school – The school nurse will notify you if your child is severely injured.  Please keep all contact information up to date.

Food Allergy Awareness: We have several students at Matthew Paterson Elementary School with a variety of life threatening food allergies.  Please remind your student the importance of not sharing food items during snack time or lunch time.  We are a nut-aware school, please consider peanut and nut free snack items which will be eaten in the classrooms to help insure the safety of all students.

Medication: New York State Law governs administration of medication in schools.  School personnel cannot dispense internal medication, whether prescription or over-the-counter, without both a doctor’s written order and parental consent.  All class trips must have parental approval and a doctor’s note if administration the day of the trip is not a necessity.  If medication is warranted, a parent must accompany the child.  In some cases, as in the fourth grade outdoor education programs, a nurse will be provided by the district.

Students may not bring medication to school.  The parent must bring the medication in the original bottle from the pharmacy with the label attached including the doctor’s name, phone number and directions or orders.

The parent must apprise the school nurse of medical conditions and medication.  Please do not make any assumptions that the school need not know about a problem.  Your child’s safety and well being are paramount in school and at home.

Scoliosis screening: New York State Law requires that each child between the ages of 8-16 be provided with Scoliosis Screening.  School appointed personnel will conduct the screening.  Parents will be notified prior to the event so children can be appropriately dressed for screening.  Efforts are made to make the experience private and discreet.

Lice: From time to time a few homes are affected by a lice situation.  Having lice is an uncomfortable condition that may feel embarrassing to the child and the family.  However, having lice is not an unusual situation at school and each year a few homes are affected.  Students are sent home when lice is detected. Should lice be detected in a classroom all children in that class will be checked.  You will receive a call from the school nurse who will help you deal with how to help your child and what to do in your home.  You will need to apply a special product to your child’s hair.  The nurse will ask you to check your family’s hair for five days.  It is important to take care of the bedding also.

Immunizations:  NYS law requires that all students be immunized against polio, diphtheria, measles, mumps, rubella, hepatitis B and 1 dose of Vericell and/or a Dr.’s diagnosis before entering school.  Varicella is for students born on or before 1998.  If you have questions, the school nurse is available to assist you.

Emergency Health Cards: These are extremely important should we need to contact you in case of an emergency.  If any changes in emergency contacts or phone numbers should occur during the school year, please notify the school nurse and the Main Office.

Physical Examinations & Health Screening:  All new students and those in Kindergarten, Grades 1 and 3 are required by state law to have a physical examination.  It is recommended that you have this completed by your family physician.  If a student has not had a documented physical, the school physician will conduct physicals in the health office.  All students are checked annually for height, weight, vision and hearing.  At some time during their elementary years, students are screened for color perception and farsightedness.  They are also examined for scoliosis after age nine.

Communicable Disease Control:  Always notify the school nurse if your child is diagnosed with a communicable disease.  Once alerted to communicable disease, the nurse works to prevent the spread.  From time to time, notices will be sent home with students alerting parents of specific health problems.  Please take the time to read these notices and follow any directions that relate to your child.

Doctor’s Notes: A Doctor’s note is required if a student is not able to participate in physical education or recess. The note should include the reason and length of time the student is to be restricted.

Students are not allowed to carry prescription or over-the-counter medications (including cold medications, aspirin, etc.) while in school or on the school bus.  In the event that your child should need medication during the school day, please follow these guidelines.

1. A parent should deliver the medication directly to the school nurse.
2. The nurse must have written instructions from the child’s doctor for both prescription and over-the-counter medications which indicates the reason, the frequency and dosage to be dispensed.
3. The nurse must also have written permission from the parent to dispense the medication as prescribed by the physician.
4. Prescription medications must be in the original container and should include the student’s name, name of the medication, dosage and frequency. Please ask your pharmacist to dispense the medication in two containers – one for school and one for home.
5. A parent should contact their child’s teacher about how medication will be administered on a class trip.

• All students have the right to be proud of whom they are.
• All students have the right to be treated with dignity and respect.
• All students have the right to learn without disturbance or distraction.
• All students have the right to be free from teasing, harassment or verbal abuse.
• All students have a right to learn and work in a school climate that has rigorous academic standards
• All students have the right to be informed of school rules and to have such rules and conditions available for review.

