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School Board District News

• DCS - NECAP results2008
• A Letter to area Realtors
• Concord High School is the official high school of record for Deerfield School District
• Concord newsletter Crimson Notes
• Deerfield Wellness Policy
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• District Driving School

Deerfield District Policies
Technology Plan

School Tech Tips
Bring in work from home

Town of Deerfield Website

Have a Fun and Safe Summer!
See you back on August 26th.

Aug 24, 25 Teacher Workshop

Aug 26 1st Day for Students

Sep 7 Labor Day
Oct 2 Deerfield Fair

Nov 11 Veteran's Day

Nov 26, 27 Thanksgiving Recess
Dec 21-Jan 1 Holiday Recess
Feb 22-26 Winter Vacation
April 26-30 Spring Vacation
May 31 Memorial Day (Observed)
June 15 Last Regularly Scheduled - 180 days are required for instructional purposes. If no snow / emergency days are needed, the 180th day will be June 15th. Approved: 05/06/09

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School Board Tours Concord High School

Several members of the Deerfield School Board recently toured the campus of Concord High School (CHS), the school contracted to educate Deerfield's 193 high school students. Bonnie Beaubien, Maryann Clark, and Gregg Williams from the Deerfield School Board, DCS Principal Paul Yergeau, Superintendent Peter Warburton, Assistant Superintendent Gail Paludi and volunteer parent Jennifer Prentice participated in the tour. Our tour guide, CHS Assistant Principal Donna Nelson, started with an explanation of how this large school with a population of 1,881 students is made to feel smaller. Concord High is essentially divided into four sections called "Commons". Each Commons has 9th, 10th, 11th and 12th graders as well as its own Assistant Principal, guidance staff, locker area, and homerooms. This policy fosters more personal and supportive relationships between administration and students.

The tour itself was very enlightening for the Board; we found the breadth and variety of classes quite remarkable. Our group was taken to several programs in the Concord Regional Technical Center (CRTC) and was very impressed with the resources and opportunities available to interested students. The CRTC, which is part of the CHS facility, provides career and technology education to students through a wide variety of programs*. It was great to run into students from Deerfield in the Automotive Technology program and hear their positive feedback on that program. In fact most of the CRTC programs we visited had Deerfield students who were very proud to share their enthusiasm with their former Principal Mr. Yergeau.

The Board discussed with Donna Nelson the options available to students regarding Advanced Placement (AP) classes, which are designed to expose high school students to college-level work. If a student is capable of doing the work and is recommended by a teacher they have the opportunity to participate in a variety of Advanced Placement (AP) classes.

As we walked through the music and arts areas members of the Board noted the wide variety of options available in these programs as well. The student artwork showcased in the hallways throughout the building was quite creative.

At the conclusion of the tour our group met with Concord High School Principal Gene Connolly who made a point that all Deerfield students are warmly welcomed into the Concord community and wholly integrated as equal members of the student body. He also said he is proud of the diverse and very rich student body at CHS that enhances all High School students' experience. Mr. Connelly agreed to work with the Board to increase community awareness of student achievements and happenings at CHS.

As the Deerfield School Board works to provide you with more information on Concord High School, the success of our students there, and the advantages and challenges associated with this relationship with the Concord School District, please be an active participant in the process and offer your feedback. Our hope is to address potential concerns and answer your questions. Please contact any member of the Board with questions or comments.

Deerfield School Board	Bonnie Beaubien (Chair)463-7273
Kevin Barry 463-7800	Donald Gorman 463-7771
Maryann Clark463-7153, clark@nhinternet.com	Gregg Williams463-5575, gregg@metrocast.net
*Programs offered at the CRTC include Automotive Technology, Construction Technology, Criminal Justice, Culinary Arts, Exploring Teaching, Graphics Arts Technology, Health and Science Technology, Information Technology, and Cosmetology.

