Lower School Handbook
- Letter from the Director
- Children
- The Community
- Lower School Beliefs
- The Academic Program
- Student Support Services
- Lower School Policies and Information
- Uniform Code
- Lower School Schedule
- Lower School Communication
- Behavioral Expectations and Policies
Letter from the Director
August 2020
Dear Lower School Students and Families,
Welcome to the community of Lower School! As you know, our preparations for this school year have been unprecedented. Never before have we considered physical distancing in classrooms, expectations for wearing face coverings, and screening before coming to school. While all of this adds a different lens to our planning, one thing remains constant ... and that is our attention to the care you will feel among your teachers and friends, the depth of learning you will engage in as you interact with the curriculum, and the feeling of community we’ll experience together. After months away from school, I am so excited to begin the year! I hope you are, too.
Respect, responsibility, and friendship are core values in Lower School. Intentional work will be given to ensure a community where all feel a sense of belonging, the dignity of each person is respected, and our words and actions enable each of us to bring our full selves to school. We will work to develop skills and attitudes that promote social justice. How we live and learn together will shape who we are as we continue to grow.
Enriching learning experiences will challenge you, opportunities for leadership will engage you, and space for you to pursue your passions will peak your curiosity. Whether you love numbers, a good book captures your attention, or creating art inspires you ... you’ll find places to shine! I hope you’ll come to school eager to learn and explore your interests, ready to make new friends, and willing to participate in Lower School life.
This Handbook contains important information and is intended to be a reference for you. Please take time to read it carefully so that you understand Breck’s Mission and Values, the Lower School philosophy and curriculum, behavioral expectations and our policies and procedures. If you have any questions, please do not hesitate to call our office.
Most sincerely,
Peg Bailey
Lower School Director
Children
Children are unique individuals who develop and learn at different rates and in different ways. The concept of readiness is important in teaching and learning. Children’s own interests and learning preferences must be considered when developing curriculum. Children who have choices about their learning more readily take ownership of educational experiences.
Children are intellectual beings . . . naturally curious and enthusiastic learners. They need a variety of concrete experiences to understand abstract concepts and time to clarify and extend their thinking. Intellectual growth is a continual process of acquiring, questioning, ordering, and restructuring knowledge.
Children have emotional and social needs and learn best when they feel secure and valued. When they are accepted and appreciated, they are free to take risks as learners, to make mistakes, and to learn from their experiences.
Children are aesthetic and artistic beings who explore and express their thoughts and feelings in a variety of media forms; they learn through sensory experience.
Children are physical beings who exhibit varying degrees of energy and physical activity. For children, learning involves whole-body activities, active participation, and play. With guidance, children develop attitudes, skills and knowledge for safe and healthful living.
Children are becoming socially responsible, caring beings. As they grow, children develop spiritual and ethical values that result in caring attitudes and behavior. In an environment that promotes respect, kindness, honesty, collaboration, and acceptance of diversity, children develop respect for themselves and others, as well as an awareness of environmental, multicultural and global issues.
The Primary Program Foundation Document, Ministry of Education,
Province of British Columbia, 2010, was used in developing this statement.
The Community
We believe that collaboration and communication among teachers, parents and students contributes to the tone of trust and support needed for a healthy learning community. Each constituency plays a vital role in fostering and encouraging a child's identity, growth and development.
The Lower School faculty is committed to working together to establish a safe, respectful, and inclusive community. Teachers work in teams to provide a comprehensive curriculum. Each teacher builds a supportive classroom community where students grow as responsible, caring and motivated learners. Our C.A.R.E. curriculum promotes the development of a strong set of character traits and values.
Parents model enthusiasm for learning as they support children at home and share educational experiences. Parents who cultivate the desire to contribute to others demonstrate the value of service and responsibility. Providing time for children to imagine and play in a nurturing family setting allows them to grow and develop as creative, confident people. Parent participation in school activities demonstrates a commitment to the school program. In Lower School, a variety of opportunities are available for parent volunteers.
Lower School students are creative, passionate, and joyful learners! Their high level of engagement contributes to a stimulating classroom environment. They demonstrate curiosity, imagination, and a desire to participate fully in their community.
Communication is an important part of sustaining a sense of community. Through online communication, progress reports, parent education evenings, conferences, and portfolio sharing, important information is shared between parents, students, and teachers. Parents’ concerns should always be addressed first to the classroom teacher. Members of the Student Support Team are also available to serve as resources for students, parents, and teachers. If additional support or information is needed, we invite you to contact the Lower School Dean, Lower School Learning Coach, or Lower School Director.
Lower School Beliefs
About Children and Learning
A child’s journey through Breck’s vibrant learning community often begins in Lower School. Our mission is to foster a love of learning, cultivate independent thinkers and guide children to reach their full potential. In Lower School, we expect children to take an active role in their learning. We focus on the development of the whole child: cognitive, social, emotional, physical, aesthetic and spiritual. We believe learning is a social activity that involves exploration, play, communication and collaboration. As they grow, students increase their understanding of themselves as learners and develop their voice and cultivate their strengths.
