A written note must be provided to the school by the student’s parent or guardian prior to an absence or within five (5) school days after the student’s return to school in order for an absence to be excused. Written notes may be submitted via email to Oyster attendance ([email protected]), Carmelita Naves, OA attendance coordinator ([email protected]), and the student’s teachers. Upon receipt of appropriate notification and additional documentation where necessary within the five-school day period, Oyster attendance coordinator must update absences as excused within 48 hours. All written notes must be dated, include the reason for the absence, and specify the dates the student was or will be out of school. Absences for any of the reasons listed below are excused absences. Absences of five (5) or more consecutive days for any reason require additional documentation in order to be excused.

The following absences are excused:

• Illness (a doctor’s note is required for a student absent five or more consecutive days);
• Medical or dental appointments;
• Death in the student’s immediate family;
• Exclusion by direction of the authorities of the District of Columbia, due to quarantine, contagious disease, infection, infestation, or other condition requiring separation from other students for medical or health reasons;
• Court;
• Religious holiday;
• An emergency approved by DCPS;
• Take Our Children to Work Day;
• School suspension;
• Temporary closing of facilities or suspension of classes due to severe weather, malfunctioning equipment, or emergency requiring a school closing or suspension of classes; and
• Failure of the District of Columbia to provide transportation in cases where the District of Columbia has a legal responsibility for the transportation of the student.

NOTE:

• If a student or parent anticipates an absence not covered by the excused absences listed above, they may submit a request for an excused absence due to a special circumstance to the school principal.
• For a total of up to four (4) cumulative days in each term, a parent’s written excuse is sufficient for explaining the absence. Such absence will be excused if it falls under one of the excused absence reasons noted above;
• For five (5) or more cumulative days per term, further, documentation is required to excuse the absence. A written explanation of the student’s absence, or the student’s child’s absence, must be submitted by a doctor or staff of a relevant agency, on official doctor’s office/agency letterhead and signed by a relevant official.
  • Medical or dental absences: Written explanation of the student’s absence must be submitted by a doctor or staff of a relevant agency on official doctor/dentist office letterhead and signed by a relevant official;
  • Judicial proceedings: A student’s required presence at judicial proceedings must be established by a document from the court stating the need for the student’s presence on all the relevant dates; and
  • Death in the student’s immediate family: Funeral programs may be accepted as appropriate documentation.
  • Students required to quarantine at the direction of DCPS (e.g., because they tested positive for COVID-19) do not need to provide documentation.

The Student Growth Team wants to work together to develop the social skills that are needed to have fun and enjoy recess with peers through healthy physical interactions. We encourage parents to talk with their children about the importance of safe play at recess.

What does safe play look like/sound like? What games are safe and what games are unsafe? Safe play is demonstrated through playing games that are fun and where students use gentle touches when tagging someone for example. Unsafe play is too rough and makes others feel uncomfortable. Some examples of unsafe play are wrestling, pushing, and play “fighting.”

Parents, please remind students of the social expectations of playing safely during recess. Students should keep their hands to themselves. Also, students should use their big voice when they feel uncomfortable or ask an adult when they need help or feel someone is playing too rough**.** Examples of using a big voice are “I do not like when you push me, next time ask me to walk faster.”

We are looking forward to partnering with you on teaching our children safe ways to be together and have fun during recess. We appreciate your support at home and hope you spend some time reflecting and reinforcing on what we teach at school during counseling lessons. The SGT, Erin Druelinger (counselor), and Carmelita Naves (social worker) deliver a lesson to every classroom from PreK to 3rd grade to specifically introduce the ideas of big voice, safe and unsafe touches, and time machine as well as knowing when and who to talk to if children need help. Students participate in an interactive lesson to apply their understanding of “saying no to touches they might not want, or no to rough touches that hurt others.” They also introduce children to some of the trusted adults at home and at school. The trusted adults are teachers, the counselor/social worker, assistant principal, parents, grandparents, and family friends. Please reach out to SGT if you have any questions.

As a school, we choose to see conflict as a call for help and a teaching opportunity. You’ll be able to discern the communication embedded in the child’s behavior and solve the problem by teaching new skills. When children are triggered by conflict, we teach a new socio emotional skill they will need for the rest of their lives.

