Programs

Please watch the following video to gain a better understanding of the PYP at Link.

The link below will bring you to the home page of IB and you will be able to preview the PYP "at a glance."

http://www.ibo.org/pyp/

5th Grade PYP Exhibition

Link IB World School 5th Grade Exhibition

The PYP Exhibition is more than a project. It is a celebration of learning and our internationally-minded students. This year, the PYP exhibition will take place on December 13th and will showcase the inquiry-driven research of our 5th graders.

To begin the celebration, the 5th grade PYP students met alongside their teachers as a team to discuss different exhibition topics and what interested them the most.

Exhibition Kick-off

The Power of Words

GRIT: The Key to Your Success

The Six Transdisciplinary Themes

The six transdisciplinary themes of global significance provide the framework for exploration and study:

• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet.

Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries.

Transdisciplinary Themes Printable

 The programme can be illustrated by a hexagon with the six transdisciplinary themes surrounding six subject areas:

• language
• social studies
• mathematics
• arts
• science
• personal, social and physical education.

 

The transdisciplinary themes and subject areas outlined above form the knowledge element of the programme.

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Making the PYP Happen:

http://www.ibo.org/pyp/curriculum/index.cfm 

© International Baccalaureate Organization

The Learner Profile

Nature of the IB Learner Profile

The IB learner profile is the IBO mission statement translated into a set of learning outcomes for the 21st century. The attributes of the profile express the values inherent to the IB continuum of International education: these are values that should infuse all elements of the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World Schools. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

 Aims of the IB Learner Profile

PYP curriculum documents describe the PYP student profile as “the common ground on which PYP schools stand the essence of what they are about” (Making the PYP happen, 2000). This is a very clear statement of the importance of the profile to the programme. The IBO is introducing the learner profile into all three programmes so that it becomes the common ground on which all IB World Schools stand, and contains the essence of what they, and the three programmes, are about.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship. Underlying the three programmes is the concept of education of the whole person as a lifelong process. The learner profile is a profile of the whole person as a lifelong learner.

If you would like a print out of the student / family friendly Learner Profile chart to keep at home, please see the documents below. 

You can also find this chart in your child's Take Home folder.

PYP Learner Profile

PYP Learner Profile for Parents

PYP Learner Profile for Children

Link IB World School’s Assessment 

The Assessed Curriculum: How will we know what we have learned?

             Assessment, like in any curriculum model, is a key piece for understanding what was taught and what the student learned. The assessment process involves both formative and summative assessments, using different examples of student work and performance within a given unit of inquiry. Assessments are used to promote student growth and learning. It also allows the educator an opportunity to evaluate the process to determine what will be effective for the student in the future. As IB states, [assessment] “is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of attitudes and the decision to take action.

             The PYP describes the taught curriculum as the written curriculum in action. Using the written curriculum, and in collaboration with colleagues and students, the teacher generates questions which guide structured inquiry in the classroom. Assessment focuses on the quality of student learning during the process of this inquiry and the quality of student learning which is evident in the products of this inquiry. Assessment is, therefore, integral to the taught curriculum. It is the means by which we analyze student learning and the effectiveness of our teaching and acts as a foundation on which to base our future planning and practice. It is central to our goal of guiding the student, from novice to expert, through the learning process.
 

The Primary Years Program divides assessment into three components

• Assessing – how we discover what students have learned.
• Recording – how we decide to take note of our findings (data).
• Reporting – how we choose to communicate essential information to the parties involved in students’ learning.

Who is involved in Student Assessment? 

Everyone concerned with assessment - students, teachers, parents, administrators and board members - must have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success and the method by which the assessment is made. Students are asked to reflect on their learning using portfolios to document their progress. This documentation allows students to show evidence of their learning and keeps them involved with their learning process. The portfolios should include all subject areas and experiences during their time at Link IB World School. The portfolios are one component of effective assessments that the PYP considers to be effective.

How do we discover what students have learned? 

Assessment	The process of making a conclusion about student progress or the effectiveness of a program based on sufficient assessment information.
Formative Assessment	Providing information to plan for the next stages of learning, this type of assessment is ongoing throughout the course of the lesson. Formative assessments allow a teacher to provide ongoing feedback to improve their teaching and their students’ learning.
Summative Assessment	The culmination of the teaching as a learning process, giving students an opportunity to show what they have learned.
Evaluation	Occurring at the end of the teaching and learning process, this allows the teacher to ask further questions about the assessment pros and cons.