Student Responsibilities: Students should be familiar with and abide by all District policies, rules and regulations dealing with student conduct.  Please take time to discuss should discuss the following student responsibilities with your child to reinforce the student’s understanding and encourage his/her ability to follow of responsible conduct.

Students have the responsibility to:

• Be in school and in class on time.
• Show respect to other persons and to school property and the property or others.
• Contribute to a safe and orderly school environment that is conducive to learning.
• Strive and work to the best of their ability.
• Demonstrate respect and tolerance towards diversity.
• Ask questions when they do not understand and seek assistance to resolve difficulties.
• Respond to other persons appropriately and to develop adaptive strategies to control their emotions.
• Think before acting by considering the impact that one’s actions have on self and others.
• Seek help in solving problems.
• Make positive choices and accept the consequences of their actions.

CONSEQUENCES for unacceptable actions may vary depending on the severity of the behavior.  Generally, there is a hierarchy of consequences, which includes but is not limited to the following:

1. Redirection to appropriate and/or expected behavior.
2. Verbal warning.
3. After steps #1 and 2, teachers will follow progressive discipline procedures outlined in classroom rules for infractions. Unsafe behavior warrants immediate referral to the principal.
4. The range of disciplinary action for infractions may include:

• A phone call to the parent/guardian.
• Parent conference.
• Loss of privileges such as recess and eating in the cafeteria.
• “Cooling off” time.
• In-school suspension.
• Out of school suspension.
• Recommendation for school support services based upon agreement between the school and family.
• Referral to out of school agencies.

EXPECTATIONS

• Utilizing a courteous vocabulary that includes saying please, thank you and excuse me.
• Listening and thinking about what is being said and/or taught. Listening includes looking at the speaker.
• Asking questions when instruction or directions are not understood.
• Listening and following directions the first time they are given.
• Using language and gestures that are appropriate
• Learning to disagree in a controlled manner.
• Adhering to all school rules and expectations when attending school sponsored extracurricular events.

UNACCEPTABLE COMMUNICATION INCLUDES:

• Using profane, discriminatory and/or abusive language or gestures.
• Committing an act of violence such as hitting, punching, kicking and scratching.
• Threatening others with harm and/or with using a weapon.
• Committing acts of destruction that may include using flammable objects or using objects that are not harmful in a destructive manner.
• Being untruthful and lying, this includes making false statements about another person.

EXPECTATIONS

• Walk to the bus in a single line and boarding in a safe and careful manner.
• Move over to let another student sit down when space is available
• Find an open seat and using the restraint buckle if one is available.
• Place book bag on the floor.
• Use a quiet, calm, indoor voice and speak only with those who are seated nearby.
• Remain in seat for the entire bus ride to and from school.
• Walk off the bus in an orderly manner.
• Walk in front of the bus where the bus driver can see the student if one needs to cross the street.

 UNACCEPTABLE BEHAVIOR

• Distracting the bus driver.
• Running to and from the bus.
• Pushing others and cutting the bus line.
• Shouting, yelling, and using inappropriate or foul language.
• Eating food, drinking and chewing gum.
• Pushing others from a seat or demanding that they move to another seat.
• Hitting others with one’s book bag or using the book bag in an obtrusive manner.
• Fighting on the bus.
• Playing with the widows, emergency levers or any safety equipment.
• Hitting children with seat belts.
• Throwing objects.
• Tripping others.
• Changing seats while the bus is in motion or being out of one’s seat.
• Opening windows without permission.
• Refusing to sit in a seat assigned by the driver.
• Tampering with emergency equipment and exits.
• Possessing weapons and/or dangerous objects.
• Carrying or igniting flammable items such as matches or lighters.

 CONSEQUENCES FOR INAPPROPRIATE BEHAVIOR

• Drivers will follow progressive discipline procedures, beginning with a verbal warning.
• The bus driver will complete a bus incident conduct report form and forward it to the principal.
• The principal or designee will speak with the student(s) involved.
• A copy of the referral will be sent home to the parent/guardian and to the classroom teacher.
• A third bus referral will result in a call home from the principal.
• The range of disciplinary actions for bus conduct infractions may include:
• Special seating.
• Suspension from bus privileges.
• Parent/guardian conference.
• Replacing or repairing the item or providing school services for the bus damage will be determined by the principal and family.

