LITTLE HELP FROM SLIP SLIDING AWAY NMP GIRLS NMP …schoolweb.tdsb.on.ca/Portals/nelsonmandelapark/docs/Newsletters/Feb... · FEBRUARY 6, 2017 NELSON MANDELA PARK PS THIS NEWSFLASH

FEBRUARY 6, 2017 NELSON MANDELA PARK PS

Nelson Mandela Park PS Girls Coding Club learning about wearable technology at Ryerson University. More on page 3 of our Newsflash.

Principal’s Message February 2017

January and February is always a time of reflection as we begin a new year and think about all of our successes and areas that we need to focus on for further growth. We as a school community continually strive to take the feedback of our parents, students and staff to ensure we are creating an environment that is safe and conducive for learning. A few examples of


THIS NEWSFLASH WAS CREATED BY THE STUDENTS OF NELSON MANDELA

PARK PS WITH A LITTLE HELP FROM MR KANDANKERY

AND MS PAYNE

SLIP SLIDING AWAY PG#9

NMP GIRLS BASKETBALL TEAM

PG#10

NMP PARENT PROFILE PG#11

I learned that courage was not the absence of fear, but the triumph over it. - Nelson Mandela

NELSON MANDELA PARK PS NEWSFLASH


suggestions we have recently implemented include the following:

Concern - students and staff cannot tell who is on duty at recess and at times it looks like there is too little supervision in the yard.

Implemented fix - we ordered bright orange safety guard type vests for all staff that they are to wear when on duty so they are more easily recognizable.

Concern - sometimes it is taking too long for staff on recess duty to get help when they need it.

Implemented fix - we have ordered more walkie talkies so when help is needed staff have walkie talkies they can use.

Concern - too many younger students are “play fighting” because they do not know how to play cooperative games.

Implemented fix - we have trained our Grade 4-6 students on how to facilitate cooperative games for GR1-3 students through the implementation of the PALS program. The PALS program is a leadership program where our Grade 4-6 students were trained by the City of Toronto on how to lead cooperative game playing with younger students.

Another area of parental concern we have been looking to address is around communication. Through this monthly newsflash we are looking to ensure there is a greater awareness around happenings here at the school. Also, the newsflash is a way to ensure parents and caregivers are given information about upcoming important school events and dates. In addition to students being given paper copies of the newsflash we are also sending a digital copy to all the parents and caregivers that we have an email address for. If you haven’t already done so, please ensure you give our Main Office your email address so we can add you to our school email distribution list.

We have reminded our teaching staff on the importance of using student agendas to have students communicate what upcoming projects they have, and any homework they are to complete. Also, we are asking that teachers ensure they send home tests for signing by parents/caregivers so there are no surprises around how a child is achieving. If you have any any questions around communication please start by having a conversation with your child’s teacher. If you still have any questions or concerns then please feel free to connect with me by calling us at the school at 416-393-1620.

Sincerely, Jason Kandankery Diana Fitzgerald Principal Vice-Principal


February 16th and 17th are parent/

caregiver conferencing days

A great way to keep connected with the school is to follow P r i n c i p a l K a n d a n k e r y ' s Twitter account: @ j j k t o r o n t o . Through twitter we post reminders and h a p p e n i n g s a t school.


Parents participating in our Family Nutrition Evening


Making the Best of Winter Weather at our

School Fresh air and exercise are important for children. It keeps them physically fit, and helps them stay alert all through the school day. Parents can help by making sure their children come to school prepared to spend time outdoors. Hats, mitts, boots and a warm jacket are important to keep students comfortable during lunch and recess.

That being said, extreme cold can be dangerous, and parents want to know that their children will be safe. Schools are very sensitive to the needs of our students and pay close attention to the weather, especially when the windchill is below -20 C. The TDSB Severe Weather Protocol is flexible, so that every principal can make a decision that meets the needs of their school. Canadian winters can be wonderful but when the weather is cold, school staff keep one eye on the thermometer and the other on the needs of our students - a balance of fun and safety.