 

The PYP Exhibition

            In the final year for all PYP students, their culminating project is the Exhibition. This assessment is a culmination of all concepts and skills learned while in the PYP program. Students will demonstrate their knowledge as well as their connection to the five essential elements, engaging in in-depth research and inquiry. The focus of the exhibition varies from world school to world school, but the project is entirely student-led. Generally, the focus is on one of the transdisciplinary themes with students choosing a situation that has great meaning to them. It is a way for them to use the inquiry process to “solve” a problem within their community. It is a very intense project that students will undertake with the assistance of their teachers, PYP Coordinator, family members, and community members. Once completed, teachers will assess their learning and understanding, using detailed rubrics as guides.   

Link IB World School Essential Agreements for Assessment

• Responsive assessments will emerge from the classroom.
• Assessments will be connected to teaching and learning.
• Assessment practice will be student centered and reciprocal.
  • Assessments will provide clear criteria that is known and understood by the student.
  • Assessments will provide opportunities for students to demonstrate higher order and critical thinking skills through presentation and performances that match their learning styles.
• Assessments will be culturally sensitive to the diverse backgrounds of the students.
• Assessments will support student goal setting, decision making, and development in academics and the Student Profiles.
• Assessments will enable students to know their own abilities, needs, Students Profiles, and instructional possibilities.
• Self-assessments will allow students to set, pursue, and monitor their own learning goals for learning in collaboration with others.
• Assessments will provide evidence of student growth and progress that can be clearly evaluated and understood by all stakeholders.

Student Demonstration of Learning in the PYP

Students will have many opportunities to demonstrate learning in a variety of ways:

• Portfolios*
• Reflection journals / responses
• Class discussions
• Performance tasks
• Demonstrations
• Interviews
• Presentations
• Tests
• 5th Grade Exhibition

How do teachers record student progress?       

The Link Elementary staff uses a variety of assessment tools to record student progress in the PYP including:

• Rubrics
• Checklists
• Task criteria
• Benchmarks
• Narrative records
• Portfolios
• Trimester reflections

How is student growth reported to parents and students?

• Report cards (three times per year)
• Portfolio* / Attitudes / Student Profile reflection forms (three times a year)
• Student-led conferences and portfolio review (spring)
• Parent-teacher (twice a year) teacher-student and parent-teacher-student conferences (ongoing throughout the year)
• Unit of inquiry reflection reports (after completion of each unit)
• Teacher communication with parents is ongoing (notes, calls, emails, newsletters, web site)

 

* All portfolios of the Link IB World School children are kept with the teachers for the school year and passed on the following year to show student progress and growth.  They are available for review by teachers, parents, students, and administrators throughout the year.

Calendar of Assessments:

Assessment is a continuous process that allows teachers, parents and children to identify areas of strength and areas that need improvement, as well as the effectiveness of the program. It is a daily activity at Link and takes various forms. There are two main categories of assessment:

• Formative Assessment is interwoven with daily learning and helps teachers and students find out what children already know, understand and can do in order to plan for further student learning and growth. Formative assessment occurs throughout a learning unit or process. Within the Program of Inquiry, assessment is embedded for progress monitoring of levels of understanding of the five essential elements.
• Summative Assessment takes place at the end of a learning unit or process. It is a chance for students, teachers and parents to evaluate progress and demonstrate what has been learned over the course of time. It is a formal ending point to a taught unit or of a process but not necessarily the end of student learning in the areas being assessed. Performance-based assessments are designed for all Units of Inquiry to assess the level of understanding of all Unit skills, content and processes. Rubrics are developed for each assessment with specific criteria to inform students, teachers, and parents of growth and progress.

Common Assessments: 

• STAR assessments in Early Literacy, Reading and Math are administered to all K-5 students, three times a year, and provide diagnostic information for progress monitoring.
• Fountas and Pinnel miscue analysis are administered at least three times a year by classroom teachers and Literacy Specialists to all students K-5. This qualitative assessment provides information on students’ growth and progress as a reader—strategies, skills, level of complexity of text, metacognitive behaviors.
• Math Benchmark Assessments are administered by classroom teachers and Math Specialist to students demonstrating gaps in learning.
• NYS ELA and Math assessments are administered to all students yearly in grades 3-5.
• NYS Science assessment is administered to all 4^th grade students yearly.

