LPES Back to School Newsletter
2019-2020 Penguin Press Opening Newsletter
Welcome from Principal Bame
Dear Laurel Park Families,
Welcome to the 2019-2020 school year! Please note the first day of school for your track:
Tracks 1, 2, 3 - Tuesday, July 9th
Track 4 - Monday, July 29th
In order to support our efforts, please review the important information in this newsletter.It is also very important for all families to review our 2019-2020 Student Parent Handbook, which can be found at the link below this message.
Please note our Meet the Teacher Dates below. This is a great opportunity to drop off supplies, walk the classroom, and meet your child's new teacher and classmates. During this event, you can pick up a carpool tag (if you do not already have one).
Special Request - Please remove old bus, walker, and YMCA tags from your child's bookbags. They will have new tags placed on their bags on the first day of school. Thank you!
Mrs. Raleigh G. Bame
Laurel Park Principal
"Every Child, Every Day"
Helpful Links for the 2019-20 School Year
Please read through the details of our handbook prior to the school year beginning. Keep a copy for your reference throughout the year.
View lunch prices, school lunch calendars, and learn how to set-up lunch accounts!
This document outlines the appropriate platforms for communicating with teachers.
Arrival and Dismissal Reminders
2019-2020 Arrival Reminders & Updates:
Arriving at school FAQs:
If I am late coming to school can’t I just walk in?
- We need all parents to come inside with their student and sign them in at the front office on the computer. If arriving after 12:30 PM you will be counted as absent for the entire day.
Can I walk my child to class?
- Parents are encouraged to instill independent learners in their child. Please let your child learn to be an independent student and walk to class everyday on their own.
Bell Schedule AM:
- 8:45 - Bell will ring to signal opening of doors to all students
- 9:10 - Bell will ring to signal that announcements will be made (featuring a "Wow" fact of the day, daily thought, Penguin Pledge, and the Pledge of Allegiance"
- 9:15 - Tardy Bell will ring (as always) and instruction begins
**** Please try and have students at school as early as possible :)
2019-2020 Dismissal Reminders & Updates:
What do I do if I need to check my child out early for a medical appointment?
- Come into the main office and bring your government issued ID and ask for your child. Office personnel will call for your child via an intercom classroom phone. Please arrive before 3:15 PM to ensure we are able to get your child in a timely manner. If you sign your child out after 12:30 they will be counted as present on a regular school day. On early release days they must be in school until 11:30 to be counted as present and on Saturday school they have to be in school until 11:15.
- Walkers and Carpool students are dismissed beginning at 3:40 PM. Carpool riders meet in the cafeteria until their numbers are called. YMCA will dismiss at 3:45 PM. Bus/Daycare/Van riders wait in the classroom until 3:45 PM and they watch the television for their bus name/number to be displayed on the screen and it is also announced over the intercom.
What is the procedure for changing the way my child will go home?
- If you find that you will need to change your child’s method of travel to reach home, please write a note to the teacher. A verbal message to office personnel cannot be accepted as it presents a safety issue. Email communication is not a reliable method of reaching your child’s teacher during the school day as they are teaching students and may not receive it before dismissal.
What if I have an emergency change?
- Please email the teacher if it is before 12:00 PM. After 12:00 PM, please contact the front office. This process is only for emergencies!
What if my child misses the bus or van?
- The office will contact the parent concerning transportation home. It is important that contact information is complete and current.
Can my child go home with a friend on the bus?
- WCPSS Transportation policy requires that every student be registered to a bus and bus stop in order to receive bus transportation service.
Every Student with a Bus Route Assignment will be TAGGED!
Need a Carpool Tag?
What is the Positivity Project?
“I can sum up positive psychology in just three words — Other People Matter. Period. Anything that builds relationships between and among people is going to make you happy.” -Dr. Chris Peterson
What is The Positivity Project?
The Positivity Project is a 501c3 non-profit organization dedicated to helping America’s youth build stronger relationships by recognizing the character strengths in themselves and others. Their vision is to create citizens and leaders who will enhance our communities and country by internalizing the belief that “Other People Matter.” Positive psychology’s scientifically validated 24 character strengths serve as its foundation. Positive psychology teaches that people have all 24 strengths within them – and that character is not just skills or behaviors, but rather an intrinsic part of each of us.
The Positivity Project is not a program with strict guidelines. Instead, it educates teachers on the character strengths and relies on them to teach in a way that best meets their students’ needs. It is a school-wide endeavor, grounded in the consistency of daily classroom instruction. Their model is holistic; it incorporates students, educators, and parents through regular interaction with character strengths vocabulary and concepts.