Nelson Mandela Park Parent Council

Below is a listing for the 2 0 1 6 - 2 0 1 7 N e l s o n M a n d e l a P a r k P S Executive. Our next School Council meeting is F e b r u a r y 2 8 t h 9:00-10:00am in our Commons RM. The focus for our session will be an update on Regent Park revitalization, and looking at ways parents can support their children with homework. Nelson Mandela Park PS Executive School Council Co-Chairs: Luul Yarrow Rfifi Abdessamad Treasurer Lynell Heath Secretary AM Emile Andriot Secretary PM Dalia Lees

NMP Eco-Schools Corner

By: Lamisa

The NMP EcoSchools Club continues to do great work to promote healthy living and reducing waste. In D e c e m b e r , N M P students did a battery blitz collecting old batteries and sent them off for recycling helping prevent many toxins from ending up in landfill, and thereby p o l l u t i n g o u r environment.

Not only did students l e a r n a b o u t e n v i r o n m e n t a l stewardship but they also used the battery blitz as an opportunity to learn about sorting, w e i g h i n g a n d t h e science of batteries.


The Blackburn’s Story By:Lamisa

The students at Nelson Mandela Park were invited to watch a play at Young People’s Theatre. Along with the play, we had done many other activities including making inferences of a mural, making connections with the play with some artifacts placed in a museum, and trading places with archeologists, to see how they would think.

We were put into groups of four and each group was given a different backpack consisting of different materials. We were given a sheet of paper that had told us to describe the individual who could have owned this backpack, and needed the materials inside of the backpack. An example was a water bottle, a University of Toronto sweater, snow pants, a hat, and a rope. We had come to the conclusion that it was a person that was travelling during the winter, and that this person was likely a student.

Next, we were shown a small museum consisting of dug up artifacts found by archaeologists researching the history of the Blackburn family. Many artifacts had been here for decades. We were given a paper listing facts about Thornton and Lucy Blackburn’s life. We were also shown a mural that contained two silhouettes of Lucy and Thornton Blackburn, and they were created with blacklight paint to make each of the silhouettes glow. The play we got to watch was based off of Thornton and Lucy Blackburn living as former slaves and escaping from Kentucky. They escaped to Detroit, just before they were arrested in 1833. They were then moved to Toronto with their so called “owner.” The Blackburns escaped once again and built a small house which they lived in for almost 50 years. Unfortunately, Thornton died in 1890 sadly leaving his family, but also a great legacy behind.



Ability and Autism Below is a transcript of a talk given by Matthew Lager an Autistic boy at the 2016 TASH Conference (a conference to advocate for disability rights). Matthew’s talk looks to challenge conventional thinking around Autism.

Today, I am going to share my experience of being erroneously mislabeled as low functioning and of low intelligence. My story is representative of thousands of others labeled as low functioning. My life changed in ways most can not comprehend the summer of 2014 when my parents took me to Herndon, Virginia to see Elizabeth Vosseller. My hero, Elizabeth, introduced me to the letterboards. Through a letterboard and now keyboard I am able to communicate my true thoughts by spelling them one finger at a time. I wrote this presentation on a key board tapping the letters one at a time.

The topic of my talk is: Diagnosis Disruption - Debunking the Myths of Non-Verbal Autism.

Many people view me as being stupid, emotionless and without the ability to understand other people’s feelings. It is not a surprise because scientists describe autistics so inaccurately. I am here to tell you we are much more complex than you believe and also more ordinary than you realize. We are confusing and difficult to understand because our exterior doesn’t match our fully intact brain. We have sensory problems that make us look out of control. Some of us have voices that don’t say what we mean. Others have motor planning impulse control issues that make us do things we didn’t mean to do. In spite of the tremendous challenges we are all just like you with complex thoughts and feelings.

Scientists typically look at three key areas when determining whether someone fits the criteria for further screening for autism spectrum disorder. The three areas are impaired social interaction, impaired communication and restricted or repetitive behavior. They often assume that functional problems of speech, social interaction and unusual behavior are indicative of low intelligence and poor cognitive function. They create checklists to define the behavior we do that is not typical without understanding that many of these behaviors are in fact motor based rather than a cognitive deficit.