From this perspective, we see a call for help and a seed of potential in children who are hurtful to themselves and others. Love is our most essential, most effective tool for reaching oppositional, defiant children (and adults) who exhibit challenging or aggressive behaviors. To change challenging behaviors, challenging children need someone to see them differently. They need someone to look at them and see a seed of potential.

We believe in every child! An example is to say, “You wanted ___________” or “You were hoping ______________.” Say, “You wanted your friend to move.” This statement acknowledges the child’s needs without labeling the child as bad. We now have the opportunity to teach. When we teach the new socio emotional skill we say, “When you want your friend to move, say, ‘Excuse me.” This teaches the child a new skill and an acceptable, healthy way to meet her/his needs.

Also, our main priority is to ensure the safety of every child. This belief makes us, teachers, counselor, social worker, and assistant principal, take the safety of all students very seriously and follow DCPS guidelines regarding discipline. Based on Chapter 25 (DCPS Student Discipline Policy) any misconduct that represents 2.9 Inappropriate or disruptive physical contact between students will result in the following consequences:

• Tier 1 – in the 1st incident the student was involved, the following school day the student is going to switch recess/lunch and have it with a different grade level. Parents will receive a phone call from the teacher.

• Tier 2 – if a student is involved in a 2nd incident, student will be “in school disciplinary action”. Student is removed from class and spends the day working under the supervision of the Student Growth Team. Parents will receive a phone call or email from SGT.

• Tier 3 – If a student is involved in a 3rd incident, the student will be suspended. Parents will receive a phone call or email from AP Berrocal.

• Assign specific students to each chaperone to balance the number of students vs. chaperones. Explain the role of the chaperone via email to parents so they become active chaperones and support children as expected.
• Exchange phone numbers between ALL teachers and chaperones. This is for field trip emergency purposes only.
• Count every student before the field trip, count during the field trip, and count at the end; be sure that all students are present.
• If two teachers participate in the field trip, each must lead a group.

In case of an EMERGENCY, you must contact: AP Berrocal-Phillips (202) 870-1278 or social worker Carmelita Naves (240) 393-8086.

• Have a whistle:
  two short blasts = alert
  one long blast = line up
• Model calm behaviors and avoid screaming or speaking loudly (use breathing techniques).
• Walk the playground and interact with students.
• Monitor students at all times (please avoid being on your cell phones).
• Supervise children at all times. Please monitor and intervene before a conflict
  escalates. We supervise closely any student who needs socio-emotional support. We know the needs of our children and we respond with care and support. If you need to change your location from the lower to upper level on the playground, please ask a colleague to switch with you so we keep the proper number of staff on each level.
• Encourage students to use Big Voice and Time Machine to solve conflicts. We model STAR, Noticing, and DNA.
• Mr. Adolfo Hernandez (PE teacher) provides safe tools: foam blocks, ropes and balls. Please encourage students to play safely.
• One person stays on the playground to ensure that all of the students have returned to the building.
• Teachers/Specialists MUST be on time to pick up your students when recess is over. When students arrive in class, be sure that everyone is with you. Count them and check with the main office if a student is absent or sick with the nurse. We are accountable for all children.
• Recess bags: A recess bag holding nurse slips, incident slips, Band-Aids, and pencils are placed at the 2nd floor door and the cafeteria door. One person should take them out and replace them when their duty is over.
• No Go Zones: blacktop gate, outside of playground/blacktop (if a ball rolls away) These zones should be frequently monitored at all times during recess.

MOST IMPORTANTLY: Always make sure a teacher’s duty is covered if a teacher is going to be absent, please ask your colleagues to cover your duty. Please respect your colleagues’ time and be present on time. If a colleague tends to be late, please have a conversation with your colleague. If we want students to develop assertive voices, we must cultivate assertive voices among us.

• Bottom on the seat, legs under the table
• Talk only with your table mates
• Eat your food, respect your friend’s food

Students must leave the cafeteria just as they found it before they leave (chairs tucked beneath the tables, trash off the tables and in the trash can, and tables wiped clean). Custodians move 2 trash cans during cleanup, and the teacher/partner teacher moves the other.