Staff handbook 2015 2016

École St. Stanislaus Staff Handbook

2015-16

Table of Contents – PART 1: General Information Page

Section

4

Welcome

5

ECSD – Mission & Vision

6

ATA – Staff Responsibilities

12

Twelve Standards of Teaching Practice

13

Teacher Expectations at École St. Stanislaus

15

Hours of Operation

16

Staff Meetings

16

Announcements

16

Calendar

16

Buddy Classroom

16

Washrooms

17

Supervision

18

Staff Replacement Procedures

20

Replacement Teachers – Procedures

20

Fieldtrips

22

Inclement Weather Policy

22

Security

23

Technology Use

24

Professional Development

24

Professional Growth Plans

25

Communicating with Parents

25

Dress Code

25

Social Fund

26

Bulletin Boards

26

School Plan for Continuous Growth

26

Committees / Extracurricular Activities

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Table of Contents – PART 2: Instructional Information Page

Section

27

Curriculum Guides/Materials

27

Textbooks

27

Online Resources

28

Instructional Minutes

29

Balanced Literacy

30

Professional Learning Communities

30

Assessment for Learning

30

Report Cards

31

Homework

32

Long Term Planning

32

Learning Services

32

Classroom Profiles Binders

Table of Contents – PART 3: Inclusive Education Page

Section

34

A Defining Statement of Inclusive Education

34

Supporting Personalized Learning

36

Special Education Funding

37

Monitoring Behaviour - Checklists

37

Individual Program Plans & Personal Learning Plans

38

English Language Learners

39

Learner Profiles

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Table of Contents – PART 4: Office Procedures Page

Section

40

Attendance Procedures

41

Medication Distribution

41

Mail – Inter-office Mail Courier & Canada Post

42

Newsletters

42

Telephone Use

43

Purchases

44

Collecting Money

45

Printing / Photocopying

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Part 1: General Information Bienvenue à St. Stanislaus!

The administration team at École St.Stanislaus is committed to working together with staff, parents and students to provide the best possible programs for our students. We hope the information in this handbook will be helpful as we strive to be the best we can be.

The general guidelines written in this handbook serve to ensure consistency of expectations and practices. Periodically, new pages may be prepared for this handbook in order to update or add additional content.

Your staff handbook should be easily accessible. It may be required at staff meetings from time to time. It is the property of the school and is to be kept up-to-date in your classroom.

SCHOOL MISSION STATEMENT In partnership with the home and the Church, we will strive to help each member of the École St. Stanislaus School community to reach his or her fullest potential.

We will commit ourselves to making our school a caring Christian Community where acceptance of responsibility generosity, honesty, integrity, and appreciation of individual differences are nurtured and where all are treated with dignity and respect.

We will foster the love of learning and academic excellence through the medium of Canada's two official languages.

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EDMONTON CATHOLIC SCHOOLS – Mission & Vision The mission of Edmonton Catholic Schools is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another.

We Believe: 

That each person is created in the image and likeness of God.



In the goodness, dignity, and worth of each person.



That all can learn and develop their gifts.



That Catholic education includes spiritual growth and fulfillment.



That Catholic education is a shared responsibility in which parents have a primary role.



That Christ is our model and our teacher.



In building Christ-centered communities for service to one another.



In celebrating and witnessing to our faith in truth and life; holiness and grace; justice, love and peace.



That learning is a life-long journey.



That all have rights, roles, and responsibilities for which they are accountable.



In making the world a better place in which to live.

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ATA -

STAFF RESPONSIBILITIES

Role of the Administrator: ATA In the Association's view, the role of the administrator is to facilitate teaching and learning by acting as  an educational leader who helps develop, promote and maintain a shared vision for the school community; 

an instructional leader who supports and ensures high quality teaching;



a decision maker who is responsible for establishing a collaborative decisionmaking model for the school;



a manager who is responsible for organizing and operating the school to ensure a safe, effective and efficient learning environment;



an advocate who promotes the school and public education in the community; and



a colleague who works with teachers to provide an educational culture conducive to student learning and professional growth.

Role of the Principal: School Act, Section 20 Section 20 of the School Act states a principal of a school must a) provide instructional leadership in the school; b) ensure that the instruction provided by the teachers employed in the school is consistent with the courses of study and education programs prescribed, approved or authorized pursuant to this Act; c) evaluate or provide for the evaluation of programs offered in the school; (c.1) ensure that students in the school have the opportunity to meet the standards of education set by the Minister; d) direct the management of the school; e) maintain order and discipline in the school and on the school grounds and during activities sponsored or approved by the board; f) promote co-operation between the school and the community that it serves; g) supervise the evaluation and advancement of students; h) evaluate the teachers employed in the school; i) subject to any applicable collective agreement and the principal's contract of employment, carry out those duties that are assigned to the principal by the board in accordance with the regulations and the requirements of the school council and the board.

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Role of the Principal: Administrative Regulation 201.1 In addition to carrying out those duties prescribed under section 20 of the School Act a principal in the Edmonton Catholic Separate School District No. 7 must demonstrate through daily actions that he/she works in a collegial manner and exemplifies the qualities that are necessary to fulfill the following expectations:   

religious leadership, instructional leadership, and managerial leadership

1.

Religious Leadership Based on Gospel values, and the teachings of Jesus Christ, religious leadership is demonstrated by modeling and setting direction in a Christ-centered culture through prayer, celebrations, symbols, social justice and art.

As the religious leader of the school, the principal  strives to permeate all aspects of life in the school with the religious dimension in order that the growth of the school as a Catholic community be fostered;  supervises the religious education courses offered at all grade levels; and  encourages teachers to integrate Catholic teaching into the curriculum both in the content and method of instruction.

2.

Instructional Leadership Instructional leadership is the art of creating an environment that supports the pursuit of excellence in the teaching-learning process by encouraging best classroom practices. Instructional leadership is facilitated through the supervision, evaluation and professional growth of all staff members.

As the instructional leader, the principal  provides leadership in implementing goals and objectives of the Edmonton Catholic Separate School District No. 7 and Alberta Education to meet the needs of the community;  coordinates, facilitates, oversees, and evaluates the instructional program within the school; and  supervises and evaluates all staff members in the school and encourages their professional development.

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3.

Managerial Leadership ** Managerial leadership is a holistic approach that facilitates the smooth operation of a positive learning environment through the effective and efficient stewardship of resources within the parameters established by the district and Alberta Education, and in the spirit of our Catholic faith.