At my previous school, I was not allowed to spell to communicate and therefore was unable to change their incorrect assumptions of me. They were unable to see beyond my atypical behavior. As a result, I was taught at the first grade level last year. My new school was open to seeing me differently and allowing me to use the letterboard all day. I am now taught at grade level which is eight grades higher than instruction at my previous schools. I wish they could see me today and perhaps treat others with so called low functioning autism differently. This school move only occurred when a group of experts in the school system were willing to suspend their preconceived ideas about autism. I hope you are willing to do this also by hearing what my friends who are here and I have to say.



I am going to ask you to look at a few more examples from my perspective.

While on the surface these scientific descriptions seem accurate, I am going to describe how what you see in many autistics is not the full or true picture.

1) Wild erratic movements without purpose: When I look most dysregulated I am reacting to overstimulation and sensory overflow. It is impossible for anyone to evaluate my internal state when just looking at my out of control body. For example I become very dysregulated, cover my ears and make an odd sounding noise when people sing happy birthday. The out of tune singing, especially my mom’s voice (just kidding mom), makes me feel anxious and covering my ears and making noise muffles the sound. When people see my reaction they assume I don’t want to be part of the celebration and stop including me when in fact I love birthdays and just need a coping mechanism to participate. When I appear totally out of control, I am internally trying to focus and calm myself during an overly sensory stimulated situation.

2) Inability to initiate or sustain a conversation: Experts claim low functioning autistics are unable to hold a conversation. It is true that I am unable to do it verbally. However I can have full and meaningful conversations with my friends and others if I am able to type my part of the discussion. I have three friends in the room today who communicate the same way I do. I wish scientists or disbelievers would watch our interactions and see firsthand the complexity of our discussions, the way we support each other and how emotionally connected we are to each other and the world. One of my friends dreams of being a writer. Another really wants a girlfriend. All are interested in a full life with the same opportunities for education, living arrangements, jobs and community that any other person wants.

3) Odd, repetitive behavior: My behavior that experts describe as repetitive and without purpose is actually very useful in calming a highly stressful situation. For example, I often ask repetitive questions when I am nervous about a transition or don’t know how to get the words I want to say out of my mouth. I understand why experts think these behaviors are odd but understanding the reason we do them is crucial to understanding us. A good example of this is my obsession with the Wiggles. I talk about them all the time but can’t stand them. As annoying as it is to be 15 and talking about a preschool music group, reciting their lyrics does calm me down when I am stressed.

4) Poorly developed imaginary play: I have been told those with autism have no imaginary play skills. If only someone could get inside my brain you would see how I am always creating stories to pass the time when I am being ignored. I create stories about people traveling around the world and meeting famous historical figures. One of my favorites is of my friends going to meet Abraham Lincoln and talking to him about emancipation of those in society who are disenfranchised. So, I will continue to fail the tests researchers use, like putting plastic figures in front of me and asking me to pretend some contrived story. However, when I see the figures I’ll pretend in my mind the figures are Lincoln’s soldiers who may have lost this one battle but can still win the war.



5) No or limited interest in social interaction: I understand why someone thinks I’m a loner and prefer isolation. However this could not be further from the truth. In social situations I sometimes leave the room when others are trying to interact with me because i am so excited and my body experiences a rush of such intense happiness that I launch like a rocket out of the room. When I come back unfortunately the social interaction is lost and even worse than losing that one opportunity I likely pushed the person away for good. This is one of many examples of how my outward behavior doesn’t match my strong insatiable need to be with others and how researchers don’t understand me. I want friends more than anything. I am lucky that now for the first time I have a group of people who I feel close to and who I feel understand this.

Every time someone with autism is allowed to share what goes on in his mind it gives experts more information and insight into the complicated inner workings of those of us who are so misunderstood. Hearing from Autistic individuals is integral to scientists understanding us and our critical and empathetic thoughts. By doing so, they can study the huge gap between the vast amount of intelligent, intricate, and inventive thoughts that we have in our minds and our difficulty sharing them in a typical way.