We believe children:
- are naturally curious, creative, and imaginative;
- must learn to recognize the value of each human being;
- thrive when they feel safe, respected and valued;
- flourish when they have meaningful, authentic relationships at school and in the larger community;
- learn equally from their successes and challenges;
- develop and learn at different rates and in a multitude of ways;
- take ownership of their learning with choice and autonomy;
- build confidence as they share their voice with others;
- benefit from opportunities to develop leadership skills;
- develop perspective in a diverse community;
- grow from serving and responding to others; and
- succeed when parents and teachers share a strong partnership.
Lower School Statement of Pedagogy
The Lower School academic program is comprehensive in scope and content. Students develop knowledge and skills in the core areas of literacy, mathematics, social studies and science as well as the study of world language, music, visual arts, religion, physical education and technology. Lower School students participate in a curriculum that supports social/emotional learning and character development.
- Curriculum is organized to support students as they build on what they have already learned.
- Creativity, collaboration and communication are essential skills. Faculty provide ample opportunities for students to develop and apply these skills.
- The classroom is intentionally structured to nurture relationships. An inclusive community supports an atmosphere of trust and respect.
- Young children are provided opportunities for purposeful play, hands-on interaction with materials, exploration of the natural world, and authentic learning experiences.
- Learning occurs in a dynamic environment where students explore questions, engage in meaningful conversation, share expertise, and pursue their interests and ideas.
- Teachers use multiple forms of assessment to inform their teaching. Curriculum and instruction are designed with attention to an individual student’s strengths and needs.
- Children are taught to share, empathize, develop resiliency and consider the needs of others through character education and service learning.
- Leadership skills are cultivated throughout a student’s experience in Lower School.
The Academic Program
The Lower School Curriculum
The following information is presented in an effort to provide an overview of the academic program in the Lower School. Our curriculum evolves as we bridge research with practice in teaching and learning.
The Lower School social studies curriculum develops an understanding of self and one’s relationship to others and to the environment. Through the curriculum, students study and develop an understanding of history, culture, geography, economics, government and citizenship. In small group work, discussions, projects, and hands-on activities, social studies is integrated with other curricular areas. Students learn and practice skills to live in a diverse community, and recognize opportunities for social response/action. Literature, presentation, research and large/small group activities are primary modes of instruction.
- Literacy
- Mathematics
- Social Studies
- Science
- World Languages
- Visual Arts
- Performing Arts
- Library
- Technology
- Physical Education
- Religion
- The Social Curriculum
- Assessment and Evaluation
- Homework
Literacy
The Lower School literacy curriculum promotes the development of students as readers, writers, speakers and listeners through experiences with meaningful communication. The faculty is committed to a curriculum that fosters children’s ability to use language effectively and to develop a lifelong enthusiasm for reading and writing. We use a variety of approaches in reading instruction, supporting differing rates of development and carefully monitoring the progress of each child. Students are introduced to reading strategies, including the use of picture, context, phonetic clues, word analysis and an overall focus on reading comprehension. Reading and writing are integrated throughout the day in all content areas. Children are immersed in quality literature beginning in preschool. Students learn about the structure of language,vocabulary, punctuation, and spelling through direct instruction and as they draft, edit, and publish written work. The Teacher’s College Reading and Writing Program (Columbia University) is used as a foundation. Phonetic spelling is encouraged for beginning readers and writers. As children become more skillful with written language, conventional spelling is expected. Students are formally taught manuscript letter formations beginning in kindergarten. Cursive writing is introduced in the second semester of grade two. Students use technology as a tool to support reading, research and writing.
Mathematics
Primary goals of the Lower School math curriculum include the development of problem-solving strategies, the acquisition of basic computational skills, the understanding of measurement, the introduction to algebraic thinking, and the exploration of numbers in data, patterns, and graphs. We want all students to see themselves as mathematicians. As part of everyday mathematical work, students develop skills and concepts moving from concrete to pictorial to abstract, and apply their skills in meaningful problems. They communicate their mathematical thinking and problem solving through drawing, writing and conversation.
In preschool and kindergarten, children develop mathematical understanding, number sense, and skills through activities that introduce them to early math concepts/strategies. Students in grades 1-4 use the Singapore: Math in Focus curriculum. The focus of the curriculum is on mastery of a limited number of concepts in order to develop understanding at a deeper level. Students are asked to share their mathematical thinking in a variety of ways. Mathematics is an integral element of the STEAM program.
Social Studies
The Lower School social studies curriculum develops an understanding of self and one’s relationship to others and to the environment. Through the curriculum, students study history, culture, geography, economics, government and citizenship. In small group work, discussions, projects, and hands-on activities, social studies is integrated with other curricular areas. Students develop understandings to live in a diverse community, and practice skills for social responsibility/civic action. Readings, presentations, research and large/small group activities are primary modes of instruction.
