Programs

Support Programs

Cassandra P.S. provides a variety of support programs for at risk students. For those students new to Canada, and those who have been identified and/or placed on an educational program plan, a qualified teacher takes small groups of children several times a week depending on their needs. Support is also given to the Regular class teacher in the form of resources or suggestions for strategies when working with these children.

We have had parent volunteers run a Booster Reading program to support our Grade 2 students, co-op students and adult voluteers work with individual or small groups directly in the classrooms. We would like to run this program again. If you are interested, please see Ms. Edwards in the office.

Physical Education/ Music

All students participate in gym activities with Mrs. Park and have music with Mr. Wong.

children playing basketball

 

Homework Tips

At its April 16 Board meeting, TDSB trustees endorsed a new Homework Policy for implementation in September 2008, reinforcing homework as an engaging and relevant learning activity. The new policy is founded on sound teaching and learning practice, current research, the TDSB Student Census data and the results of extensive consultation with parents, educators and community. The policy balances time required to complete homework with extra curricular activities scheduled outside of the school day and activities that support personal and family wellness.

 Grades 1 to 6

There is a strong connection between reading to or with elementary children every day in English or in one’s first language and student achievement. As a result, homework assigned in the early grades shall more often take the form of reading, playing a variety of games, having discussions and interactive activities such as building and cooking with the family. In the late Primary and Junior grades, effective homework may begin to take the form of independent work. In both cases, homework assigned for completion, practice, preparation or extension should be clearly articulated and differentiated to reflect the unique needs of the child.