In closing, so called experts need to start by assuming that their patients with autism are truly thoughtful and intelligent. Entering the patient/clinician relationship with this shift in thinking is the most important first step. Allowing us alternative forms of communication combined with researchers commitment, dedication and hard work we can actually make changes to research protocols that will make a difference in my life and others like me.

So, death to the idea of the empty headed autistic. I hope that people will see me and my friends beyond our exterior and see us for the people we really are.

Taken from: https://growingkidstherapy.wordpress.com/2017/01/05/diagnosis-disruption-debunking-the-myths-of-non-verbal-autism/


Nelson Mandela Park PS Student Council By: Fiza

Nelson Mandela Park’s 2016 Winter Concert was a blast. We had many of our talented students perform. Along with a l l the fantast ic performances we had an amazing bake sale run by the Student Council. We raised up to a jaw-dropping amount of $700+!!! The Student Council has decided to donate half the amount towards a charity. The other half will be used towards school purposes.


Remembrance Day Flashback By: Sabrina

Remembrance Day is a day where we not only acknowledge all those who have fought for us but also those who lost their life because of these wars. We come together to commemorate those who have died to give us the life we enjoy every November, 11th at 11:00 am because that was the day that the First World War ended on, and peace was made between the warring countries. In our school we have an assembly every year on November 11th at 11:00 am.

Though Remembrance day was initially about the First World War, we must also think and remember those living in war right now. We gather as a school community to remember those that have sacrificed their lives for us and to promote the idea of peace.

Interview with Kayla S.:

Q:Why did you pick the song Imagine by John Lennon to perform at our Remembrance Day Assembly?

A:“I chose to sing Imagine by John Lennon, because I really thought it would connect to the theme of the assembly. Also because it talks about peace and in the song John Lennon talks about how the world should be one.

Q:Did the song have any special meaning to you personally?

A:“It is a song I feel that I can connect to. When the song talks about how there should be peace in the world and how it should be one…...that’s something important to me.”

Q:Why did you decide to participate in the Assembly?

A:“I participated in the assembly because I felt the need to show respect to those who have fallen in war and those who are still struggling in war.”


Regent Park Film Festival By: Jamee

On November 23rd, Ms. Lue-Kim and Ms. Jensen’s class went to the Regent Park Film Festival at Daniels Spectrum. All of the films were about bullying. I liked the first one because I think students in the school can relate because we all have been involved or seen bullying at some point in our lives. One of the films I really liked was about a boy who was a transgender girl and people in her school were bullying her by talking behind her back. I enjoyed going to the Film Festival because I learnt many things.


Continuing Education - International Languages Elementary and African Heritage Programs in the TDSB

As the world continues to move towards connectivity, learning languages becomes critically important. Encourage your child’s natural curiosity and enrol them in our JK to Grade 8 International Languages and African Heritage programs. Visit the TDSB International Languages website for a school near you. Web: www.ILEprograms.ca Twitter: @TDSB_ILE

Slip Sliding Away! By: Jamee

This January and F e b r u a r y M s . Cochrane and Ms. Gilbert’s classes have been skating at the South Regent Rink. I n m y o p i n i o n , s k a t i n g i s r e a l l y exciting and it's a good skill to have. I t ’ s h a r d a t t h e beginning but if you keep on trying you’ll get it. I go skating a n d a f t e r m u c h practice I am now a decent skater! Over the winter break, there was a program happening at the South Regent Rink right next to the a t h l e t i c g r o u n d s . T h e r e w e r e L e a f alumni players such as former captain #17 Wendel Clark. There was also a bouncy castle, hockey related games, food, and Maple Leafs merchandise giveaway prizes.


Intramural sports By: Saima

Nelson Mandela Park is now introducing our very own intramural program. Every week different classes compete against each other in different sports. The learning goal is to have fun and work as a team. Room 315 and 316 competed against each other in soccer. It was a tough match but room 315 took the W! If sports isn’t really your thing, you should come to cheer on your team. Come out and join the fun!!


