Wednesday Mail and Newsletter
Wednesday Mail and Newsletter
Notes from the Kitchen
Breakfast Served Daily at Cedar Island
New & improved breakfast menu! Mondays we will be serving Muffin Breads (Banana chocolate chip, Blueberry, or French Toast). Friday’s we will now offer Mini Donuts! You can find the menu on our website, AND in the next Wednesday envelope. The cost of breakfast is $1.55 for students, but remember, ALL Kindergarten students may eat for FREE!!!
Now Offering SECONDS to Grades 4 & 5!!
Does your child have a favorite lunch he/she wants MORE of? Students in GRADES 4 & 5 have the option to purchase “seconds” on the main entrée. The cost is an additional $1.75. ***Students MUST HAVE SUFFICIENT FUNDS IN THEIR ACCOUNT in order to get seconds*** Please discuss this option w/ your child, so they know it’s “okay” to take seconds!
Brunch Menu for Tuesday, May 10th and Tuesday, May 22nd
May10 Maple Pancakes
May 24 Blueberry Waffles
Also: Turkey Sausage Patties and Tri Tator Hashbrown Potatoes
Bottled Water Available for $.50
Small bottles of water are available for purchase at lunch for $.50.
THANKS A BUNCH FOR EATIN’ OUR LUNCH!!!
If you have any questions, please feel free to contact the Cedar Island Kitchen at 763-315-7676.
Lunch Menu (Manager’s Choice)
(Only PB & J will be offered as an alternate the last 2 weeks of school.)
5/29 thru 6/1
6/4 thru 6/7
Cedar Island welcomes visitors to have lunch with their student
Guests are asked to:
1) Make reservations with the office by 10:00 in the morning. 763-425-5855
2) Come to the office to register, pick up a visitor badge and pay for your lunch in the office $3.75 adults, $3.00 preschool & $.50 for an extra milk
Please bring in the exact amount. We usually do not have change. We are unable to process payments for your lunch from your child’s lunch account.
3) Walk down to the café to meet your student
Lunch times are 20 minutes long and at the following times:
4 Star 12:25
1st grade 1:05
2nd grade 11:45
3rd grade 12:35
4th grade 12:55
5th grade 11:55
This document can be scrolled in its entirety, or click on a topic below to go to that section.
The Child Study Team consists of the building principal and special education personnel who meet weekly to discuss students who are having difficulty in school for a variety of reasons. See list below.
An initial referral meeting is scheduled where the classroom teacher and parents review and discuss their concerns. At this meeting it is decided if a formal assessment is necessary to determine the need for special education services or if other interventions are needed. If the decision is made for a formal educational assessment then the Child Study Team decides which areas need to be assessed and who will conduct the assessment. For this assessment to take place, the parent/guardian must give written permission. The Child Study Team has 30 school days to complete the assessment process.
The Child Study Team will schedule a meeting to review assessment results to determine if the student meets Federal and State criteria for special education services. Members of the assessment team will share the results verbally and in a written report with the student’s parent(s)/guardian(s) and classroom teacher. Information gathered during the assessment will be used by the team to make recommendations for enhancing the student’s success in the classroom.
Parent(s)/guardian(s), classroom teacher, and special education staff will meet to write an Individual Education Program. This IEP details the goals and objectives that will be used to meet the child’s assessed needs. A parent’s permission is necessary to initiate special education services.
Q: How will my child feel about special education assessment or service?
A: It has been our experience that students like to go to the resource room. They like the rewards and success they experience in individual or small group settings. Many children leave their classrooms for a variety of reasons throughout the school day.
Q: What are typical classroom adaptations that can help my child?
A: The following is a list of commonly used classroom adaptations for a variety of needs:
Q: If my child receives special education, what will be missed if he/she leaves the classroom?
A: What the student misses from the classroom is determined on an individual basis by the IEP team. If a certain subject area is a very positive experience, we try not to pull the student during that time. If the total reading or math program is provided in the special education resource room, we serve the student during their classroom reading or math time.
Q: Can you predict how long my child will be in special education?
A: It is not possible to predict how long a child will need special education services. What we do know is that most children need some direct instruction to increase their skills. They need to learn how to compensate for their disability and capitalize on their strengths. If needed, special education service is available through high school. Students who receive special education are re-evaluated every three years to determine if there is continuing need for service.
Q: Can my child be “cured?”
A: If a child is diagnosed with a disability, it is not something that can be “cured.” Students can become very successful if they acquire the skills they need, capitalize on their strengths, and advocate for themselves to get necessary adaptations.
When given instruction, children with speech disorders are often able to correct their errors and be dismissed from service.
For more information about various areas of disability, see the Child Study Team’s library of resources in room 33.
Cedar Island Child Study Team
Disability areas include:
CEDAR ISLAND ELEMENTARY SCHOOL
SUPPLY LIST 2010-2011