Making the PYP Happen: A Curriculum Framework for International Primary Education, pg. 44

Making the PYP Happen: A Curriculum Framework for International Primary Education, pg. 45

Statement of Philosophy

The teachers and staff at Link IB World School believe that language teaching and learning embrace all means of expression and that language is the foundation of learning throughout the curriculum. This includes, but is not limited to, reading, writing, listening, speaking, viewing and presenting. Through language, one is able to form his or her own identity, explore their environment, solve problems and influence the thinking of others.   Language empowers children to query across subject areas. This inquiry involves questions about themselves, about others and about their world; while contributing to the expansion of international mindedness.  All teachers and staff are language teachers.

Statement of Standards and Practice

At Link, all students experience an enriched language program in which English is the primary language of instruction and Spanish is taught as an additional language using the Foreign Language in Elementary School (FLES) model.  We consider math, visual arts, and music as other valuable languages in which all students are consistently exposed and encouraged to use to understand the world. 

The Clarkstown School District and NYS provide Link IB World School with language learning standards, curriculum, and common required assessments.  Our PYP Coordinator, working collaboratively with staff, ensures there is alignment with the IB Philosophy and Standards.  The coordinator receives information about updates to program standards and practices and promotes the use of the IB Online Curriculum Center (now MY IB) among staff as well as direct access PYP documents related to language practices.

Language Standards aligned with IB

Language is fundamental to learning and permeates our entire curriculum. By learning language, as well as learning about and through language, we nurture an appreciation of the richness of language and a love of literature. The language expectations are arranged into three main communication strands: oral communication, written communication and visual communication. These communication strands are organized into sub-strands which include listening, speaking, reading, writing, viewing and presenting. These have each been organized into developmental phases which build upon each other.

 

Oral communication: Listening and Speaking

Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).

(International Baccalaureate Organization, 2009) 

 

Written communication: Reading

Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials.

Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflect on feelings and actions, and develop empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students.

Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.                                                                    

(International Baccalaureate Organization, 2009) 

 

Written Curriculum: Writing

Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual.

 The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing.

Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

(International Baccalaureate Organization, 2009) 

 

Visual communication: viewing and presenting

Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced program with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.

Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analyzing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

 (International Baccalaureate Organization, 2009) 

English Language Arts Instruction

To transform our philosophy and standards into instructional practice, the school has embraced the mission of Teachers College Reading and Writing Project and workshop approach.

The School Community believes there is close alignment of IB and TC philosophy and practices.  At the heart of the TC philosophy is the notion that children are to be given a “voice,” encouraged to discover and refine their own personal writing style, as they compose “stories that matter.” This “constructivist view” supports the belief that children should generate their own texts, using material from their own lives. Self-expression as a key to learning extends to reading: children develop a passion for reading when they are given freedom to choose books that are meaningful to them.

Language of Instruction

The students at Link come from a variety of backgrounds.  We have students whose mother tongue is Russian, Hebrew, Spanish, Mali-alum, English, and French Creole.

All students at Link are instructed in English, using the following techniques that support their language acquisition and development:

• Readers Workshop
• Writers Workshop
• Word Study
• Guided Reading
• Language instruction across all subject areas
• Inquiry-based learning
• Collaborative, peer partnerships and independent groupings
• Student Conferences
• The use of formal and informal assessment data to drive instruction

Additional languages

All students at Link IB World School are instructed in the Spanish Language.  Children receive weekly Spanish instruction.  This study of Spanish provides students an opportunity to develop cultural awareness and in turn understand the importance of learning an additional language. 

Mother Tongue Support

Link students are encouraged to preserve their cultural identity through the use of their mother tongue within the school community.  This occurs during our annual International Night as well as projects related to program of inquiry units. 

Assessing language learning

District, school, and state-mandated language assessments are used to assess individual and school-wide progress related to language learning.  STAR reading assessment is administered three times a year for progress monitoring in grades K-5. The Fountas & Pinnel informal miscue analysis is administered by all classroom teachers at least three times a year in grades K-5. Teachers also utilize a variety of informal language assessments in their own classrooms on a daily basis.  These assessment tools are used to inform language teaching and learning practices within the school.   Feedback on students’ language development is given to students and parents through a variety of means, including but not limited to: trimester progress reports; language assessment reports sent home to parents; verbal communication between teachers, students and parents; at parent-teacher conferences; and the contents of student portfolios shared during conferences.

Language policy access, articulation and review

Link IB World School’s language policy is posted on the school’s website for parents to view. It is included in the Staff Handbook and reviewed during collaborative planning sessions.  All staff is knowledgeable about the policy and can communicate this knowledge to parents.

