Humber Park Elementary School is a school of approximately 200 students in 8 classes covering Primary to Grade Six. The school was opened in the late 1960's and has served a variety of populations since then. It is located in suburban Dartmouth, Nova Scotia.

Follow Main Street (Dartmouth) and turn left onto Montague Road. Take the first right onto Gander Avenue. The school is located at 5 Smallwood Avenue.

School Information and Policies

1. Absense From School

A. Communication with Home:

  • The Halifax Regional Board requires that a student be present each day of the school year. The school is responsible for keeping a daily attendance record.
  • Parents are requested to call the school Safe Arrival Line at 464-5179 to provide information about your child’s absence.
  • Not hearing from parents, the school will attempt to contact the home or workplace of the parents to determine why a student is absent. In the event that parental contact cannot be made, the absent student should bring a written note on his/her return to school to his/her homeroom teacher; alternatively, parents may call the Safe
  • Arrival line on the day following the absence.
  • If the absence involves an appointment or other situation that is known in advance, parents are asked to call the Safe Arrival Line to record the information.
  • This important policy of contact between the home and the school on the day of the absence is intended to make attendance keeping procedures more efficient and to ensure the safe arrival of students to school.
  • Each parent is required to provide a contact number during the school day. If the number is unlisted please make us aware so that your privacy may be protected. Parents must also provide an emergency contact name and number (different form the parent contact number).

B. Late Arrival:

All students are expected to arrive on time for school (no later that 8:00a.m.) each day and be punctual for classes throughout the school day. Any student arriving late in the morning or after lunch must sign in at the main office before proceeding to class.

C. Leaving School Early:

Students are considered to be under the jurisdiction of the school from the time students board their buses in the morning until they get off the buses in the afternoon. Walkers are under the school’s jurisdiction from the time they arrive at the school until they leave at the end of the day. No student is permitted to leave school property unless accompanied by an adult; therefore, any student who out of necessity must leave the school early on any given day must observe these procedures:

  • Parents must come to the office to sign their child out, and then the student will be called out of class.
  • Parent/guardian must speak to office staff to give permission, or send in a written note which must be signed by an administrator.
  • Students will not be permitted to leave the school property without authorization from the home and the school

2. Accidents

Students should behave in a manner that will prevent injury or accident. Students are not to run in the halls or push and shove one another on the school grounds. Play-fighting/ horsing around or “fooling around” are not permitted. If an injury occurs to a student at school, it must be reported to the office immediately. If necessary, medical help will be summoned. Also, proper documentation will be completed if appropriate, and parents will be contacted when necessary. Information regarding accident insurance will be available to students early in September.

3. Cancellation of Shcool

If inclement weather deems it necessary to cancel school or buses, an announcement will be made over the local radio stations early in the morning. We are a feeder school to Auburn High. Please fill out the appropriate form at the beginning of the school year and return to the school.

4. Use of Office Telephone

A phone is available in the main office for students who need to make emergency calls or for students who are sick. Students will be expected to explain the nature of their call to the administration.

5. Fire Drills/Lock Down Drills

From time to time throughout the school year, fire and lock down drills will be held. Directions regarding proper procedures for evacuation and lockdown will be reviewed with students. Drills will be held at irregular intervals without notice. At the sound of the fire alarm everyone must evacuate the building. Students are required to stay with their classes and to proceed quickly and quietly to assigned locations.

Fire and lock down drills are important exercises in safety and are to be treated seriously.

6. Busing

Driving a school bus requires the careful and full attention of the bus driver. Students must obey the bus conduct rules posted on the school bus. Misbehaviour at the bus stop or while riding on the bus may result in bus privileges being suspended and/or other consequences deemed appropriate by the school.

Attendance is taken as students enter the bus at the end of the day so the school has a record of all students traveling home on the bus.

7. Medications

(Reference HRSB Policy Doc. C.009)
The school is not permitted to dispense any over-the-counter remedies such as Tylenol or Advil for headaches or other minor ailments without the proper documentation filled out. These are to be kept in a locked cabinet in the principal’s office.