 EXPECTATIONS 

• Listening respectfully to the directions of the adults in charge.
• Playing fairly during recess time.
• Being courteous and acting safely with classmates.
• Being a good sport.
• Treating everyone the way one wants to be treated.
• Helping others to enjoy themselves and inviting children to play.
• Lining up quietly and walking to and from the playground.
• Utilizing appropriate space boundaries.

UNACCEPTABLE BEHAVIORS

• Pushing, shoving, or placing your hands or feet on another person.
• Throwing rocks, stones or objects or aiming any objects at another person.
• Teasing, name calling, cursing, or using abusive language.
• Fighting, kicking, hitting or using physical violence.
• Speaking disrespectfully or not listening to adults in charge.
• “Cutting” in games and during line up time.
• Playing aggressively in a way that is harmful to yourself or others.

CONSEQUENCES FOR INAPPROPRIATE BEHAVIORS

• Verbal warning.
• Alerting teachers to the infraction.
• Parent phone call by the teacher.
• Alert the principal.
• Phone call to the family from the principal.
• Unable to participate in recess
• Suspension of recess privileges.
• In-school suspension.
• Out of school suspension.
• Denial of the privilege to participate in activity where the infraction took place.

EXPECTATIONS
 Lunch time is a time when courtesy and consideration become especially important.

• Walk when entering the cafeteria and be seated in a calm manner.
• Bring your lunch or lunch money with you when leaving the classroom.
• Line up quietly when purchasing lunch or snack.
• Remain in the cafeteria and do not leave your seat or the lunchroom without permission.
• Use a calm “indoor voice” during for the entire time you are in the cafeteria.
• Ask permission from a monitor to use the bathroom, or to leave the cafeteria for any purpose.
• Wait for your teacher to pick you up from the cafeteria if you need to return to class.
• Speak respectfully to the lunch monitors and all supervising adults.
• Clean up after yourself. Pick up and properly dispose of all uneaten food, drink containers and wrappers.

UNACCEPTABLE BEHAVIOR
There is no:

• Running around in the cafeteria or hallway.
• Cutting, pushing or shoving while on any lunch line.
• Speaking loudly or yelling.
• Throwing and/or squashing food and drink items.
• Leaving food, napkins or wrapper on the table or food.
• Sharing of food.
• Borrowing or loaning of money.

CONSEQUENCES FOR INAPPROPRIATE BEHAVIORS
 Progressive discipline procedures will be followed, however unsafe behavior such as hitting or threatening warrant immediate attention of the principal.

• Reports may be filled out and given to the teacher who will discuss the situation with the student during a meeting or personal conference.
• Denial of privileges such as sitting with their classmates or eating in the cafeteria.
• Phone call home.
• Lunch detention, recess detention, a cooling off time, in-school suspension, or out of school suspension.
• Subsequent infractions may require a parent/guardian to pick the student up from school on the day of the infraction.
• Students may be referred for in school support.

Hitting and threatening are defined as physical or verbal assaults that cause harm to oneself or others. **

• Warning at the discretion of the teacher or principal.
• Individual or group conference with the teacher.
• The teacher will talk with the student. Teacher calls home.
• Lunch/recess (one day) in the cooling-off areas as per time schedule
• In the “cooling off” room the student will reflect upon the incident and compose a written response about appropriate alternative solutions. The report may need to be signed by the parent and returned to the teacher. 
• Additional number of lunch/recess times spent in the “cooling off” (two to four) Support service/principal calls home. The student will compose a written report (to be sent home and signed by the parent) the report of the offense so s/he can reflect upon the problem and work toward a solution.)**
• In-school suspension (one-half to full day). The principal and teacher will conference with the children involved. A call home will be made by the principal. The student will write a report about his/her behavior and the parent will sign the report.  The report will be returned to the teacher.**
• In-school suspension (two days) at the principal’s discretion. Parent conference with the teacher (if appropriate), principal (if appropriate), support personnel.  Possible referral for in-school support or to an outside agency with parent approval. **
• Suspension (one day) – parent conference with teacher (if appropriate), support personnel, and principal. Possible referral to outside agencies, the Building Instructional Support Team and CSE.
• Increase suspension to two, three, four, five days at principal’s discretion. Parent conference with principal, teacher and support staff.
• Superintendent’s hearing with family, teacher, support staff and principal.

