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Summer Updates
Published by Angel Hoggard on May 26, 2020
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As students begin their summer break, the following services provided by the district have been altered:

  • CCS Student Services Hotline – With the 2019-2020 school year coming to a close, the Student Services Hotline set up to assist students as they cope during the COVID-19 pandemic will discontinue.
  • Cumberland@Home LIVE Tutoring – The tutoring service ended on the evening of May 21. The remote-learning opportunity offered students assistance with math instruction during the COVID-19 pandemic.
  • CCS Prime Time – Because of the pandemic, CCS Prime Time before- and after-school care program will not be operating its usual summer camp this year. In lieu of camp, Prime Time staff will be posting fun summer activities on their Facebook page  https://www.facebook.com/CCSPrimeTime/  that parents can use to engage their child during the summer months.
  • Grab-N-Go Meal Service – CCS Child Nutrition Services will not be serving meals to children 18 years of age and younger from Monday, May 25 – Friday, May 29. Beginning Monday, June 1, the district’s summer meal program will operate at various sites throughout the county. For a full list of the locations, visit http://bit.ly/mealpickup.

 

        
Sherwood Park is Proud to be a PBIS School
Published by Sylvester Colvin on December 4, 2019
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image of words Positive Behavior Intervention and Support

Sherwood Park is a PBIS School! Positive Behavioral Interventions and Supports (PBIS) is an approach to teaching and supporting positive behaviors and meeting the needs of ALL students.  This school-wide approach to discipline focuses on building a safe and positive environment in which all students can learn.

The foundation of PBIS at Sherwood Park Elementary School is our “Bear Code”, which has the three building-wide expectations:

  • Be Safe
  • Be Respectful
  • Be Responsible

In addition to our “Bear Code” expectations, PBIS has five other components: 1) a behavior matrix which explains behavior expectations in each school setting; 2) direct teaching of the expectations; 3) PBIS recognition4) tracking sheets to record and address appropriate/inappropriate behaviors; and 5) voice levels to maintain appropriate voice levels throughout the building.