Additional Information: Concord Regional Technical Center Brochure

Crimson Notes CHS Principal Gene Connolly's weekly Principal's Newsletter

Crimson Review A publication of the Journalism class at Concord High School

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NEW SCHOOL IMMUNIZATION REQUIREMENTS Recently the New Hampshire Department of Health and Human Services (DHHS) announced changes to the vaccination requirements for school children. Beginning with the 2009-2010 school year, children entering elementary school, sixth graders and those who turn 11 years of age will be affected. This change, under New Hampshire law, RSA 141:C, involves the chickenpox and tetanus, diphtheria, acellular pertussis (Tdap) vaccines. We have recently reviewed immunization records and have mailed letters to the parents/guardians of students who will need immunizations. We urge parents to contact their primary care providers to see that all immunizations are up to date

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We want parent's input

Dear Parents and Guardians:

I am writing to update you on the extensive self study process we have been undergoing as we take a close look at what we are doing well and where we can improve our programming for all children! Using the self-assessment process designed by the New England Association of Schools and Colleges (NEASC) we have assessed every curriculum area. Now we are in the process of looking at the seven "standards" that exemplify excellence. Much of this work has been done during our early releases and teacher workshop days, but much work has also been done by subcommittees after school to ensure that we adhere to the rigorous timeframe that will allow us to host a visiting committee in the fall that will review our work and validate our findings.

We are anxious to invite you to become part of this process if you are interested. This comprehensive document will be a public document that you may want to review upon its completion or you may want to become part of the work as we review the state of our school. If you are interested in assisting with this process, do not hesitate to contact me.

At its March meeting, the School Board voted unanimously to adopt the addition of the Vision to the Mission that remained unchanged since its 2007. I am anxious to hear your thoughts about how we educate Deerfield's children. It is included below for your thoughts and reflection.

Last but not least, we are looking for your input regarding our school. The link below will lead you to a brief survey that will provide us with your thoughts about our school.

http://tinyurl.com/dcsparents

The data collected from this survey will help us identify what you feel we are doing well and areas where you'd like to see improvement. If you prefer to complete the survey on paper, please let us know and we will send home a paper copy for you to complete. The survey link can also be found on our school website which may make it easier to access as it is an active link. (Just click the blue link in the article.) The survey is quick and easy and will provide us with valuable information. We hope that all adult members of your family will take the time to complete this anonymous survey. Students will also have the opportunity to complete the survey at school in the next week.

Thank you for your ongoing support.

Sincerely,
Paul Yergeau Principal

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Preparation for the new school year.

I am asking you, at this time, to think Spring and to do the same regarding placement thoughts you may have about your child's placement for next year. As the staff and administration begin their work, we are eager to consider all relevant information so that next year's placement decisions will insure maximum learning possibilities for ALL of our children.

Our placement teams spend a great deal of time reviewing each child's strengths, target areas for continued growth, and learning styles when determining placements for children. All of our classes are grouped to find a balanced number between number of boys and girls, as well as an even distribution of ability levels with strengths in all learning areas.

If you feel we need additional information about your child's learning style or would like to make a statement about the kind of environment you believe would be best, now is the time. Requests for a specific teacher and your feelings about their teaching styles are not useful to us in the placement process. Relationships that you have cultivated as a positive partnership with certain teachers for your child's best interests, however, are important. The school makes all placement decisions according to these stated guidelines. It is imperative that you tell us all we need to know before we go through the placement process. Calls placed in late summer to undo a placement most often impacts the entire grade, in a domino effect, and will not be honored.

Seventh and Eighth grade students work with a team of teachers; therefore, they have all teachers at that grade level. Placement considerations at those grade levels should reflect that fact.

Placements of teachers for next year have not been made at this time. We are unsure at this stage of who will be teaching any grades but that should not be a determining factor in your thinking.

Please address letters to me and share pertinent, confidential information about your child that would be helpful to the placement process. All letters should be sent to school before Friday April 10, 2009.

Sincerely,
Paul Yergeau Principal

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Dear Parents:

NECAP test scores for the tests that are given each fall to students in grades 3 through 8 are available for public viewing in a variety of formats through the state website. We have included a link so that you can peruse all areas of student performance on this test. The results of your individual child’s performance on the NECAP test, which included state comparative data, were mailed to you in January.