**When appropriate, conflict resolution strategies and mediation will be put into place   with support staff

Students are expected to dress appropriately for school and school functions.   Students and parents have a responsibility for acceptable student dress, appearance and cleanliness.

STUDENT EXPECTATIONS

• Clothing should be safe, appropriate and not disrupt or interfere with the educational process.
• Dress items such as halter tops, short shorts, spaghetti straps, and shirts that bare the midriff or show undergarments are inappropriate.
• Footwear should be safe. Flip Flops and high heels are discouraged.
• Clothing should not include inappropriate words or pictures that are offensive, denigrate others, promote or endorse the use of tobacco, alcohol, illegal substances and/or illegal or violent activities.
• Wearing hats in the school building is not permitted, except for special designated days.

Violations of the dress code will result in asking the student to modify their dress by covering or removing an offending item.  The parent/guardian may be asked to bring to school a change of clothes for the student.

OTHER CONDUCT EXPECTATIONS AND PROHIBITIONS IN ALL AREAS OF THE SCHOOL BUILDING AND DURING SCHOOL FUNCTIONS:

(Violations may be subject to disciplinary action.)

• Walking is expected in all areas of the school building and on school property.
• Loud and unreasonable noise is not acceptable.
• Language and gestures must not be profane, lewd, vulgar or abusive.
• Students shall comply with the directions of the principal, teachers, and other school staff.
• Engaging in violent behavior such as hitting, kicking, tripping, scratching, and/or punching is prohibited.
• Weapons are not allowed in school nor are any displays of what appears to be a weapon.
• Threatening to use a weapon to harm others is prohibited.
• Intentionally damaging or destroying property of the school or other persons is prohibited.
• Students shall not engage in conduct that endangers the safety, morals, and health or welfare of others such as lying, stealing, harassing, intimidating, discriminating or defaming others.
• Proper use of the bathrooms is expected. Dawdling in the bathroom, writing on the walls or flushing inappropriate items in the toilet is prohibited. 

Students must abide by the Carmel Central School District Elementary Internet Policy which is sent home yearly. Students must have permission to use computers, software, and the internet/intranet account.  Using inappropriate websites or any other violation of the District’s acceptable use policy is subjected to disciplinary action.

Mediation: is a process where students are assisted in resolving conflicts and disagreements in a positive manner.  Children are guided through a series of questions that are solution focused.  Children who have a conflict and participate in mediation can expect to have an opportunity to safely discuss the problem/conflict, express their feelings and points of view and make decisions about how to avoid the conflict in the future.

Socialization Groups: These small social skills groups address specific areas of social skill development.  Some students benefit from a more personalized opportunity to develop and enhance their social interaction skills.

The elementary school program is designed to develop students’ confidence in themselves as learners, to instill a love of learning and a desire to learn.  The program helps students develop the knowledge, skills and attitudes needed to communicate effectively, understand the world around them and participate fully in a democratic society.

Students will engage in integrated or thematic study that requires them to read, write, investigate, converse, design, create, analyze, share and present data and opinions as they pursue solutions and understandings.

In addition, health, safety, computer literacy, penmanship and special projects are integrated throughout the rest of the academic day in both classes and special areas.

The classroom curriculum is aligned with NYS Next Generation Learning Standards and typically includes the following:

Language Arts: involves students in extensive reading and writing activities in a workshop format designed to develop language competence and skill through literature.  Students often choose their own reading materials and topics for writing.  The emphasis is to encourage students to love literature and to use reading and writing effectively to express their understanding of what they have learned.

Mathematics: places an emphasis on problem-solving skills to develop understanding of math concepts and applications.  Students are presented with situations or problems that require mathematical thinking.  Practice arithmetic is also provided to develop computation skills.  They are encouraged to think and talk about mathematical tasks and to seek multiple solutions to problems.

Science and Social Studies: programs are based on NYS curriculum standards.  The curriculum encourage student inquiry and uses hands-on activities to foster curiosity and a healthy skepticism.  Students read widely, use a variety of resources and write often to extend their understanding and knowledge of the world around them.

Digital Literacy: is the ability to understand, use and safely interact with technology, media and digital resources in real-world situations. We live in a digital society.  Students are given the opportunity to learn and develop digital literacy skills – starting as early as Kindergarten. From keyboarding and word processing, to computational thinking and coding.