Girls Basketball

By: Jamee

The Mandela Senior Girls Basketball Team went to Sprucecourt PS to play an all-day tournament. The team did their very best! Though they didn't move on to the semi-finals we’re very happy to say that the girls did very well in their winning game against Marketlane PS! The girls had a very tight game with Sprucecourt PS, with a 2 point loss. They also had a very close and amazing game with Lord Dufferin PS resulting in a four point loss.

By playing this sort of team sport the girls further developed their athletic abilities and also increased their

confidence. Even though the girls didn't win their first game, they kept going and were able to keep a positive and hardworking spirit all through the tournament. At the end at the day this is really just about bringing our girls together, and giving them a chance to learn and have some fun.

Nelson Mandela Park PS Parent Profile: Donovan Vincent By: Sabrina

Donovan Vincent is an award winning, feature writer for the Toronto Star. Beyond that he’s just another parent at our school, with a kind enough heart to come and share his writing expertise with the students in the Mandela Writers Club so we can learn how to further develop our craft.

During his time with us, Mr. Vincent was able to teach us how to seem more approachable when doing an interview. Mr. Vincent was also able to tell us how he has developed as writer over many years and demystify the career path for a professional writer like himself.

While Mr. Vincent was explaining his inspiring story to us he also gave us very helpful tips and advice on not only writing, but life as well.

Overall Donovan Vincent was a very kind, inspirational, and amazing writer to come and join us. We were very happy to have him come and speak with us; if you ever have the chance, you should check out his work in the Toronto Star.




Ecological Literacy and Healthy Eating!

By: Iasar

Foodshare came to our school. FoodShare is a non-profit organization that works with communities and schools to deliver healthy food and food education. Room 221 and 201 worked together to grow a Hydrophonic Tower. We grew herbs and different types of lettuce. We also tested the PH level of the water as the plants grew. We learned that if the acidity level is too high then the plants will wilt. Our classes had fun making a veggie smoothie with a bicycle powered blender. We learned so much about healthy foods and how people can grow them in an urban environment.

How We Can Change the School for the Better! By: Shejuanah

It’s very easy for everyone to talk about what someone else can do to change the school. So what about what we can all do to change the school for the better? Me, personally can help change the school by not sleeping in class. By not sleeping in class I’m helping send out the message to younger students that sleeping in class is not cool. I repeat not cool! I can feel good about being a positive example. Iasar believes that if she comes to school on time that she can help send the message that coming to school on time is good, and gives you more time to learn and get better grades. Jenny [ a.k.a Ms. Payne] believes that if we all come to school with positive energy it can help change the school. By having positive energy you will feel more inclined to do your best, and try your best. Barbara believes that if we all treat each other with respect it will have a powerful impact on the school. It is easy to respect your classmates, and teachers. It does not take a lot to change the school for the better because it is the little things that we do that can make a big difference. What can you do to change the school for the better?



Upcoming Important Dates

February 16th 3:30-8:00pm - Parent/Caregiver Conferencing evening

February 17th 9:00-11:30am - Parent/Caregiver Conferencing morning (no school for students)

*Teachers will reach out to parents of students they have concerns about to set up a conference time but parents/caregivers at any time can request to set up a meeting with their child’s teacher if they would like to discuss their child’s report card.

February Sharing Assembly Schedule (Commons RM) Character Trait: Fairness

Group #1 Wednesday, Feb 22nd (1:25-2:00pm) G01, G32, 129, 139, 225, 315, 316

Group #2 Wednesday, Feb 22nd (2:30-3:00pm) 128, 140, 201, 221, 323, 327

Group#3 Friday, Feb 24th (10:30-10:50am) G07, G09, G29, G34

February 28th 9:00-10:00am - NMP School Council in the Commons RM

March 13th-17th - March Break (no school)

April 5th 1:00pm - NMP Talent Show in the Gym

Nelson Mandela Park PS School Improvement Plan in Simple Summary

Achievement Literacy – K-8 Guided Reading on a regular basis. Numeracy – Building math skills through JUMP math and more practice doing open ended word problems focussing on math vocabulary. Equity Increasing integration opportunities for our Special Education students. Wellbeing Further promote mental health and wellness for students, staff and our parent community (includes Eco Schools, student meditation, maintenance of staff and student workout space).