Your child’s teacher can further help you to understand these scores, what they are intended to measure and how your child performed on each of the tests. In addition to the state test, we regularly give a full battery of assessments and use varied assessment methods to monitor our students’ growth. Please do not hesitate to discuss this point when having parent conferences. This complete set of assessment data is reviewed regularly to best plan for your child’s educational programming. Do not hesitate to contact me if there are ways that I can help you understand our school’s performance.

Sincerely,
Paul Yergeau

Testing results for Deerfield Community School students can be found on the New Hampshire Department of Education website.Tips to retrieve the results:

Google: NH DOE (which stands for NH Department of Education)
Scroll down to: DOE News Spotlight
Click on: New England Common Assessment Program (NECAP) Test Results
Click on: NECAP: School, District and State Level Reports
Select: School, District etc...
Select View Reports It will ask for school, NECAP tests You can then click on any grade to review results.

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Asbestos Hazard Emergency Response Act

(AHERA) In compliance with AHERA the Deerfield Community School District is required to notify parents, teachers, and all other building occupants that an Asbestos Management Plan is available to them in either the office of each school or in the SAU office.

The plan details the location of asbestos in each building and provides a record of inspections, re-inspections, periodic surveillance, and removal of asbestos. Periodic surveillance of Asbestos Bearing Material (ABM) is conducted by district personnel every six months and a thorough re-inspection of ABM is conducted once every three years by the District's environmental consultant.

The most recent re-inspection was conducted by Desmarais Environmental Inc. in November 2008. If you require more detailed information, please call the SAU office and they will put you in touch with the District's designated person for asbestos information.

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BEST OF THE WEB @ DCS

Scare Crow Days at DCS

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Thoughts on different kinds of bullying

I have worked in many schools prior to coming to DCS. Some of those schools were very challenging to work in because the student population struggled with many discipline issues that were severe and took away from the quality of learning and the ability of all students to achieve. We are very fortunate at DCS that in the grand scheme of things, our students make good choices on a daily basis. There is one issue that concerns me and I’d like to enlist your help in addressing it. It is a two-pronged problem. First of all, there are several instances of kids “bullying” one another. Most of this is verbal. Now I know we as adults sometimes say, “Gee, that’s just a part of growing up. Every kid has to take some ‘heat’, it toughens them up. ” However, I am sure that you’ve all been in conversations with other adults who still to this day, remember that “class bully” who unrelentingly harassed them. Many of them say that that bullying affected them negatively for a long period of time.

Feeling accepted is an essential component for student success. Students must have emotional safety in order to thrive. I’ m hoping you will help us create that safety by helping your child understand how important it is to value diversity. I tell students often that you do not have to like everyone’s behavior or personality, but you do have to treat them with respect. I’m hoping your family conversations will include the idea that when people “put down” others, it usually means that they are trying to “blow out someone else’s candle to make theirs burn brighter.” In addition, it is really important for parents to monitor computer and phone usage. Often derogatory comments that happen outside of school in the technology arena get carried into school.

The second prong of this issue is being a “bystander”. So often students who are not involved in bullying are witnesses to it. We all understand that no one wants to be “a snitch” or a “rat”. But, I explain to students that they must be strong enough to “do the right thing”. We are not asking students to take on bullies if they do not feel confident enough to do so, but we are asking them to act. Please encourage your child to help a victim go to an adult. Simply making an adult aware of the situation can be a huge act of courage. We cannot have an emotionally safe environment for every student unless every student is willing to give up being a “bystander”. Many times the adults are the last to know of a bullying situation. Having students who step up to the plate and help someone who is being picked on will be the single largest factor that makes for a safe climate in our school.

Respectfully, Gigi Klipa, Assistant Principal
photo courtesey of Litandmore

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What’s In An Outfit?