All Kindergarten through fourth grade students receive instruction and participate in these special area classes. Specials are for 40 minutes once each week, with the exception of Physical Education which is for 40 minutes, twice each week.                               

Art: The art program is designed to help develop students’ understanding of art through hands-on-experience with imaginary and realistic design.
Music: The music program is designed to foster students’ ability to enjoy and understand music.  All students in grades 1 through 4 receive general music instruction.  In addition, third and fourth graders have the opportunity to learn to play recorder and grade 4 participates in chorus.
Physical Education: The physical education program includes activities in basic and creative movement, rhythm and dance, gymnastics, perceptual-motor skills and lifetime sports.  Games are introduced to develop skills for individual and team sports.  Students are encouraged to engage in vigorous physical activity daily at home.  They must have sneakers to participate.
Library: The library program is designed to support the English Language Arts curriculum and develop research skills and a joy for reading.

Teachers continually assess student performance through observation, student conferences and review of each student’s written work or informal assessments.  Formal district-wide testing includes reading and writing inventories.

In New York State, third graders are tested in English/Language Arts (in April) and Mathematics (in April), while fourth graders are tested in English/Language Arts (in April), Mathematics (in April), and Science (in May/June).  These assessments are intended to help students reach higher standards of learning and to focus on basic skills and their applications.  The results of these tests are reported annually on the NYS School Report Card and individual student reports are sent home to parents.

Report card grades are determined by using a combination of assessments to ascertain if a youngster has learned.  Some of the ways to know if a child is learning is by looking at the following criteria:

• New York State Tests. (Grades 3 & 4)
• Critical thinking, problem solving and collecting data.
• Expressing one’s thoughts in writing.
• Students demonstrating how they arrived at a given solution(s).
• Performance tasks demonstrating an application of skills.
• Perseverance, organization, willingness to go beyond the task, and effort.
• Attendance and lateness throughout the year.

Students who fall below expected levels of achievement may be offered academic intervention outside of the classroom.

The building level Response to Intervention Team meets throughout the school year.  RTI is a multidisciplinary team that explores and addresses specific students concerns related to academic performance; behavior, socialization, emotions, and home environment, members include a general education teacher, reading specialist, school psychologist, school social worker, special education teacher, and the referring classroom teacher. The team will support the referring teacher by assisting in developing strategies and interventions, and/or a more comprehensive plan to address the student’s issues.

The purpose of RTI is to increase the utilization of strategies within the general education classroom to meet the academic and behavioral needs of individual students.  At the RTI meeting intervention strategies are identified and the student’s progress is monitored.  If the student’s needs ultimately cannot be met within the general education program, a referral for formal assessment may be warranted.

When formal assessments are recommended, a referral to the District’s Committee on Special Education is made.  Referrals are generally made through the recommendation of the RTI Committee.  The CSE provides formal assessments for students who are suspected of having a disability and also determines eligibility for classification.  An

The building level Response to Intervention Team meets throughout the school year.  RTI is a multidisciplinary team that explores and addresses specific students concerns related to academic performance; behavior, socialization, emotions, and home environment, members include a general education teacher, reading specialist, school psychologist, school social worker, special education teacher, and the referring classroom teacher. The team will support the referring teacher by assisting in developing strategies and interventions, and/or a more comprehensive plan to address the student’s issues.

The purpose of RTI is to increase the utilization of strategies within the general education classroom to meet the academic and behavioral needs of individual students.  At the RTI meeting intervention strategies are identified and the student’s progress is monitored.  If the student’s needs ultimately cannot be met within the general education program, a referral for formal assessment may be warranted.

When formal assessments are recommended, a referral to the District’s Committee on Special Education is made.  Referrals are generally made through the recommendation of the RTI Committee.  The CSE provides formal assessments for students who are suspected of having a disability and also determines eligibility for classification.  An Individual Educational Plan (I.E.P.) consisting of goals and objectives is developed by the CSE to provide an appropriate education for students who are eligible for services.(I.E.P.) consisting of goals and objectives is developed by the CSE to provide an appropriate education for students who are eligible for services.

The summer reading program is for grades K-4.  Children in need of extra reading and writing support may have an opportunity to participate in the reading program.

If your child is asked to participate in the program it is the responsibility of the family to bring the child daily.  Excessive absence or tardiness will result in the child being discharged from the program.