Our language policy is a living document that will be formally reviewed at least once during each 5-year PYP evaluation cycle and as the school community’s perspectives regarding language learning evolve.

Link IB World School

Special Education Needs

Special Education Needs Philosophy of Link IB World School shares the International Baccalaureate Organization belief that, “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.”  (Learning diversity and the IB Programmes: Special educational needs within the International Baccalaureate Programmes, 2010.)

Link IB World School will ensure that the necessary provisions are made for pupils with special education needs. The ultimate goal of this school is to create an inclusive environment for all students, with collaboration among teachers and parents and authentic connections between IB and special education. Within our dynamic learning community, Link will provide equitable education for students with disabilities that are both inclusive and supportive and based on respect, support and problem solving. Our inclusive learning environment will be friendly, welcoming, healthy and protective for all students.

Utilizing the IB Standards and Practices and the beliefs set forth in our mission statements, our school strives to support a diverse student body of learners. Whether it be through teaching and learning strategies, resources, or collaboration with experts and parents, our students are supported throughout their IB PYP program. All students should have access to an appropriate education in order to be lifelong learners.

The mission of the Special Education Program is to individualize the instruction and support of special education students based on specific identified needs in order for them to achieve at their highest level.  We believe the focus of special education instruction is to create individualized education plans that drive our services. A spectrum of services offered both within and outside of the general education classroom will help bridge the learning gaps for special education students.  Behavioral, emotional, and social learning are critical components for students with deficits in these areas.

Committee on Special Education (CSE)

The district provides a continuum of special education services which allow for the placement of preschool and school-age students in the least restrictive environment consistent with their needs.  The least restrictive environment means that the placement of students with disabilities in special classes, separate schools or other removal from the general education environment occurs only when the nature or severity of the student’s disability is such that even with the use of supplementary aids and services, education in the general education environment cannot be satisfactorily achieved. A student’s need for special education services is assessed through an evaluation process that begins with a referral:

Referral Process:

The Committee on Special Education (CSE) is responsible for arranging for the evaluation of any school age student who is suspected of having a disability.

The process begins when a written request for an evaluation is made by either:

• the student's parent or person in parental relationship,
• a professional staff member of the school district in which the student resides, or the public or private school the student legally attends,
• a staff member of a state approved special education program,
• a designee of an education program affiliated with a child care institution
• a licensed physician or judicial officer,
• a professional staff member of a public agency with responsibility for welfare, health or education of children;
• or a student who is 18 years of age or older, or an emancipated minor, who is eligible to attend the public schools of the district.

The referral must be in writing to either the school principal at the location where the child is educated or to:

Committee on Special Education
Clarkstown Central School District
62 Old Middletown Road
New City, NY 10956

Evaluations:

Once a referral is received the Special Education Office will arrange for the evaluation which will include the following, at no cost to the parent:

• An individualized psychological evaluation,
• A social history,
• An observation,
• Other appropriate assessments or evaluations as necessary to ascertain the physical, mental and emotional factors, which contribute to the suspected disability,
• A physical evaluation.

Initial Eligibility Meeting:

Once the evaluation process is completed the parents/guardian will be invited to meet with the Committee on Special Education (CSE) to determine if their child is eligible to be classified as a student with a disability and receive special education services. At this time, an Individualized Education Program (IEP) will be created if the student is determined to be eligible. An IEP is a written statement, developed, reviewed and revised as needed but at least annually. It is developed in agreement with the Regulations of the Commissioner of Education. An IEP outlines the modifications, accommodations, placement, goals and/or related services that are necessary to meet the unique educational needs of a student with a disability. All services, accommodations, modifications, and potential educational placements are discussed at the at the initial eligibility meeting once the student is determined to be classified as having a disability. 

In the Link IB World School the individualized needs of students are met in the general education classroom through integrated co-taught mode.  This ensures equal access of all students to the PYP program.

Discipline with Dignity Plan 

2020-2021

As a World School, the development of explicit attitudes and the expectation of socially responsible behavior are essential elements of our school culture.  The IB Learner Profile provides the foundation for our positive Discipline With Dignity Guidelines The ten attributes of the IB Learner Profile characterize individuals with an international perspective and define the type of learner we hope to develop. The IB Learner Profile attributes we strive for are:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyses and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

 DISCIPLINE WITH DIGNITY PLAN

            In alignment with the PYP/IB philosophy, Discipline with Dignity (Curwin, & Mendler) is defined as an affirming approach to managing the classroom that promotes respect for self and others. The emphasis is on preventing problems by helping students to understand each other, work well together, and develop responsibility for their own actions. Our Link Discipline Plan affords every student the guidance in making good decisions about his or her behavior and, as such, an opportunity to learn in a positive, nurturing classroom environment.  Our Plan clearly states expectations and positive recognition for appropriate behavior, as well as, interventions and consequences for inappropriate behavior.