As an a managerial leader, the principal  performs those duties required by law, by board policy, by administrative policies and regulations, and as assigned by the superintendent;  organizes staff and delegates duties and responsibilities, following appropriate consultation, with the aim to achieve the best possible education for students; and  guides the school towards achieving its goals through good decision planning, open communication, and effective decision-making.

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Role of the Assistant Principal: Administrative Regulation 201.2 The assistant principals are directly responsible to the principal for performance of assigned duties and responsibilities. Such duties and responsibilities are established through consultation and are to be written and retained within the school.

The assistant principal in the Edmonton Catholic Separate School District No. 7 participates in the administration of the school. As a member of an administrative team, the assistant principal demonstrates through actions that he/she works in a professional manner and exemplifies qualities necessary to fulfill the following expectations:  religious and moral leader  educational leader  manager 1. As a religious and moral leader of the school, the assistant principal a. strives to permeate all aspects of life in the school with the religious dimension in order that the growth of the school as a Catholic community be fostered; b. supervises the religious education courses offered at all grade levels; and c. encourages teachers to integrate Catholic teaching into the curriculum both in the content and method of instruction.

2. As an educational leader, the assistant principal a. provides supportive leadership required to achieve the goals and objectives of the Edmonton Catholic Separate School District No. 7 and Alberta Education within a specific community; b. participates in coordinating, facilitating, overseeing, and evaluating the instructional program within the school; and c. participates in the supervision and evaluation of staff members and encourages their professional development.

3. As an effective manager, the assistant principal a. performs those duties assigned by the principal; b. participates in the organization of staff and in those decisions related to the delegation of duties and responsibilities to staff; and c. shares in the responsibility of directing the school toward achieving its goal through good planning, open communication and effective decision making.

4. In the absence of the  

the assistant principal shall assume the principal's role. where one assistant principal is designated as first assistant, the first assistant shall assume the principal's role.

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Role of the Teacher: School Act, Section 18 Section 18 of the School Act states a teacher while providing instruction or supervision must a) provide instruction competently to students; b) teach the courses of study and education programs that are prescribed, approved or authorized pursuant to this Act; c) promote goals and standards applicable to the provision of education adopted or approved pursuant to this Act; d) encourage and foster learning in students; e) regularly evaluate students and periodically report the results of the evaluation to the students, the students' parents and the board; f) maintain, under the direction of the principal, order and discipline among the students while they are in the school or on the school grounds and while they are attending or participating in activities sponsored or approved by the board; g) subject to any applicable collective agreement and the teacher's contract of employment, carry out those duties that are assigned to the teacher by the principal or the board.

Role of the Teacher: Administrative Regulation 201.3 In addition to the role prescribed in Section 18 of the School Act, a teacher shall fulfill the expectations that follow.

1. A teacher shall perform those professional duties assigned by the principal.

Such duties will be assigned following consultation with the teacher concerned.

2. Responsibilities in classroom instruction include a) striving to integrate Catholic teaching into the curriculum both in the content and method of instruction; b) diagnosing learning needs of students; c) prescribing and preparing education programs for students in accordance with those needs; d) implementing education programs; e) evaluating programs continuously; f) keeping systematic records and submitting information and reports to parents and administration; and g) maintaining such classroom order as is necessary to promote a healthy learning climate.

3. Responsibilities as a staff member include

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a) striving to permeate all aspects of life in the school with the religious dimension; b) carrying out general supervision of students; c) participating at staff meetings; d) supporting the approved co-curricular activities of the school; e) cooperating with staff members in the best interests of the students; and f) exhibiting a professional attitude and responsibility in his/her contacts with colleagues, students, parents and the general public.

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Twelve Standards of Teaching Practice 1. Teachers provide a Catholic education that inspires and prepares students to learn, to work, to live fully and to serve God in one another.

2. Teachers understand the context of teaching.

3. Teachers understand the legislated, moral, and ethical frameworks within which they work.

4. Teachers understand the subject disciplines they teach.

5. Teachers know there are many approaches to teaching and learning.

6. Teachers engage in a range of planning activities.

7. Teachers create and maintain environments conducive to learning.

8. Teachers translate curriculum content and objectives into meaningful learning activities.

9. Teachers apply a variety of technologies to meet students’ learning needs.

10. Teachers gather and use information about students’ learning needs and progress.

11. Teachers establish and maintain partnerships among school, home, and community, and within their own schools.

12. Teachers are career-long learners.

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Teacher Expectations at École St.Stanislaus As part of their professional responsibilities, teachers are expected to: 

Conduct themselves in a professional manner.



Maintain confidentiality for students and staff.



Be available a minimum of 10-15 minutes before the first bell and after school.



Attend the weekly staff meetings.  Thursdays between 1:15 and 3:30 p.m.

Note:



Students are not to be in the building when staff is meeting due to a lack of supervision available for them.

Make every effort to schedule medical, dental and personal appointments outside of school hours.

Note:

School hours include Thursday afternoon staff meetings.



Read email a minimum of once daily.



Use planning time for collaborative work on curriculum issues.



Be a model for students.  At minimum, staff is to adhere to the same standards as set for students, especially in relation to gum, cell phone use, punctuality, attire and conduct.



Take on a fair share of committee work and extra-curricular activities for the school throughout the year.



Promote excellence within our school.  Problems that arise need to be resolved openly and honestly.  Solutions must always be based on what will be best for the students.

Be part of the solution.



Know board and government curriculum expectations and specific subject curriculum responsibilities, including year plans, unit plans and lesson plans.



Complete an annual Professional Growth Plan.  Identify individual focus areas for professional development and curriculum implementation.

Note: Professional Growth Plans are not required for teachers who take part in formal evaluations over the course of the school year.



Provide competent instruction based on sound educational practices.



Complete student evaluations in a timely fashion and maintain accurate student records.

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

Maintain regular communication with parents.  Regular communication maintains student dignity!  Communicate clearly.

According to the 7Cs of communication, messages should be: 1.

2.

3.

4.

5.

6.

7.

Clear Concise Concrete Correct Coherent Complete Courteous

 A “no surprise” approach means regular teacher contact for both positive performance and areas of growth.  Teachers should contact each student’s parents at least once each term to maintain a cooperative partnership. This can be done through:    

agenda notes (this is not for private student information) phone calls personal notes class newsletter



Meet established timelines.  Forms, report card marks, etc.