If a doctor prescribes any medication for your child which must be taken during the school day...

  • the parent or guardian must provide a written request and permission for the school to administer the medication.
  • the child or parent must bring the medication to school in a container appropriately labeled by the pharmacy or physician.

8. Student Support Services

Humber Park School is pleased to be able to offer a range of supports for students. These services are available to all students and are designed to provide academic, organizational, emotional, and behavioural support. Parents and staff may make referrals to the School Planning Team, which in turn will provide support through School Administration, Guidance, Resource, Learning Centre , Support Worker, and other outside agencies when necessary.

9. Physical Education/Change Rooms

Students are expected to change into appropriate clothes for Phys Ed class. If a student is not able to participate in Phys Ed class for medical reasons, a note from home must be provided to the teacher. Change rooms are available for students to change into their Phys Ed gear.

10. Nut Sensitive School

Staff and students are not to bring food to school that contains nuts or peanuts, nor peanut butter or peanut oil. Students who bring food to school containing nut products will have the food taken from them. This policy is in place to ensure the safety of a number of students and staff who have severe food allergies.

11. Scent Sensitive Policy

Students, staff, and visitors should respect that we are operating in a “Scent Sensitive” environment in accordance with School Board policy. Students, staff, and visitors are not permitted to wear or use scented products at school. The use or possession of any spray deodorant (such as AXE) is prohibited.

13. Electronic Devices/Cameras/Cell Phones/Laser Pointers

Students are not permitted to have any electronic device such as cell phones, CD players, MP3 players, i-Pods, cameras, video games, or laser pointers in class . It is the recommendation of the school that these devices not be brought to school at all. Cell phones confiscated in class will be returned to the student at the discretion of the Administration. If students do bring such devices to school, then the school assumes no responsibility for the items that are lost, stolen, or damaged.

**It is important to note that the use of digital cameras or camera phones is prohibited in all change rooms, washrooms, and classrooms in all Halifax Regional School Board schools.

14. Extra-Curricular Activities

Here at Humber Park School, we are pleased to offer a wide range of activities for students’ participation outside of the regular school day. Students have the opportunity to participate in a number of sport intramurals, special events, and clubs Participation in extra-curricular activities is a privilege. In the event that students are involved in inappropriate behaviour, they may lose the privilege of participating in one or more activities. Any student who has received a suspension loses the privilege of attending the next school dance.

15. Skateboard/Roller Blades/Heelies

Students are not permitted to use skateboards, roller blades, or heelies on school property. These and large sport equipment bags, or instruments are not permitted on school buses. Please be aware of the Stock Transportation bus-safety protocol.

 

Humber Park School Plan for Communicating Student Learning

The staff and students of Humber Park School believe that all students can learn and that communicating student success to both parents and the larger community is our responsibility.

The school’s Plan for Communicating Student Learning will provide accurate and timely information with respect to student achievement in relation to expected learning outcomes and is based upon the HRSB’s policy for Student Assessment and Evaluation. This policy was developed in consultation with parents, students, and teachers. The basic premise of the policy is that evaluation of all students must be fair and supportive of learning. It states that assessment, evaluation and the communication of information about student learning are essential components of the educational process. Effective assessment and evaluation:

  • Allows students to better understand their general characteristics as learners;
  • Fosters the growth of students in becoming lifelong learners;
  • Provides valuable information to the teacher in developing more effective teaching practices;
  • Acknowledges the age, gender, culture, ethnicity, race, religion, socioeconomic status, ability, educational background and the learning opportunity;
  • Provides a valid basis for communicating student progress toward expected outcomes to students, parents/guardians and other educators;
  • Allows teachers to identify the special needs of students and to participate effectively in the program planning process.