IIf you would have asked me 25 years ago if clothing made a difference in the climate of a school, I would have said, “No”. However, I have years of anecdotal experience that tells me differently today. For instance, when the kids dress up for a concert, the majority of them carry themselves differently. When our students have their caps and gowns on for graduation, there is much more “pomp and circumstance” than at the graduation practices. That is why I am taking time here to talk about “dress”.

Many students are coming to school in clothing that is not appropriate for school in accordance with our dress code. I realize that styles often dictate what can be purchased, but it is important that clothing be functional and not cause distraction. Two of our biggest issues right now are low cut shirts and “spaghetti straps”. In addition, there have been many female students in shorts that look more like bathing suit bottoms.

Middle school is a challenging time for both students and teachers. The clothing our students wear contributes to the climate of our learning environment. The more the clothing, “pushes the envelope”, the more students become distracted, the less learning that takes place. Having your youth dress appropriately for school will assist in creating and maintaining a healthy learning environment.

I tell students that they should consider school as their workplace. Adults are often called upon to dress according to the occasion. Staying within the lenient guidelines of our dress code is the responsibility of our students along with the help of their parents. It’s good practice to know that certain occasions and situations call for certain types of dress. Please know that students who come to school in inappropriate clothing will be asked to wear a clean borrowed piece of clothing housed in our nursing office. Should students not comply with this, they will be sent home. Parent assistance in assuring neat, clean, appropriate attire is greatly appreciated. Should you or your child have any questions, please feel free to contact myself or Mr. Yergeau. Below, you will find a copy of our dress code for your convenience.

Respectfully, Gigi Klipa, Assistant Principal

DCS Dress Policy

It is the responsibility of the students and parents that clothing worn to school functions must be neat and appropriate. All students are also expected to maintain a state of general cleanliness. Clothing, footwear and accessories must not have ornamentation that will damage furniture or floors, or will create an unsafe situation. Hats and sunglasses are not worn in the building.

Students will not wear clothing that is deemed unsafe or disruptive to the learning environment or clothing that is offensive. This includes but is not limited to: tobacco products, alcohol, drugs or drug paraphernalia, pornography, violence, blood, gore, criminal acts, sexual connotations, racism, ethnic slurs, or slanderous statements. Sexual connotations could include nudity, genitalia, or focusing on women's breasts. Areas of violence could include pictures of body piercing, mutilations, threatening statements alluding to violence, guns or other weapons. Examples of inappropriate clothing are shorts, pants and skirts which are worn below the waist exposing stomach and back. Spandex, excessively short shorts or skirts; tank tops (sleeveless shirts are acceptable), halter tops, tube tops, blouses or shirts which expose midriff or back.

Dress or casual shorts are acceptable provided they are fingertip length or longer when arms are fully extended alongside the body. When a student's appearance is deemed unsafe, disruptive or offensive, the student will be required to return home and correct the problem if the situation cannot be rectified at school. Judgments related to unacceptable clothing shall be made by the administration only and these judgments are not subject to arbitration.

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Images of The Damage From Deerfield's Tornado

Chris Carr 02.AUG.08 - published with permisson forumhome.org
Copyright © 2008 The Forum. All rights reserved.

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Eighth Grade Immigration Projects

Take a look at some other projects from
Block B
Block C
Block D

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Deerfield School District has been identified as a district in need of improvement in the area of mathematics as determined by the performance of the subgroup of special education students. For more information click here.

Student Video: NYC Attractions, , The Funny Ghost Video

On Thursday, May 24th, 2007students at DCS had an opportunity to listen to a presentation by author and illustrator, Paul O. Zelinsky. Paul traveled from his home in Brooklyn, New York to spend the day at our school. He gave three presentations for Grades K - 6. Zelinsky is recognized as "one of the most inventive and critically successful artists in the field".

In 1998 he received the Caldecott Medal for Rapunzel, as well as Caldecott Honors for Hansel and Gretel (1985), Rumpelstilskin (1987) and Swamp Angel (1995). We were excited about his visit because he has so much to share with students concerning writing and illustrating.