The classroom teacher will contact you if your child is being considered for the program.  The reading teacher will confirm acceptance in the program with a letter to your family.  A meeting will take place to discuss details about the Summer Reading Program and answer your questions.

Children receive a summer reading assignment in June. During the first weeks of school, children will give an oral as well as a written presentation of the assignment.  All children are expected to complete the assignment.

Camp Wilbur Herrlich and the Carmel Central School District partner to offer parents a before and after school program. These programs are offered in accordance with the state regulations and the Office of Children and Families. All programs offer sports, games, crafts, character development, theme days and special events, indoor and outdoor activities, and more. The After School Programs also offer homework time. The Camp program operates independently of the school.  Please call 878-6662---for information regarding cost and registration.

We welcome families and volunteers, but to insure the safety of our children, we have instituted the following safeguards to protect our children. These guidelines are not meant to inconvenience parents; they are to ensure the safety of our children.

• All visitors to the building will be asked to provide identification.
• It is important to sign the registry book outside of the main office.
• All parents/visitors must sign in and wear a nametag on every school visit. The badge is to be worn on outer clothing where it may be easily seen and is to be returned to the office upon completion of visit.
• Sensitive issues will be handled at the discretion of the Principal.
• Please understand that if you are in the building without a pass and redirected to sign the registry, it is to ensure the safety of our children
• Parents should set a specific schedule with the teacher for participation and should be prepared to do specific tasks. Some training sessions, as appropriate for the activity, may be necessary.
• Parents should make every effort to make child care arrangements for younger siblings. Siblings in a classroom are a distraction for the volunteering parent and for the class.  For the same reason, siblings may not accompany a chaperone on a field trip.
• For security reasons, parents may not have lunch in the cafeteria with their child’s class when volunteering in school.
• Visits in special subject classes are by appointment only.
• Any volunteers who are still in the building at 3:15 p.m. must report to the cafeteria and remain there to sign their child out if they plan to take their child home. (We do recommend that all children ride the bus every day, even if a parent is volunteering in school.)  In any case, please do not return to the classroom until all buses have left the grounds.
• When volunteering at school, you may not go to another classroom (i.e. sibling) to talk with the child or teacher. This is disruptive to all.

Visits to a classroom during regular school hours must have an appointment or invitation to a special event.

The Matthew Paterson Elementary School Parent Teacher Organization (MPES PTO) is a non-profit entity comprised of parents and teachers of students enrolled at Matthew Paterson Elementary School.  Parents become members automatically upon enrollment of their child.  There are no dues or fees, and active participation is encouraged.  The MPES PTO goal is to enhance the academic, social and environmental aspects of your child’s educational experience here at Matthew Paterson Elementary.  We accomplish this through a variety of programs and services held throughout the school year.  Our website (MPES PTO) is designed to keep families informed about the many wonderful aspects of the school experience.  Our email-based updates provide important dates and details about various events and services, and we encourage parents to sign up for these via our website.

Committees comprised of parents and teachers, overseen by the MPES PTO executive board, manage many of the events and programs held throughout the year.  Join a committee and put your talents and skills to work for the benefit of all of our children.  Previously, the PTO has sponsored book fairs, teacher and parent workshops, assemblies, adult education, school pictures; The PTO is always open to your ideas and talents and encourages your involvement. All parents are encouraged to join us for our meetings.  Through your support, the MPES PTO also provides funding for teacher grants, field trip expenses, technology upgrades, playground and recess equipment, publishing supplies, Field Day, yearbook gift for each fourth grader and more.

As parents of students of Matthew Paterson Elementary School, your MPES PTO knows the value of a quality education, and we’re proud to be a part of your child’s experience at MPES.  We urge you to reach out with questions, concerns or ideas on how, together; we can make our school even better.

Email your MPES PTO president at mpespto@carmelschools.org or write to MPES PTO, 100 South St., Patterson, NY  12563.  You can even contact us via your child’s backpack by enclosing your correspondence in an envelope clearly marked MPES PTO.

Several years ago, the Commissioner of Education of New York State asked each school to set up a management team composed of administrators, teachers, school related personnel and parents.  The purpose of this team was to review opportunities for student academic and social growth and to plan for school improvements that would have a positive impact on student achievement.  To this end, the MPES Site-Based Committee has actively worked to make MPES the best possible school for every child.  During the past few years we have worked on reporting practices to parents, guided the development of the new narrative report card for K-4 students, school security and safety, emergency evacuation plans and homework guidelines. 