Dress appropriately.  Staff members are expected to exceed the minimum of the student dress code.



Classroom doors are to be locked at all times, and should be closed when your class is elsewhere.

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Hours of Operation Teaching Staff: 

All teaching staff are expected to be in school at least 15 minutes before and 15 minutes after student times.  See an administrator if extenuating circumstances arise.

Homeroom teachers: 

To make sure classes begin on time, homeroom teachers should meet their students at the outside door at: 8:30 am

10:20 am

12:30 pm

14:20 pm

Thank you for being prompt.

Students: Grades 1 to 6: Mon/Tues/Wed/Fri

THURSDAY

Entry Bell

8:30 am

8:30 am

Instruction AM

8:34 am

8:34 am

Morning Recess

10:05 – 10:20 am

10:05 – 10:20 am

Lunch

11:50 – 12:32 pm

NA

12:32 pm

NA

2:05 – 2:20 pm

NA

3:20 pm

11:50 am

Instruction PM Afternoon Recess Dismissal

Kindergarten: No classes on Thursdays.

Class

Start Time

End Time

Morning

8:35 am

11:35 am

Afternoon

12:15 pm

3:20 pm

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Staff Meetings: 

Staff meetings and school-based PD begins at 1:15 pm on Thursdays.  Please do not book appointments before 3:30 pm on Thursdays.



Information items will be emailed ahead of time.  Check email daily and respond as required.



Meetings to address urgent concerns will be called as required.

Announcements & Prayer/National Anthem:   

Announcements will take place daily at 10:00 am.

If you wish to have an announcement read write it into the announcement book in the office by 9:45 am.

Oh Canada will be played on Wednesdays.

Calendar:  

Important dates are posted on the portal calendar Add special events or activities (field trips, visitors, class celebrations) to the calendar as either “Staff Event” or “School Event”.  This will assist other staff members to plan school-wide activities.

Buddy Classrooms Situations may arise that require you to leave your classroom for a few minutes.

Should the need arise, you are expected to have a teacher which you can call on to help monitor your room until you return. This buddy should be someone that is in close proximity to your room.

Washrooms: Allow students to take washroom breaks when necessary.  Have students use the washrooms closest to your class  K – 2 students may use a “buddy system” if necessary  Monitor student use of washrooms as you see fit  Encourage/remind students to wash their hands Note: During gym class students use the washrooms adjacent to the gym.

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Supervision: Students are not to be left unsupervised at any time.

Recess & Dismissal:    

Teachers must make sure their students are outside before leaving class.

Each teacher is responsible for the class they taught just before the break.

Report any unsafe conditions to the custodian and/or administration immediately.

Staff on supervision should: a) be prompt b) wear vest to be visible c) walk around d) carry a cell phone e) be proactive

Injuries: In the case of serious injury:  contact the office via cell phone  do not move the injured student  stay with the student  send a student to the office to get assistance  fill out an accident form  office will contact parents and arrange for transportation as required In the case of minor injury:  remain on supervision  send the injured student to the office with another student

Inappropriate Behaviour/Fighting: 

Notify the classroom teacher if students persist in displaying inappropriate behavior – the behaviour may be resolved through:  class meetings  discussions with parents  other possibilities…



Notify the administration immediately in cases of serious fighting.

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Staff Replacement Service – Procedures ALL staff must report ALL absences to the staff attendance management system.

As per article 6.5 of our collective agreement, teachers shall attempt to schedule medical or dental treatments so as to minimize disruption to the instructional program. Please schedule medical appointments for either early morning or afternoon to avoid full day absences which are disruptive to the instructional program.

Recording an absence:  You may use either:  AESOP  Telephone at 1.800.942.3767  The computer does not contact replacement teachers after 12:00 pm for a same-day assignment.  If an emergency arises after this time, 12:00 pm, phone 780.441.6058

  

Pre-arrange replacement teachers by phoning them directly to confirm they are available Include your parking stall number for your replacement teacher in the “Notes to Substitute” section If there has been a change in a teaching assignment, please phone the Help Desk so the right subject code is entered into the computer  Help desk hours are 7:30 am – 12:30 pm @ 780.441.6060 Note: Do not ask office staff to book absences for you.

Cancellations:  can only be made by office staff 

 After hours, please contact an administrator If you cancel an assignment, please phone the replacement teacher; the computer will NOT phone to advise them of the cancellation

Using Code 84 – School Based Activity:  Indicate in “Notes to Administrator” which PD session you are attending or reason for absence.  This helps us to track re-imbursements from LSI to the school

Things to remember:  Ensure you have made arrangements for coverage of supervision or any other activities 

Lesson plans and your Replacement Teacher Folder must be available for your substitute teacher 

 

Email your plans TO ALL OFFICE STAFF (Christine, Johanne, Lynne, Janis, and your grade partner). You must then verify that the plans were received!

Two personal days in your contract do not require administrator permission - we ask that you notify administration when taking those days.

Third personal day info to come…

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Teacher Personal Leave Days: All ECSD staff now have access to three teacher personal leave days. Two of those personal leave days are at the cost of a substitute and one is at no cost to the teacher.

There has been some confusion concerning how and when teacher personal leave days can be used. ECSD’s Human Resources, in consultation with the ATA, has prepared the information below to help you better understand how your teacher personal leave days can be used.

1. Effective September 1st, 2015, and per Article 6.2 (e) (i), teachers will be granted one (1) additional personal leave day, at no cost to the teacher: 

While the letter of understanding, on page 33 of the ATA Collective Agreement, aims to provides clarity concerning this additional day, please note the “free” day would only be denied in very limited circumstances; specifically when a substitute is required, and cannot be secured.

2. Current provisions for the other two (2) teacher personal leave days, at the cost of a substitute, remain in place:  We strongly encourage teachers, as a courtesy, to discuss their prospective usage of these days with their principal, well in-advance, including confirmation that they have secured a substitute, as necessary.

3. The addition of the third day in September, 2015, will bring with it the following restriction(s) concerning consecutive use: 

A third personal leave day cannot be used consecutively with a teacher’s other two (2) personal leave days, to create an unbroken, three (3) day period of time away from work. This rule applies even if there is a natural (holiday) break during these 3 days.

Example: Next year, Remembrance Day is on a Wednesday.

A teacher could take 2 personal days on the Tuesday before and the Thursday after Remembrance Day. They could not, however, additionally take a third day on either the Monday or Friday.