The project will help educators instill vocabulary and the meaning of the strengths through explicit teaching of each strength for 10 minutes per day. Schools will dedicate 1-2 weeks to each strength to help students understand them through definition, examples, discussions, and exercises. Schools and educators are encouraged to tailor the materials for their own best use, as they know their students and curriculum better than anyone else.
What are the benefits of implementing The Positivity Project?
The Positivity Project ideals evolve throughout a student’s whole school career. The 24 character strengths develop and gain more meaning for students as they grow. Once students learn the meaning of each strength and what it looks like, they can then be embedded into the curriculum in every subject area. The character strengths become a part of a common language and they will see them in everything that they do.
The Project teaches children by acknowledging that the 24 character strengths are already a part of who they are as people. It helps them to realize that each and every one of them have these strengths. There is no system in place to reward students who demonstrate “Good Character”. Rewards are fun to earn but they are finite because they are external. We want children to internalize the traits that society honors. Acknowledgement to oneself and realizing that you have the power to effect others in a positive way is much more meaningful and rewarding.
Positive character strengths can and should be acknowledged in the classroom, as it gives students a richer understanding of what the character strength looks like in their peer group. Students understand that they have their own “Super Power” and they will be acknowledged and valued for their own character strengths.
How can you help?
We would love for you to take an active role in your child’s character strength education. By using the character strengths vocabulary and having discussions about the concepts, you will help your child understand the character in themselves and others in a different light. You can follow our social media handles to see what we’re doing each day – and please feel free to reach out for more information or visit
FAQ: How do teachers and staff support students at Laurel Park?
If you find your student is struggling with any aspect of development (academic, behavioral, and emotional), you should know that there is a system of support in place at Laurel Park Elementary that is aligned with the district, state, and national model of intervention. The model is multi-tiered and involves support through three primary tiers.
Tier 1 refers to the practice of providing all students with sound research-based curriculum and school-wide positive behavioral support through the use of a range of proven instructional strategies (i.e. Common Core, Positive Behavioral Intervention and Supports). Data is collected to determine that all students are responding to instruction. Parents will receive information on how a student is performing at parent/teacher conferences, through report cards, interims, and other communication.
Tier 2 support is provided to any student who is not meeting the academic or behavioral standards. Using data the most foundational need is identified. The teacher and team of school professionals collaborate to develop plans for students who are in need of this level of support. An intervention that is designed to address targeted student needs will be provided either within the regular classroom or in a smaller learning setting. Students receiving Tier 2 support are monitored more frequently to help determine the effectiveness of the additional support. Parents will be notified by the teacher if their child is identified to receive Tier 2 support.
Tier 3 refers to the most intensive level of intervention support and is reserved for the small percentage of students who continue to demonstrate significant academic or behavioral delays after receiving support at Tier 2. Using the data collected, a Tier 3 team identifies additional interventions to accelerate student progress based on goals that are closely monitored.
Special Education Services might be considered for students who continue to struggle and show a slow rate of response to Tier 3 interventions and strategies, as this might indicate the presence of an educational disability. A referral for special education testing requires the a team of school-based professionals (that may include an administrator, special education teacher, school psychologist, and others) to do a comprehensive review of the previous intervention support, present performance, and historical data. Before reaching this point a student should have had regular access to interventions in Tier 2 and 3 and demonstrated a continued struggle to make progress. There are legal guidelines that must be followed to determine if a student is eligible to qualify for Special Education services.
The work of MTSS is accomplished in weekly PLTs (Professional Learning Teams) where teachers meet with other school professionals. Together they analyze the data the of individual students or groups of students. They work to provide instruction for each child that meets his or her needs for additional support or enrichment based on the data. This is a part of an ongoing process at Laurel Park that includes knowing our students, collecting data, analyzing data, and planning appropriate instruction. This strategic approach to problem–solving is intended to ensure that all students at Laurel Park are successful.
If you are concerned about your child’s academics or behavior, please contact your child’s teacher. He or she will be happy to talk to you about the supports being provided here at school. We believe strongly in the process of tiered supports through which we are able to determine the most appropriate supports to provide success for your child.
Fidget Spinners/ Toys
Please leave these at home unless they are part of an education plan.
Please Label Personal Items
Help your child remember their personal belongings.
NO BALLOONS at School!
We have students and staff with latex allergies.