Expectations:

As members of the Link Family and Clarkstown Community, students are expected to:

1.       Use words and actions to demonstrate respect for self and others.

2.       Be on time and prepared for school each day with books, supplies, homework and assignments.

3.       Be responsible and care for all books, materials, equipment, and school property.

4.       Follow rules and directions – look at and listen to the teacher when he/she is speaking.

5.       Raise their hand to speak and wait my turn.          

6.        Listen to and respond to anyone who is speaking in a respectful manner.  

7.       Walk quietly and respectfully in the school hallways.    

8.       Keep their hands, feet, and objects to myself.

9.       Always use words and actions kindly.  Know and understand that fighting, name calling, cursing and starting arguments are not acceptable behaviors.

10.   Use words and actions to help make Link Elementary School a place to be proud of.

** These expectations apply in all areas of our building, including classrooms, special areas, outdoor recess, cafeteria, halls and bathrooms.

Positive Recognition: “Fill Your Bucket With Learner Profile Traits”

            Discipline with Dignity views positive recognition as a powerful tool for encouraging and affirming responsible behavior and raising student self-esteem. The Positive Recognition that students receive on a regular basis include, but are not limited to: praise, “thumbs up”,  positive notes to students; positive calls or notes sent home to parents; first in line; select your own seat; privilege pass; Student of the Week, etc. 

            A school-wide Positive Recognition Program will be put into place this fall to celebrate kindness, respect,  citizenship and our Learner Profile Traits. The theme from the “Fill Your Bucket” children’s book series will be used to support our Learner Profile Traits. These heartwarming books encourage positive behavior by using the concept of an invisible bucket to show children how easy and rewarding it is to express kindness, appreciation, and love by “filling buckets.”  Each time a child is recognized exhibiting a Learner Profile trait or attribute, they will “Fill the Bucket.” As “buckets” get filled in the classrooms, main hall and cafeteria, children will receive individual and collective acknowledgment for their acts. Classroom and schoolwide events around this theme will be ongoing to foster an environment of caring, kindness and respect. Special Recognition Events:  In addition, the hard work, good citizenship and positive behaviors of students is recognized and celebrated throughout the year with special events including but not limited to: Assemblies, grade level picnics, trips, outdoor events and Field Day.

Reflection and Responsible Choices:

             Reflective Journal Entry: THIS IS NOT A CONSEQUENCE; IT IS A TEACHING TOOL! “Making Responsible Choices” is filled out by the child as a way of reflecting on the inappropriate action/behavior and considering alternate choices. It is not viewed as a consequence, but rather a means of reflection.  The Entry is discussed with the teacher/staff member and then sent home for discussion with the parents. Parents sign and comment demonstrating to the child a strong school/home partnership.

Consequences:  

            Although the emphasis of our Discipline with Dignity approach is on preventing problems by helping students to develop responsible behaviors and make respectful choices, consequences result when students choose not to follow rules and expectations. The levels of consequences are flexible depending on the Stage, frequency and severity of the infraction.  Chronically misbehaving students and/or students acting in ways that are unsafe to self or others may go directly to consequences outlined in Stages 5-8 with supportive interventions from our Student Assistance Counselor. These consequences are aligned with the District Code of Conduct. 

            Stage 1 – Warning/Verbal Reminder

            Stage 2 - Time away from group (can be in same class or in a colleague’s class);

            Stage 3 - Parent Phone Call and/or Conference, may include child   

            Stage 4 - In-school detention with work to be supervised by TA 

            Stage 5 - In-school full day detention with work supervised by TA

            Stage 6 - After school detention ½ hour-(parent notified will take place the following day. 

            Stage 7 – Suspension:  refer to District Code of Conduct on District Webpage

Extreme and/or Violent Acts, Bullying or Destruction to School Property: Students will be sent to the Principal for investigation and disciplinary action as per State Law “Discipline with Dignity” and district policy. The consequence may result in suspension.

Click Here for a printable version.

Please watch the following video to gain a better understanding of the FLES Spanish Program at Link.

Click the flag for access to the Spanish website! 

Welcome to Link IB World School

 

 

PYP Through the Years