4. Regardless of which day will be used, teachers should be advised that it is incumbent upon them to secure a substitute as soon as possible, to ensure their request can be accommodated. This above scenario, in and around holidays and other breaks, when an acute shortage of available substitutes may exist, is what was contemplated when the language in the letter of understanding on page 33 of the ATA Collective Agreement was developed and agreed upon at the bargaining table.

You are encouraged to contact your Employee Relations Advisor should you have any questions regarding this message.

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Replacement Teachers – Procedures Please inform your replacement teachers of these procedures:  

Replacement teachers are asked to check in at the office upon arrival to receive an information package and keys.

Replacement teachers are to follow your daily schedule including supervision and preps.

To assist your replacement teacher, you must have a Replacement Teacher Binder containing the following: 1.

2.

3.

4.

5.

6.

Detailed lesson plans for the replacement teacher Up-to-date seating plan or name cards on the students’ desks Daily class timetable showing length of periods and room number Appropriate curriculum guides and texts Student roster to complete manual attendance Supervision schedule - clearly identify any supervisions, time, area and procedures 7. Class routines for assembly, dismissal, etc.

8. Playground and lunch room rules 9. Any relevant guidelines and notations 10. Location of Crisis plan 11. Medical Alerts 12. A contingency plan if lesson plans for the day are unavailable.

Fieldtrips: Field trips are viewed as an integral part of a student’s learning experience.

Planning a fieldtrip? Please remember… 

All fieldtrips must be authorized by the principal prior to planning, or discussing it publicly with students or parents



Plan for fieldtrips to occur throughout the year, not concentrated in June



Give your tentative list of fieldtrips for the year to Christine by September 30th



Costs should not exceed $50/student for the school year  Except for extenuating circumstances that have been discussed and approved of by Christine such as camp, specialty schools, ski etc.



It is expected that you share your field trips with parents at the September parent orientation evening

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Getting your fieldtrip approved…

In order to be approved, the district fieldtrip policy must be adhered to in its entirety. 

Once approved, the fieldtrip cannot be altered.



If modifications must be made, please consult with the principal as new forms may have to be completed.

The lead teacher is responsible for adding the fieldtrip to the portal Calendar.

Fieldtrip expectations… 

Homeroom teachers will be in attendance for all fieldtrips  In the event of an absence of the homeroom teacher due to illness, the principal must be informed and will decide if the field trip should be cancelled.  Medical appointments, leaves of absences, etc. on the day that your class is scheduled for a field trip will result in the cancellation of the field trip for your class  Notification to parents will be the classroom teacher’s responsibility



Consent forms must be sent home with each child two weeks prior to the field trip  Field trip forms must be submitted on-line to Christine by the lead teacher, prior to getting signatures from other staff members involved Note:

As per ECSD policy, fieldtrip forms with specific dates are required for each community fieldtrip. Blanket permission forms are not allowed.

 After they have been approved by Christine, the lead teacher will print the forms and have them signed by other staff members and Christine.  Please give a copy of your field trip form to Lynne.



Consent forms, with parental permission, must be completed and returned to the school 3 days before the fieldtrip 

No child may be taken on a field trip without written parent consent being obtained



All staff and volunteers, regardless of personal habits, are expected to behave in a manner that is in line with our District’s Core Values



Teachers must inform parent volunteers whether they are needed or not

Transportation…  Must be arranged through Lynne after the fieldtrip has been approved by the principal 

Before departure:  Provide the office with a class list indicating which students will be in attendance  Provide a list of parent volunteers  Complete attendance via power school before leaving 21 | P a g e

Parent Volunteers…

ALL parents attending field trips must have completed the Volunteer Information form as per our Volunteer Policy. It is your responsibility to ensure you communicate this to parents and ensure the proper information has been filled out.

Parents attending field trips as supervisors are not to bring younger children on the field trips. Please communicate this at the parent orientation evening.

After the fieldtrip…

Place all necessary forms, including accident reports, in an envelope and give them to Lynne.

Inclement Weather Policy 

In the morning on days of inclement weather, students will sit in the hallway outside their classroom until their teachers arrive  Administration will monitor the doors and let the students inside



Recess will be indoors and Grade 5 and 6 monitors will supervise in classrooms under the following conditions:  Temperatures and/or wind chill factor of –20°C or colder  Heavy rain

 

Communicate “indoor recess” classroom expectations to your students and to the monitors Dismissal will always be at the regular time, regardless of the weather

Security TELSCO Security: During the school year

Hours

Monday to Friday

6:00 am to 10:00 pm

Saturday, Sunday & Holidays

6:00 am to 6:00 pm

When entering during these times…  TELSCO Security does not have to be notified  Disarm the alarm when entering  Arm the alarm when leaving  Sign out and ensure that you are the last person leaving

 Write your name and times in the log book Any staff member entering the school before or after the hours listed above MUST contact TELSCO Security at 424-6971 (code 783).

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False alarms…  Schools are charged for false alarms.  Falling or fluttering paper, open windows or doors can set off the alarm, resulting in considerable costs to the school

Door Security: ALL outside doors will be locked during regular class hours 

Exceptions occur between:  8:15 am to 8:45 am  3:15 pm to 3:45 pm

Visitors to the building will…  Ring front doorbell to enter the building  Report to the office to get a visitor pass  Sing in and sign out in the log book Please help maintain the safety of our students by greeting any unfamiliar guest in the school. By simply saying hello and asking if you can help them, the first contact is made and it helps to ensure that they are someone who should be in the building.

Be sure to lock up your purse/wallet and other valuables each day.

Technology Use Digital Citizenship must be a focus for staff and students and the Acceptable Use Agreement must be adhered to at all times.

Students will…   

Use technology according to the District’s Acceptable Use Agreement Care for hardware and software Have access to:     

SMART Board in the library Cameras iPads Notebooks Laptops

Students in upper elementary are encouraged to bring their own electronic devices to school (BYOD) for use during instructional time  Teachers must provide a place to store them during non-instructional times

Staff will…  

Adhere to ECSD’s Acceptable Use Agreement at all times Book technology in advance to ensure access for students

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Professional Development Staff are expected to attend district professional development opportunities as they are offered.

Professional Development (PD) can take many different forms which are all invaluable to student success:  Workshops  Conferences  Webinars  Professional Reading  Collaborative work  Inter-class or inter-school visitations If you are interested in a PD opportunity, please discuss your proposal with administration.