The Site-Based Committee welcomes your input on topics that relate to school excellence, but ask that you see your child’s teacher or Mr. Kirk to discuss any issues that specifically relate to your child.

Students are offered a nutritionally balanced breakfast and lunch daily.  The cost is listed on the monthly menu which can be found on the food services webpage. Extra milk, juice or hot meals may be ordered at an additional cost.  Students may also order items a-la-carte.

Forms to apply for reduced or free breakfast and lunch are available in the main office or on-line under the food service department.  Students whose family income falls below a federally designated level are eligible.

Please be advised that the district’s food service department has implemented a PIN system for student lunch accounts.  You may contact the food service department at (845) 878-2094 X 225 with any questions. 

All students will have an hour lunch and recess.

Our school day begins at 9:00 and ends at 3:35  **Please do not drop children off at school before 8:50 AM**

1. Please drive slowly while in the parking lot and adhere to safety directions.
2. No child should be dropped off at school before 8:50 A.M. because there is no one to supervise your child.
3. At 8:50 a Custodian will be available to open your car door and greets your child at the Kindergarten entrance.
4. If you arrive at school and no one is outside to supervise your child, please park your car and walk your child into the main entrance of the school. Please do not leave your car running outside by the entranceway.
5. Please do not park in the spaces designated as reserved or handicapped.

According to the Board of Education policy, students can only be released to authorized adult(s). This includes parents and those listed as emergency contacts. If your child is to go home with someone not listed as an emergency contact, please send a note, or contact the office to give us direction and permission. Children can be picked up in the cafeteria at dismissal. Please be prepared to show identification.

When your child needs to leave school during the day for any reason, such as a Dr.’s appointment, you MUST come to the Main Office to sign him/her out.  If returning the same day, it is necessary to sign in.  It is always helpful to send a note to the teacher with this information as well. 

IMPORTANT: If there is a restraining order or parenting plan that is relevant to your child, we must have a copy for your child's file in order to comply.

If there is an emergency, we will only release students to people listed as emergency contacts/authorized persons, or who a parent specifically authorizes when we contact the parent.

If there are issues involving custody, whether legal or personal in nature, make sure the office is provided appropriate documentation. If you are not the primary residence of the child but would like copies of all school notifications, please send a letter of request to the office.

Matthew Paterson Elementary has a number of practice drills to insure the safety of students.  The following is a list of drills that will be practiced during the school year.  Families are not told when the drills occur.  Be assured that teachers will help children to understand that the drills are practice and that students are not in any danger.

• Emergency evacuation
• Fire
• High wind
• Lock-down
• Sheltering
• Tornado/severe weather

Holiday parties and class celebrations are enrichment to our program.  We welcome parental involvement and participation.  There are guidelines for parties to ensure a safe environment for students and adults.  Guidelines for parties foster a calm, structured, purposeful environment.   Guidelines help avoid over-crowding and parking lot safety.  The guidelines are:

• Parents will be scheduled with the classroom teacher for each party.
• Only parents on a list for the day will be permitted to attend.
• The party is for the children in the class only. Siblings should not attend.
• Every parent is required to sign in and wear an ID tag.
• Please refrain from visiting additional classrooms.

Our school has a lost and found cabinet available during school hours throughout the school year. It is located in the cafeteria. Parents should be sure their children’s possessions are labeled with your child’s name (i.e., lunches, and clothing) to ensure proper identification. Items not claimed are given to charity at the middle and end of the year.

In an attempt to keep the focus of the school on academic issues, we ask that no personal property be brought to school. Personal property is defined as anything that is brought to school by the student that does not directly support a particular lesson or educational activity assigned by the teacher. This includes but is not limited to trading cards (i.e., “Pokemon,” sports cards, etc.) gum, candy and other food (except as part of lunch or classroom snack), skateboards, skate shoes, rollerblades, electronic devices (Walkman, portable C.D. players, Gameboy, virtual pets, etc.) laser devices, pictures, posters, games, toys, and excessive amounts of money. For the safety of students, bicycles and scooters are also not permitted. Cellular phones, electronic pagers, and/or wireless telecommunication devices should not be brought to school. In addition to the distraction of these items to the learning process, they can be a source of conflict between students. They can become lost or damaged as well. For the benefit of everyone, all of these items should be kept at home where they are safe and do not interfere with the school’s focus. The school will not be responsible for lost, stolen or damaged personal property.