CommunitySCIENCE Clubs!

FREEpresents…

REGISTER ONLINE, IN PERSON or by PHONE: www.vosnl.org/science-clubs416 266 6464

FOR YOUTH: Grades 3 to 8January 21, 2017- April 29, 2017EVERY Saturday Morning12 pm to 2 PM

ü Weekly experimentsü Guest speakers ü Tripsü Special Events

Brought to your community with support from:

Info: www.vosnl.org | (416)-266-6464

Nelson Mandela Park Public School440 Shuter St. Room 319

General Release

I, ________________do hereby give permission for my Child:_________________, to attend the TD Securities Computer Literacy Centre and to take part in Yonge Street Mission’s computer education program. Signature of Parent/Guardian Date *Please bring completed registration forms to the Computer Lab.

We are celebrating 16 years offering Computer

Literacy Courses

Since 1999 the YSM Computer Lab has awarded

2,700 computers to our Introductory Course graduates

Important information

TD SECURITIES COMPUTER LITERACY CENTRE

310 Gerrard Street East Toronto, ON M5A 2G7 P: 416-929-9614 F: 416-925-7904 www.ysm.ca

TD Securities

Computer Literacy Centre

SPACE IS

LIMITED!

www.ysm.ca

Register TODAY For

Spring 2017 Courses

Free Computer Classes

Please bring completed registration forms to the Computer Lab. For more information contact Julian or Stephanie, the Computer Education Staff at (416) 929-9614 or [email protected]

Note to Parents:

New Course

Primary I Or Primary II (SK-G1 OR G2-3, once per week for 10 weeks) Have fun discovering the wonder of computer literacy

Introductory (Grades 4-5 , 6-8, twice per week for 14 weeks) Learn essential computer skills and receive a refurbished computer

Advanced (Grades 4-8, once per week for 12 weeks) Learn how to make exciting and creative PowerPoint presentations *Only open to Introductory Course Graduates

Internet (Grades 5-7. once per week for 10 weeks) Learn valuable internet skills and design you own webpage

MS Coding (Grades 5-6, once per week for 6 weeks) Learn to code! Create computer games using Microsoft software Video Editing (Grades 5-7, once per week for 10 weeks) Learn all about script writing, filming, directing, and editing!

Stop Animation (Grades 5-7, once per week for 10 weeks) Create characters that come to life in your own animated movie!

LEGO Robotics I (Grades 6-7, once per week for 10 weeks)

Build your own robot - Program it to do almost anything!

LEGO Robotics II (Grades 6-8, once per week for 10 weeks) Learn more advanced skills & programming to build your own robot *Only open to LEGO Robotics I Graduates

Programming (Grades 6-8, once per week for 10 weeks) Design your own game by learning essential programming skills

Tech for Kids (Grades 6-8, once per week for 10 weeks) Learn how to build your own computer in this exciting course

Graphic Design (Grades 7-8, once per week for 10 weeks) Create your own designs using our new iMac computers

Computer Skills (Grades 9-10, once per week for 12 weeks) Learn essential computer skills for school and the workplace

Course Options

(Please PRINT clearly)

Student Name: (First) (Last)

Male or Female (circle) Age:____ Grade : (in September)

Street Address:

Apt/Unit #:_______ Postal Code:

Phone #: ( )

School:

Parent Email Address:

Registration

Course Selection (Choose 1 or 2)

Courses Grades Select

Primary I SK—G1

Primary II G2—G3

Introductory G 4-5 ,6-8

Advanced G 4-8

Internet G 5-7

MS Coding G 5-6

Video Editing G 5-7

LEGO Robotics I G 6-8

LEGO Robotics II G 6-8

Programming G 6-8

Tech for Kids G 6-8

Graphic Design G 6-8

Computer Skills G 9-10

To be completed by a Parent/Guardian

Documents

LITTLE HELP FROM SLIP SLIDING AWAY NMP GIRLS NMP …schoolweb.tdsb.on.ca/Portals/nelsonmandelapark/docs/Newsletters/Feb... · FEBRUARY 6, 2017 NELSON MANDELA PARK PS THIS NEWSFLASH