Note: Staff members attending school-sponsored PD are expected to share their learning at future staff meetings.

Professional Growth Plans Professional Growth Plans (PGPs) are to be completed by all permanent staff.

Why complete a professional growth plan?

To encourage us to continually grow and learn as professionals.

What should I include in my professional growth plan?

Each professional growth plan must have a minimum of three goals... 

An individual goal specific to an area of particular professional interest or need



Two goals that link to and relate directly to the larger school goals, as determined by the staff and set out in our School Growth Plan Note: Indicate for each goal which the number of the “Twelve Standards of Teaching Practice” (p.10) it aligns with.

We will schedule two meetings to review PGPs throughout the year.

The timeline for reviewing PGPs is as follows: Date

Action

October 16

Hand in PGP to administration

October 20 - 23

Staff reviews PGPs with administration

May 16 – 20

Staff review PGPs with grade-level partners

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Communicating with Parents Regular communication with parents is both an expectation and a necessity.

Student agendas and report cards provide the means for only a small portion of the communication that is necessary for most students throughout the year.

When communicating with parents, remember…  The importance of telephone or face to face communication cannot be overemphasized.  Written communication for individual concerns that are in any way more than routine concerns leave too many opportunities for misunderstanding.  The difficulties that arise because of these misunderstandings are often the cause of long standing damage to the parent/student/teacher relationship.



Communicating through the student agenda should be limited to class information or requests for parent initiated contact



Typically, negative comments in the agenda or other written communication bring negative reactions from parents and defeat the purpose of helping the child to achieve success



PowerSchool Log Entries can be a valuable tool to document conversations or meeting with parents



While sharing information via email is acceptable, please refrain from informing parents of concerns via email, or responding to parent concerns this way. Call or arrange a meeting.

Newsletters   

Parents and staff will receive electronic copies of the Tournesol Send items you would like included in the Tournesol to Christine by Thursday morning recess You are encouraged to submit articles for the Tournesol

Dress Code Staff are expected to dress professionally and appropriately for the activities planned for the day.

Social Fund *** To be determined by social committee***

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Bulletin Boards Each staff member is responsible for maintaining one or more hallway bulletin boards throughout the school year. 

It is important to change bulletin board displays on a monthly basis.



Bulletin boards are a great way to share and showcase student work with our community and make the hallways attractive

School Plan for Continuous Growth Each year, as a staff, we will establish school goals for the current year or review those already in place to determine if adjustments or new goals are needed.  

Staff professional development will reflect, directly or indirectly, our school goals Staff professional growth plans are to also be linked closely to our school goals

Committees/ Extracurricular Activities A SHARED RESPONSIBILITY! All staff are expected to participate in both committees and extracurricular activities for students, as per assignable time.

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Part 2: Instructional Information Curriculum Guides and Materials Each teacher is required to have the Programs of Study (PoS). The Programs of Study provide the basis upon which all planning for instruction takes place.  If you do not have the PoS you require, please access them online at the Alberta Education website  Please print only the information you need

 Guides and materials are available in the teacher reference section of the library and textbook storage room  Support materials are also available through the Lending Library

Textbooks 

If additional textbooks and workbooks are required due to a larger-thanexpected enrolment, teachers are to advise one of the administrators



Replacing resources is costly and the responsibility of the student who damaged it or lost it



Keep track of:  who textbooks are assigned to  the original condition of the book

Online Resources Online resources to enhance student learning: Online Resource

Audience

Reflex Math

Littératout Word Q

Grades 2 to 6 Grades 2 to 6 – All year Grade 1 – Springtime All grades Grades 3 to 6

Littératie en action

Teacher use

RAZ Kids

It is important that students be introduced to these tools in class so that they can use them at home.

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Instructional Minutes Timetables are guides that should be flexible enough to meet classroom and school organizational needs.

Teachers are encouraged to integrate subject area concepts wherever it creates an appropriate purpose for learning. It is recommended that content areas be integrated into a Literacy block.

Note: Information and Communication Technology (ICT) is a core program of studies that must be infused into English Language Arts, Mathematics, Science and Social Studies at all grade levels.

Timetables are due to the principal by September 30, 2015.

Timetable guidelines… Grade 1 RECOMMENDED TIME ALLOCATION FOR ELEMENTARY SUBJECTS % per week – French Immersion GRADE 1 Matière/Subject

%

Minutes

Possibilities for Integration

French Language Arts Mathématiques Études Sociales Sciences Religion (Integrated) Éducation Physique (q Beaux-Arts Program Priority

28 15 11 11 10

425 225 160 160 145

Teachers are encouraged to integrate their instruction in Language Arts, Social Studies, Science, Math, Religion, Health and Physical Education where appropriate.

14

200

10 2

145 25

Possible options are:  FLA + Social Studies – 40%

TOTAL

100

1485

 

or Mathematics + Science – 26% or FLA + Health and Life Skills + Physical Education – 43%

Grade 1:  Total French instruction time must be 90-95% or 1337 to 1411 minutes per week  Grey areas indicate subjects taught in English  Should be a maximum of 25% which is 371 minutes per week  Prayer times and celebrations are counted in the religion minutes  Library time is skills learning/evaluation opportunity which is counted within the subject area you are working on

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Timetable guidelines… Grades 2 – 6 GRADES 2 – 6 Matière/Subject % French Language Arts Language Arts Mathématiques Études Sociales Sciences Religion (Prières + Célébrations) Éducation Physique (5 x 30 mins = 150)

20 14 14 10 9 10 14

Minutes 300 200 205 150 140 145 200

Possibilities for Integration Teachers are encouraged to integrate their instruction in Language Arts, Social Studies, Science, Math, Religion, Health and Physical Education where appropriate.

Possible options are:  FLA + Social Studies – 43% 

Santé (2x25 mins = 50) Beaux-Arts TOTAL

10 100

145 1485



or Mathematics + Science – 23% or FLA + Health and Life Skills + Physical Education – 34%

Grades 2-6:  Total French instruction time must be more than 75% which is 1114 minutes per week  Grey areas indicate subjects taught in English, which should be a maximum of 25% which is 371 minutes per week.  Library time is skills learning/evaluation opportunity which is counted within the subject area you are working on  Prayer times and celebrations are counted in the religion minutes

Balanced Literacy Balanced Literacy is an expectation in our district. We will continue to support this practice.  