Assessment, evaluation and the communication of information about student progress are essential components of the educational process.
Effective assessment and evaluation:

  • Takes into account the Department of Education’s Essential Graduation Learnings (EGLs):
    • Aesthetic Expression
    • Citizenship
    • Communication
    • Personal Development
    • Problem Solving
    • Technological Competence
  • Allows students to better understand their general characteristics as learners;
  • Fosters the growth of students in becoming lifelong learners;
  • Provides valuable information to the teacher in developing more effective teaching practices;
  • Acknowledges the age, gender, culture, ethnicity, race, religion, socioeconomic status, ability, educational background and learning opportunity;
  • Provides a valid basis for communication student progress toward expected outcomes to students, parent/guardians and other educators;
  • Allows teachers to identify the special needs of student and to participate effectively in the program planning process;
  • Does not allow any single assessment event , including an examination, to be valued at more than 30% of the final mark.
  • Includes, but is not limited to, a variety of methods and strategies that recognize that students learn and demonstrate that learning in different ways:
    • Anecdotal reports
    • Checklists/running records
    • Tests, quizzes
    • Observations
    • Peer assessments
    • Performance/presentations
    • Portfolios
    • Questioning
    • Projects
    • Written assignments
    • Rubrics
    • Self-assessments
    • A variety of other assessment events such as work samples, models, journals/reports/logs, graphic/visual representations, experiments, debates, conferences, surveys, etc.

Our teachers are aware of the Principals of Learning (as listed below). These belief statements assist teachers in developing programs and assessment strategies that are effective, fair and meaningful.

  • Students construct knowledge and make it meaningful in terms of their prior knowledge and experiences.
  • Learning is a process of actively constructing knowledge.
  • Learning is enhanced when it takes place in a social and collaborative environment.
  • Students need to continue to view learning as an integrated whole.
  • Learners must see themselves as capable and successful.
  • Learners have different ways of knowing and representing knowledge.
  • Reflection is an integral part of learning.

Students with Special Needs

Humber Park School is committed to supporting the learning of all students in an inclusive, safe environment. As part of this commitment, the school has established a process for the identification, assessment and program planning for students with special needs. This process follows the guidelines set out by the Department of Education and the Halifax Regional School Board.

School Planning Team: This team is comprised of Resource, Learning Centre and Student Support worker, classroom teachers and Administration. School staff and parents may initiate and/or assist in identifying students who are struggling and provide relevant assessment information by making a referral to the School Planning Team. Parents will always be informed of the outcome of the meeting. When formal individual assessment is deemed necessary, it will be conducted by qualified school board personnel and will be undertaken only after parent/guardian consent has been given in writing.

Progam Adaptations: Classroom teachers will explore a variety of adaptations which take into account the actual characteristics of the learner and are appropriate to his/her needs, age and level of educational achievement. These adaptations and their effectiveness in assisting students in meeting the curricular outcomes will be recorded and the information communicated to parents/guardians.

Program Planning Team: If the teachers require further support to meet the needs of a student, the Program Planning Team will meet. The team members include the Principal or designate, the student’s teachers, the parents/guardians, the and the student where appropriate. Parent/Guardian participation is essential to the decision of whether or not to develop an Individual Program Plan (IPP) for the student. Individual Program Plan (IPP): The development and implementation of an IPP follows a process suggested by the Department of Education. It includes a plan for assessing and evaluating achievement and growth primarily on the student’s progress in meeting those individualized outcomes. A Transition Plan is also initiated to ensure continuity of care between school levels and the community.

Parental and Student Responsibilities

At Humber Park School, the lines of communication between home and school will always be open. Parents/guardians can contact Administration or teachers for updates regarding academic progress at any time. We also have a Student Support worker and Guidance Councillor available at the school. (Our office hours are 7:30a.m. – 3:00p.m. We can all be reached through the Main Office at 464-5177.)

Parents should keep themselves informed of their child’s progress. The attached calendar lists the dates when there will opportunities to converse with teachers regarding student progress. However, if these times are not convenient for you, please call and we will make arrangements for you to receive the information you need.

