Parent Handbook

Attendance at school is vital to a student’s success. At RES, we believe our teachers know the researched-supported instructional and intervention practices to help all students. We can make a difference when we have consistent time with students. While we encourage parents to keep students home if they are sick, even missing small amounts of school can add up when it happens regularly. 

If a student misses 2 days of school each month, it can add up to missing a full school year by the end of grade 9. 

If your child is going to miss time at school, we ask that you do one of the following actions:

• Call the school to report the absence, or
• Contact your child’s teacher through Seesaw to report the absence

Parents will receive an automated phone call if a student is absent and has not been previously excused. 

If a student reaches 20% absenteeism, the school will contact parents to see how we can support attendance. 

Please be aware that having work sent home without providing instruction is not an effective learning strategy. That said, teachers will provide missed work when a student is ill, but it is nearly impossible to recreate the missed instruction and learning activities. Although some may choose to, teachers will not be required to provide work if students are going to miss long periods of time for vacations or other similar activities.

Keeping in Touch: Your Guide to Raymond Elementary's Communication Channels

Raymond Elementary School teachers use the “Seesaw” app to communicate with parents. On the first day of school students will bring home information about how to download the app and connect to your child’s teacher. Please connect through Seesaw as soon as possible as it is a vital method of our communication. 

We will also use other methods when communicating from the office.

• Please check this website often for information, as well as the calendar of events. 
• Monthly newsletters will be posted on this website.
• Information, reminders and emergency notices will be emailed and/or texted. 

If you are not receiving these messages from the school, please make sure your contact information is up to date with the school. 

It may also be useful to you to follow our school council social media pages.

Communication Guidelines for Classroom Focus

At Raymond Elementary School, we do our best to maximize the instructional time of our students. In order to do this, phone calls to the school will not be forwarded to classrooms during learning time. We will take messages and ensure students receive the information at the appropriate time. We make sure that students receive end of day messages by 3:05pm, so we ask that any student messages are given to the school by 3:00pm (11:40am on Fridays). While we will try, we cannot guarantee that any messages received after 3:00pm/11:40am will get to the student in time. While exceptions to this will exist, it is extremely helpful if a student knows how they will get home before the day begins. Thank you for helping us clean up our communication process. 

Please pay close attention to the signs along the road south of the school. For morning drop-off of students (until 9 am), the section of the road near the bus loop is designated to stop parallel to the curb very briefly to allow kids out of the vehicle and onto the sidewalk. Going west past the crosswalk into the playground is angle parking. After 9 am, the block is designated as angle parking. 

Please be aware that school doors do not unlock until 8:10am. Students dropped off before that time will need to wait outside.

It is nearly impossible to completely define rules for a dress code. Our main guidelines are to avoid:

• Clothing with references to drugs and/or alcohol
• Revealing clothing

Please avoid getting close to the “line”. If you think an article of clothing may be considered inappropriate by the school, don’t allow your child to wear it. A teacher and/or administrator will contact home and request a change of clothes if needed.

Raymond Elementary School is dedicated to improving communication with parents. To achieve this, we've created a series of brief videos to provide parents with a better understanding of engagement, assessment, and the report card process. Here is the initial video in this series:

Optimal Learning Environment

Video #1 - Reporting

Video #2 - Understanding the Scale

Video #3 - SEL Reporting

Video #4 - Adjustments to Report Cards & Parent Teacher Interviews

Video #5 - PowerSchool App

Video #6 - PowerSchool Parent Portal

Video #7 - PowerSchool At RES

Dear Parents/Guardians,

At Raymond Elementary School, we are committed to providing every student with the support they need to succeed academically. As part of our commitment to identifying and addressing learning difficulties, we have a structured assessment process that helps us better understand and support your child’s educational needs.

When a student exhibits learning challenges that persist despite ongoing classroom interventions, their educational team may recommend further assessments to gain deeper insight into their needs. Below is an overview of our referral process for Level B and Level C assessments:

Level B Assessment:
A Level B assessment is conducted when a student demonstrates ongoing difficulties in key academic areas such as reading, writing, or mathematics. This assessment involves standardized testing administered by a trained specialist, such as a learning support teacher. The goal of this assessment is to gather additional data that will inform targeted instructional strategies and accommodations to support the student’s learning. Classroom teachers may refer a student for a Level B assessment if they notice consistent struggles in academic performance despite targeted classroom interventions, difficulties in processing or retaining information, or challenges that significantly impact their ability to keep pace with peers. These assessments help us understand the root causes of learning difficulties and guide appropriate support measures.

Level C Assessment: If the results of the Level B assessment indicate the need for further evaluation, or if a student continues to experience significant academic challenges despite further intervention, a referral for a Level C assessment may be made. Level C assessments involve more in-depth psychological or educational evaluations conducted by licensed professionals, such as school psychologists. These assessments help to determine if a student may have a specific learning disability or other factors affecting their academic progress. A teacher may refer a student for a Level C assessment when persistent difficulties remain despite more interventions across a significant period, when there are concerns about cognitive processing issues, or when behaviors suggest an underlying learning disability that requires a more comprehensive evaluation. This step ensures that appropriate support services and individualized education plans can be put in place if needed.

In Westwind School Division, these assessments are not considered until students reach grades 4-6. This is for several reasons, including the fact that younger children are still in the early stages of literacy and numeracy development and children need sufficient time to be exposed to the curriculum. Developmental variations in learning are common in early childhood, which can make it difficult to distinguish between more serious learning difficulties and typical developmental variability. Additionally, many learning challenges can be addressed through proven instruction, early interventions, and differentiated instruction in the primary grades. By grades 4-6, academic expectations increase and students encounter more complex learning tasks. As persistent difficulties become more evident despite targeted and intensive interventions, it is an appropriate time to conduct more formal assessments to determine if further specialized support is needed.

It is important to note that not all students who struggle academically will qualify for a Level B or Level C assessment. The referral process is designed to identify students with the most significant and persistent challenges. Only students who demonstrate severe learning difficulties, despite multiple interventions and supports, will move forward in the assessment process. Additionally, due to high demand and limited resources, there is often a lengthy wait time for assessments to be conducted. Our team works diligently to prioritize students based on their level of need, and we appreciate your patience and understanding as we navigate this process. Should you choose to pursue an assessment privately, we are happy to provide a list of recommended professionals who may be able to assist. 

Throughout this process, our team will work to keep you informed and engaged, ensuring that we work together to support your child’s educational journey. If a referral is made, you will receive detailed information regarding the assessments, consent forms, and opportunities to discuss the findings and next steps.

If you have any questions or concerns about the referral process, please do not hesitate to contact us. Your collaboration is essential in helping us create the best learning experience for your child.