As per ECSD guidelines, of Balanced Literacy strategies will be serve as the primary instructional strategies in all grades Leveled resources are kept in the book room next to the library  Teachers should sign out resources at the levels that they need for their students and return them when they are finished



Formal and informal classroom assessments are used to ensure students are reading at an appropriate level  

Formal assessments = Benchmarks and Fountas & Pinnell Appropriate reading level = comprehending the author’s message  This can occur independently (on their own) or with instruction (with support)

Note: See assessment deadlines in the Classroom Profile binder.

Teachers are responsible for assessing reading and writing on an ongoing basis

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Professional Learning Communities Characteristics of the Culture of a Professional Learning Community include: 1. Shared mission, vision, and values 2. Collective Inquiry 3. Collaborative Teams 4. Action orientation and experimentation 5. Continuous Improvement 6. Results Orientation Thursday collaboration time will be based on the school goals.

Assessment for Learning École St.Stanislaus continues to demonstrate good assessment practice. As such, we have ongoing assessment practices in place that include the following:  Portfolios (for in class use; these will not follow the students year to year)  Rubrics  Self-assessment strategies  Outcome organizers  School-wide writing and math assessments There is an expectation that teachers adopt the above practices as standard practice.

New assessment strategies may be added to our standard practice as time goes on in conjunction with the District initiative and site professional development.

Report Card Assessment Deadlines for outcomes and report cards can all be found on the portal calendar.

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Homework Each teacher is to establish their own specific expectations in regards to homework.

Below you will find some general expectations related to homework.

Homework should be designed to assist and improve in the student’s overall learning process. For many students this means the completion of class assignments.

General Purposes of Homework 1.

2.

3.

4.

5.

6.

7.

8.

Provide students with the opportunity to perform individually.

Promote good study habits.

Develop self-direction and responsibility for working independently.

Aid in the mastery of a skill.

Provoke and promote creativeness.

Reinforce knowledge.

Act as a stimulant towards new learning.

Inform parents of the work going on in the classroom and to provide a bond of cooperation.

Homework Guidelines for Teachers 1.

2.

3.

4.

5.

6.

7.

Must have definite educational value.

Should be thoroughly understood before it is assigned.

Depends on references that are readily available.

Use discretion when assigning homework prior to holidays.

Practice and drill assignments will not be graded.

Application, analysis and synthesis assignments may be graded.

Will not be assigned as punishment.

Recommended Minutes of Homework Per Week We recommend a maximum of 10 minutes of homework per night per grade, including reading. Emphasis should be placed on reading.

Note: 

Studies have shown that if a student does not understand a concept in class, he/she will not learn it at home.



Remember that students have different abilities, and that practice assigned in class (which becomes homework if not completed in class) should be modified to the abilities of individual students.



Please differentiate your assignments based on ability (number and complexity of assignment questions). Failing to do so could create frustration for students, parents and teachers leading to lower achievement rather than higher.

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Parent Suggestions for Helping with Homework 

Provide a specific and quiet place to work.



Select a time when distractions will be minimal.



Parents could use this time for their own reading or other “book work”.



When there is no specific assignment, encourage your child to engage in alternate educational activities such as reading silently or to a sibling, friend, etc… Your child may also work on long term assignments.



Ensure that necessary materials and supplies are near at hand.



Encourage and assist your child, but let him/her do the work on their own.  The amount of time students spend doing homework will vary according to grade, ability and study habits.



Homework time should include a daily home reading program  This is an excellent way to reinforce learning and literacy skills.

Long Term Planning Year plans for each subject are required by September 30.  Long range plans focus on skills  As a grade level team, plan which skills can be reported for more than one term

Learning Services Curriculum assistance and help in meeting the needs of individual students is available through district consultants from Learning Services – Innovation or Learning Services Enhancement.

Classroom Profile Binder Please keep the binder visible in your classroom.

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Part 3: Inclusive Education A Defining Statement of Inclusive Education - ECSD In accordance with our District Foundation Statement, all *resident students and their parents/caregivers are welcomed into our schools. The Learning Team is committed to collaborating, identifying, applying and monitoring practices enabling all students to reach their potential, spiritually, socially, emotionally, physically and academically within the Programs of Study alongside their peers. *resident student as defined by the School Act

KATHOLOS - Education for Life for All Katholos is derived from the Greek words kata meaning welcome and holos meaning everyone. The aspect of Life in this districts initiative’s title refers both to our students’ contemporary lives and, more importantly, to Jesus, who is Life and light for the world.

Through the Katholos initiative the district is continuing its ongoing work in inclusive education and addressing implementation of the province’s Direction – Action on Inclusion goals.

Inclusion and the Katholos initiative supports:  Well-being/best interest of the student  Accessible education for all students  Students receiving what they need to be ready for “real life in a real world”  Engagement of district consultant staff and school staff to collaborate in the development of strategies to support personalized learning in the classroom.  Development of partnerships with children and youth support services and agencies that will support inclusive education in the school.  Dedicated Learning Coach training time for teachers in that position.  Professional development for all staff on personalized learning, assistive technology, Universal Design for Learning, etc. and ensure that all staff have access to these sessions.  In accordance with our District Foundation Statement, all *resident students and their parents/caregivers are welcomed into our schools. The Learning Team is committed to collaborating, identifying, applying and monitoring practices enabling all students to reach their potential, spiritually, socially, emotionally, physically and academically within the Programs of Study alongside their peers. *resident student as defined by the School Act

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Supporting Personalized Learning Personalized Learning Support Team This team is made up of every staff member who is involved with the personalized learning of each child: the classroom teacher, Educational Assistants, Literacy support teachers, learning coaches, school administration, specialists, ESHIP professionals, consultants, and parents.

Administration Team  To ensure and monitor differentiation of instruction, IPP and PLP process personalized student programming and access to appropriate support services, that meet the needs of all students in an inclusive classroom.  Facilitate and provide professional learning opportunities to staff and access to experts in specialized areas that address the individual learning needs of students.  Facilitate the collection and creation of learner/class/school profiles.  Ensure appropriate assessments are accessed; all documentation and criteria for special education funding are completed and submitted with in timelines.  Ensure appropriate resources that support personalized programming are available and implemented.  Facilitates interdisciplinary team meetings and attends IPP and PLP team meetings as needed. Please inform administration by e-mail of meeting times and to make arrangements.