Students will have notes, tests, assignments, etc. in their backpacks These materials will reflect their progress and it is the student’s responsibility to retain these and to keep them organized. They provide important information for teachers and parents in understanding student progress.

Parents/guardians should inform the school of factors that may influence the student’s success. Administrators will maintain confidentiality except when the student’s safety or the safety of others is in jeopardy.

Parent/teacher interviews occur in both terms. Be sure to attend these, as they are an effective means of communicating student progress. Teachers can usually give parents and students ideas on how to improve their results.

Students are expected to complete all assignments, homework and prepare for assessments. Phone calls home will take place if students are struggling in this area.

Teacher Responsibilities

  • Teachers must have a clear understanding of the expected learning outcomes for their subject area(s).
  • Teachers are to ensure that there is balanced assessment by varying the strategies used to gather information on student learning.
  • Teachers will communicate to students of the way they will be evaluated (Appropriate for the grade level)
  • Teachers must be available to work with the Program Planning Team to develop IPPs or Adaptations for students. It is the responsibility of each teacher to provide the information for his/her subject area(s) to the Program Planning Team.
  • Teachers will provide clear instructions for homework assignments and post homework both in the classroom and agendas.

School Responsibilities

It is the school’s responsibility to provide opportunities for Parent/Teacher Interviews twice a year.

  • The school will establish the schedule of cumulative assessments and Provincial or Board Assessments and communicate results with community.
  • The school will ensure that the School Plan for Communicating Student Learning is reviewed every year at the same time as the School Improvement Plan. In this way they can be sure that the two support one another.
  • The school will assist parents/guardians in understanding their child’s achievement. If at any time the standards for reporting are inappropriate for the parent, the administration will set up meetings to assist them.

At the beginning of each school year, the school will provide a Curriculum Night. This is an opportunity for parents/guardians to meet the teachers and discuss program and curriculum.

Protocol for Questions Concerning Evaluation Results

We believe that students and parents/guardians have the right to a review of any assessment. If either students or parents wish to review a mark, the following steps should be followed:

  • Students should contact the teacher and discuss the grade immediately following the return of the evaluation. This may assist in understanding.
  • If more formal clarification is needed, the parent/guardian should contact the teacher in writing regarding the specific assessment.
  • The teacher will respond to this communication either by phone or a meeting in a timely manner (no more than three school days) after receiving the request.
  • The teacher will document the conversation or meeting.
  • If unresolved, parent/guardians may contact the Principal in writing requesting further examination of the assessment.
  • The Principal will then meet with all of the parties involved in an effort to resolve the situation. In the event that a resolution acceptable to all parties is not reached, the Principal will make a final determination.

If you have concerns regarding student progress in general, please contact the teacher(s) directly. If you still have concerns then the Principal should be contacted.

Communication Schedule

Humber Park School has identified communication a priority. Humber Parks communication to the school community includes monthly newsletters, the school calendar in the Student Agenda Planner and message bags, communications by e-mail and telephone from teachers and school messenger. When appropriate, a student conference will be set up so that parents are able to meet with all of the student’s teachers at one time. Safe Arrival calls home are made daily when students are unaccounted for. Class phone trees are developed each year to ensure parent contact in the event of an emergency evacuation or early dismissal.

Our communication schedule is as follows:

Early September - Principal’s Letter and information packages
Late September - Curriculum Night
Late October - Community Report
Early November - Parent/Teacher Interviews
Early December - Term 1 Progress Reports
Mid December - Seasonal Concert
February – Getting to Great Survey
Mid April - Term 2 Progress Reports
Late April - Parent/Teacher Interviews
Late June - Term 3 Progress Reports

Ongoing Communication tools

  • Monthly student recognition assemblies (Ribbon Assembly) with power point presentations highlighting activities that month
  • Weekly Reminders/Notes
  • Monthly classroom calendars and letters
  • Regular phone calls
  • Website postings
  • Daily announcements
  • Monthly School Newsletter
  • School Messenger