Homework and classwork are different.   Teachers will note on top of a student’s page when the assignment is classwork to be made up or homework.  Work not completed in school is expected to be completed at home in addition to homework.

How Much Time Should a Student Spend on Homework?

The following are rules-of-thumb guidelines for the amount of time homework assignments should take. Since students work at a different pace, parents should use discretion as to how much time should be allotted to an assignment. If your child consistently has a hard time finishing assignments, call or meet with her/his teacher to discuss the difficulty.

As we strive for Differentiated Instruction, all students’ homework experience will be varied in content, and more uniform with respect to the time they need to invest in it. Independent reading is an important component of the complete education of every student. The following time guidelines do not include independent reading unless specifically assigned.

Kindergarten - 10 minutes per night

Grade One - Approximately 15-20 minutes per night

Grade Two - Approximately 20-30 minutes per night

Grade Three - Approximately 30-45 minutes per night

Grade Four - Approximately 40-60 minutes per night

Responsibilities of the teacher

It is expected that the teacher will:

• Prepare a daily or weekly homework assignment and long-term projects with clear and explicit directions.
• Encourage children to be responsible for homework and unfinished classwork.
• Check returned homework in a timely manner.
• Follow up with children and parents if homework is not returned or needs to be completed in a different way.

Responsibilities of children

It is expected that children will:

• Follow their teacher’s daily or weekly homework plan.
• Pack up homework each day.
• Complete all homework each night, carefully and neatly.
• Return the homework to school each day.
• Return weekly library books.

 Responsibility of parents

 It is expected that parents will:

Encourage good work habits by providing a consistent work place and needed supplies. Check the homework assignment pad and assist children when appropriate.
Read, listen and/or discuss the nightly independent reading assignment.
Call the school if there are any questions or concerns about homework or classwork.
Contact the teacher if your child is frustrated or is taking more than an hour to complete.
Consequences of not doing homework

The following consequences are implemented at the teacher’s discretion:

• Teacher conference with the student.
• Send a note to the family.
• Make a phone call to the family.

Homework can be a tricky subject.  Some children breeze through it; some children fight it.  However, homework provides important independent practice and reinforcement of skills and strategies.  What’s the best way for you to help your child?  Here are some tips:

• Establish with your child a dedicated and focused time to do homework every day.
• If it is hard for your child to sit still or concentrate for more than a short period of time, encourage him or her to walk or talk aloud when reviewing information.
• If your child cannot get started, you can assist by reviewing the assignment with him or her. Be supportive, but avoid doing the homework yourself.
• If you are unable to help your child with a difficult subject or you are unsure of what is required, ask your child to call a classmate or homework partner for clarification. Talk with your child’s teacher to explain the problem and develop a resolution together.  Encourage your child to participate in a “study group” with a few playmates.
• Check to see that all the homework is completed and sign if your teacher requires a signature.
• Supply study aids at home: dictionary, thesaurus, encyclopedia, computer, and show your child how to use them.  Likewise, be sure you/they have a library card and show them how to use the card catalogue or computerized listings.  If you are unfamiliar with technology, any librarian can help.
• If you have more than one child, encourage them to help each other. Older children can often serve as tutors to younger children and thereby reinforce their own skills.
• Have all the tools your child needs in a little basket next to the youngster so there is no need to get up and become distracted.
• Distractions are variable, encourage your child to create a climate that is most conducive to his/her learning style.
   

We recognize that parents are an essential positive component for their child’s total educational program. Parents are invited to volunteer to participate on school trips.  Teachers will select parents on a rotating basis set forth by the classroom teacher.  These guidelines should be followed when participating on field trips.

1. All children need a parent signed permission slip.
2. School rules and expectations are to be followed.
3. Parents are discouraged from following school buses during school trips due to the safety and security of our students.
4. Chaperones are responsible to ride the school bus and assist the teacher in overseeing students from the time they leave the building to the time they return to school. If a parent is uncomfortable on a school bus, perhaps another volunteer activity is better suited to that individual parent.
5. Parents are required to adhere to the school sign-out procedures, at the end of the field trip.
6. Smoking is not permitted during a field trip.