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The Role of the Learning Coach Learning coaches work to improve student achievement by providing support to teachers to strengthen inclusive practices. They collaborate with classroom teachers and other professionals so that teachers can meet the diverse learning needs of the students in their classrooms. This role focuses on building the capacity of the school and its teachers in creating and sustaining inclusive learning environments in collaboration with the administration team.

The learning coach is committed to continue to learn about pedagogical research and trends, technologies and new instructional theories that enhance and support the district inclusive education statement. Therefore learning coaches will be expected to attend and participate in professional learning opportunities that extend their own learning in this area.

Key Competences of a learning coach are……  Possess in depth knowledge of curriculum and an understanding of how to make it accessible to diverse learners. This can be done by sharing an array of instructional approaches, and technologies across subject and grade levels.  Demonstrates the ability to identify, model, and share promising practices related to inclusive education, which supports learning in a variety of environments.  Assists teachers in making instructional decisions based on learning assessment data and clinical information.  Draws upon and share diverse tools and strategies including differentiation and supports teachers in implementing these in their classrooms.

Classroom Teacher  Person with the primary responsibility for personalized program planning.  Responsible for identifying goals, and strategies required and the completion of PLP/ IPP’s within timelines and criteria given.  Uses the assessment and clinical data including individual and class profile information to make informed decisions regarding instruction, assessments and flexible groupings that will maximize the learning potential of each individual student  Collaboratively plan with all members of the learning team to ensure growth in the social/emotional/behavior/academic needs of each student is achieved.  With support from the learning coach and professional learning opportunities expand teaching strategies and practices that promote success and engagement of all learners.  The teacher is primarily responsible for the completion of the behavioral checklists for students who are both qualifying for severe funding as well as those who are continuing to be funded. These are to be completed on a weekly basis. These checklists are available in Teacher Share under Learning Profile.

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

Primary person responsibility for communication with parents regarding all learning and behavioral needs and the progress of personalized programming for each child.

Educational Assistants  Provide support to the personalized programming of students with special needs funding.  Assist and monitor student engagement and learning in context of flexible grouping or differentiation for all students.  Under the direction of the classroom teacher /learning coach provide necessary support to all students enabling them to maximize their learning potential.  Under the direction of the classroom teacher/learning coach/administration team monitor the practice and mastering of prosocial skills or other identified skills being targeted. E.g.; Reflex Math, Raz Kids, Word Q or other assistive technology

Special Education Funding Schools may apply for funding in addition to the basic district per student allocation for those students who are eligible for severe disabilities funding. These students are in regular classes, and qualify for coding in the following Alberta Education categories: 

Students with Severe Disabilities (Grades K to 12) 41 - Severe Cognitive Disability 42 - Severe Emotional/Behavioural Disability * Disruptive Behaviour Disorder will NOT qualify 43 - Severe Multiple Disability 44 - Severe Medical/Physical Disability

(Autism, Asperger’s, PDD NOS - Pervasive Developmental Disorder, Tourette’s and Fetal Alcohol Syndrome – FAS) 45 - Deafness 46 - Blindness 47 - Remove for all grades 1 to 12 * This diagnosis on its own is considered moderate by Alberta Education and needs to be supported through basic instruction dollars at the school.

Funding Conditions Funding is contingent on the following conditions outlined by Alberta Education.

Severe Disabilities Conditions  Diagnosis is required but not necessarily sufficient to qualify.

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

Funding eligibility is dependent upon:  student’s current levels of functioning (performance given their disability) within the learning environment  IPP (Individualized Program Plan) supported by documentation  minimum of three supports and services funded by the district.

Monitoring Behavior – Checklists Checklists may be used to help track student behaviour in order to decide on supports.

Individual Program Plan (IPP) and Personalized Learning Plan (PLP) 

IPPs and PLPs are the responsibility of the homeroom teacher  Christine will be the coordinator of students on IPPs and PLPs and must be regularly consulted and must review IPP/PLP before sharing with parents



A minimum of 4 IPP meetings are required throughout the year  Consult your Class Profile binders



It is encouraged that students who were on an IPP or PLP in the previous year should have their goals, and objectives identified by September 30  See transition plans from last year’s IPP or PLP to determine September goals



Parents are an important part of developing these goals and must be part of the process before September 30th  Signatures must be obtained by September 30  Make sure these goals are obtainable by the first review period



All students with exceptional codes (40s and 50s) require an IPP or PLP



Students with limited English literacy (Level 1 and 2) also require IPPs  These should target speaking, listening, writing, reading

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English Language Learners (ELL) Documentation of ELL students is the responsibility of the English Language Arts teacher. Johanne will be the contact person for ELL. All English language learners whether Canadian born (303) or foreign born (301) who qualify for funding have been assessed in speaking, listening, reading and writing with the AB Education ELL Benchmarks. Both formative and authentic assessments are completed yearly to determine the level of English language proficiency the student is performing at in speaking, listening, reading and writing. This information is gathered twice a year by the teachers and recorded on the ELL Proficiency benchmark documents in the class profile binder. Teachers input the ELL proficiency levels in Eluminate at the end of the year.

ELL must participate in the writing and reading assessment that takes place both in September and May as these are authentic assessments tools that are used to determine their proficiency benchmark. Their profiles are included in the class profiles and literacy files you will receive at the first staff meeting.

The ELL literacy support teacher and administration monitors the accurate completion and documenting of these assessments. Students assessed with English language proficiency of level 1 or 2 (limited English) will require significant instructional scaffolds and language support to successfully obtain the English skills in these areas to complete grade appropriate outcomes. These students will require IPP’s that target language growth rather than grade appropriate curricular outcomes. Their English language proficiency prohibits them from working at grade level not their ability.

Students working within a level 3 are just beginning to have the skill level to be expected to achieve grade level outcomes with significant instructional scaffolds in place. The programming for all English language learners is the responsibility of the classroom teachers together with the literacy support teachers and learning coach.

Level one and two ELLs may receive additional literacy support in a small group setting as determined in consultation with the Learning Team.

Students working within level 4 and 5 are still not considered fully proficient in English and require the necessary scaffolds and instructional support to successfully achieve grade level outcomes in all subject areas. Again working with the Inclusive team is critical in meeting these students’ educational needs.

Once students have received 5 years of ELL support, they will be exited from receiving funding.

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Learner Profiles Each classroom teacher will receive a classroom profile binder that indicates the literacy levels students are performing at. Together with other behavior and language benchmarks a student profile is created. All the data on this class profile is to assist teachers and the learning support team in the fall with making informed decisions with the implementation of appropriate and personalized learning programs for each student.

Team meetings will be held in early September to review the class profile data along with any new information gathered or made available to assist with meeting the needs of all students in your classroom. The necessary scaffolds and strategies for student success will be identified during these meetings. Opportunities for flexible groupings will also be determined at this time.

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Part 4: Office Procedures On the portal:  

Class Money Reconciliation Request for Cheques Payment

Attendance Procedures Students and parents are responsible for regular attendance and punctuality. 

Teachers are to enter attendance into PowerSchool by 8:45 am and again before 1:00 pm

Absences:  Parents must call the school before 8:45 am to report an absence  11:45 am for afternoon ECS  Parents may call in the evening or early morning and leave a message on the answering machine @ 780. 434.0295  If students are absent without prior notification, their parents will be called by Synervoice (PowerSchool electronic call out) at 9:00 am  In the event that a child must leave the school, the parent is to sign the child out in the notebook provided in the office.

Late Arrivals:  Any student coming late must bring their agenda to the office to be stamped with the time of arrival.  Office staff will change attendance to LT on PowerSchool.

If students are repeatedly late or absent, teachers should contact the parents to discuss the matter.  If the pattern continues, contact the administration for assistance Note:

Persistent problems with late arrivals and absences could be communicated to the Attendance Board (Alberta Education).

An attendance report may be printed for you at the office.

Attendance codes: AU Unverified Absence – teacher has received no notification of absence EA Excused Absence – teacher/office has received prior notification for absence LT Late – if student arrives late AP Appointment – student is away for an appointment VA Vacation

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Medication Distribution Medication, external or internal, is not be given to any student unless parents have completed the necessary medical forms, signed by their physician. 

All medication is to be stored and administered from the office under direct supervision of the administration and/or administrative assistant



For students with life threatening conditions (allergies, asthma, diabetes, etc.), teachers should discuss the particulars of the individual situation with the parents  In some cases, such as puffer or epi-pen, it might be the safest and most efficient to have the students carry their own medication with them, in a fanny pack for instance. Or, it might be determined that the medication should be kept in the office



The “Authorization For Administration of Medical Treatment” forms are available at the office and must be renewed each September  This form will be kept in the child’s file



When a student is attending a school fieldtrip, it is the responsibility of the teacher and student (depending on maturity) to make arrangements with the office to take the required medication, keeping it secure until it is administered to the student by the teacher.  Be sure to return it to the office upon your return.

Mail – Inter office Mail Courier (IMC) & Canada Post IMC and Canada Post is delivered daily to the office.  Any mail received for you will be placed in your mailbox  Items for Canada Post may be sent in the IMC basket with proper postage

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Newsletters School Newsletter – Le Tournesol Distribution  Newsletters will be sent to parents by email and posted on our website.

Submissions  Staff are encouraged to include information in the newsletter.  Those who wish to have information included in the newsletter should submit information to Christine electronically by Thursday morning recess.

Classroom Newsletters and Correspondence 

Classroom newsletters and any correspondence sent out to the class must be approved by administration prior to being sent home.  Please allow sufficient time for review

 

Submit final copy to office staff Office staff can send out correspondence by email on your behalf

Telephone Use Staff: Instructional time is valued and unless special circumstances have been arranged with the office staff, a message will be taken and sent to your voicemail or place in your mailbox.  If a call is to be put through to the classroom, the office staff will first phone the classroom. If you would like the call transferred, hold the line and your call will be transferred

Students: 

Students should be instructed that they are not allowed to use the telephone without permission



If you allow a student to make a phone call during the day…  Please let the office know if you expect a call back from a parent or if the child is going home due to illness  Students do not need to use the office to phone.

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Purchases Personal Credit Cards Personal credit cards are not to be used for school purchases.  If personal credit cards are used, you will not be reimbursed (District policy) 

All purchases other than those that are part of the classroom expendable account are to be made through the administration



Original invoices are to be submitted to Lynne for payment

Purchase Cards 

Staff with purchase cards are expected to complete and electronically submit a monthly Purchase Card Reconciliation.

Staff Reimbursements: All matters relating to staff reimbursements are to be submitted to the administrative assistant.

Grades 1-6 Classroom Budgets:  Staff will be reimbursed for “out of pocket” classroom expenses to a maximum total of $10.00/student  Based on the September 30 student count



Submit the original receipt or invoice to the administrative assistant for payment  Retain a copy of forms and receipts for your records Note: Reimbursements by direct deposit will be processed by Accounts Payable for purchases over $25. Purchases under $25 will be reimbursed from petty cash.

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Collecting Money 

Money must be locked in the classroom or the office safe.  Any money submitted to the office must be brought to Lynne before 4:00 pm



Immediately upon receiving monies, list the amount received from each student on a macro-enabled class reconciliation form on the portal



Balance the money collected with the Money Reconciliation form  Submit the money, a class list and the completed Money Reconciliation form to the administrative assistant  Money will not be accepted without a completed Class Money Reconciliation form and class list  Teachers must sign the Money Reconciliation form



In the event the administrative assistant identifies a discrepancy, the monies will be returned to the teacher for correction



A receipt will be issued to the teacher for the amount received Note: A copy of the Class Money Reconciliation and Request for Cheques Payment are on the portal under STAFF/Financial Documents.

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Printing/Photocopying Printing makes up a major portion of our costs. Whatever you spend on printing is money that is unavailable for other items, staff, or programs in the school. Please examine your program delivery methods to determine if copying individual sheets/booklets for students is the most effective way of presenting material or practice. For example, it makes more sense to have students purchase practice books of lined paper rather than run off countless pages of lined paper for students.



Printing is to be done through Printing Services. Please plan ahead to comply with this request.  Photocopy codes have been set up for you  In an emergency use the staff workroom photocopier  Let office personnel know if there is a malfunction of the copier

 You will have a limited number of photocopy credits on your individual account and will receive your remaining credit balance monthly 

You may send files electronically to Printing Services by completing an electronic copy of the printing requisition and emailing it to Lynne, who will send it immediately to Printing Services. The turnaround time for electronic submissions is a few days.



Laminating will be charged to your classroom printing account. Make your decisions about laminating based on that knowledge. Please be eco-aware.

Printing Requisitions: 1.

2.

3.

4.

Fill out a printing requisition form Give it to Christine or Johanne with labelled envelope for IMC Lynne will code and keep the gold copy at the office Give pink copy to Lynne when printing arrives

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