Science
Lower School students explore science concepts through a curriculum that promotes the development of science research skills. Our Real Science program provides opportunities for children to explore the natural world through observation, collection and measurement of data, journal writing, experimentation, inquiry, and prediction. General science concepts are introduced through the study of one broad topic at each grade level, covering life, earth, and physical sciences. In preschool, children explore the natural world with a focus on Minnesota through the seasons. Kindergarten students study biology as they learn about the human body. Kindergartners partner with their middle school “bio-buddies” throughout the year. First-grade students focus on geology as they learn about rocks, oceans, and the ever-changing earth. Second-grade students study botany through the interdependence of plants with the environment. Third-grade students explore phenology with the study of plants, animals and elements as they experience seasonal change. Third graders participate in Project Feeder Watch in conjunction with the Cornell Lab of Ornithology. Fourth graders study magnetism, electricity, force, and motion. Inquiry-based research projects are a focus in the second semester.
World Languages
The world languages curriculum promotes the development of the effective use of a second language including confidence in speaking, reading, writing, and listening. Students enhance their understanding of other cultures through the program. Lower School students begin the study of Chinese or Spanish in preschool and continue to study this language through fourth grade. Students in preschool, kindergarten, grade one and grade two spend most of their language class time engaged in speaking and listening as they dance, sing, and listen to the language and engage in conversation with their teachers. Third- and fourth-grade students experience the language in conversation and written form. Technology is integrated into the world language program. Students entering fifth grade may choose to continue their Lower School language or choose from other Middle School language offerings.
Visual Arts
The Visual Arts program encourages personal fulfillment through art experiences as well as an appreciation of the artistic process and the role of art in society. Process is stressed equally with product. Concepts, vocabulary, and technique are all important. The child’s experiences, based on a sequential and developmental timeline, include exploring art forms (drawing, painting, sculpture, ceramics, fibers, jewelry) as well as elements of design such as color, line, shape, form, texture and value. Lower School students spend time with Breck art faculty, who are artists in the community, as well. The Lower School Art Show is an annual celebration of Breck’s young artists.
Performing Arts
The Lower School music program introduces students to music’s universal quality as a common bond in our diverse culture. Each grade level works toward mastery of appropriate learner outcomes within the basic concepts of music: melody, rhythm, harmony, form, dynamics, texture, timbre, tempo and movement. Orff-Schulwerk, Kodaly and Dalcroze are methodologies used in music instruction. Our winter and spring performances showcase the curriculum. Fourth-grade students also participate in a band and orchestra rotation class designed to give them hands-on, introductory experiences in playing wind and string instruments. Students may take private string, brass, woodwind, voice, or piano lessons before school, after school, or during recess, for an additional fee.
Library
The Lower School library program is designed to promote the pleasure of reading as a life-long activity. The collection includes more than 20,000 titles, including e-books and magazines. Students read aloud, discuss, and recommend books to each other. Students in preschool through fourth grade have a regularly scheduled library class. Third- and fourth-grade students participate in an integrated library/research experience. Students may also come to the library to do research or browse the collection. Authors come to Breck to highlight the writing and publishing process. The library staff is committed to developing enthusiastic readers who are skilled library users, and comfortable using electronic catalogs and doing online research. Parents are invited to use the library for book recommendations, audiobooks or parent education resources.
Technology
Technology is used throughout the Lower School to enhance and support the academic program. Online learning has enhanced ways teachers and students use tools to engage with learning. Word processing, creative tools, educational applications, presentation programs and online research are part of our student’s experiences. Students use technology in the classroom with iPads and laptops. Fourth-grade students are engaged in the school’s 1:1 laptop initiative. Digital citizenship and safety are part of the curriculum.
Technology Core Values
- Treat your laptop with care.
- Use your laptop for academic work.
- Be honest and respectful in your communications.
- Be responsible for what you create.
Preschool through fourth graders participate in STEAM (Science, Technology, Engineering, Arts, Mathematics) activities in connection with classroom curriculum. STEAM focuses on design thinking, coding, developing collaborative problem-solving abilities.
Physical Education
The physical education department’s philosophy has four dimensions: to develop appropriate skills, to develop an atmosphere of cooperation and respect, to develop personal confidence, and to instill a healthy sense of well-being. The focus is on individual skill development and lifelong fitness. The curriculum is a carefully planned series of units that spiral from year to year. Lower School students participate in activities in our gyms, swimming pool (grades 1-4), skating rink (K-4), and outdoor fields. Units include ball handling, soccer skills, track, gymnastics, aerobic fitness, swimming, ice skating, and rhythms. We integrate health, nutrition, and physiology in the physical education curriculum.
Religion
The Lower School religion curriculum focuses on tradition, inclusivity, and service. Stories from literature, the Bible, and our own lives are shared in classrooms and in Chapel worship services. These become the path to learning about values and religious traditions. We celebrate many faiths and cultures in the hope that through diverse spiritual experiences, we might all gain deeper understanding of our own beliefs. Students gather for religion in Chapel services and in classroom lessons.
The Social Curriculum
Our C.A.R.E. (Character Always, Respect Everyday) curriculum promotes a safe, respectful community as students gain skills in responsibility, empathy, friendship, honesty, perseverance, gratitude, and acceptance. Mindfulness is practiced in all classrooms, giving students strategies for self-regulation and increased attention to their academic work. Teachers use “Morning Meetings” and daily opportunities to integrate the C.A.R.E. curriculum, mindfulness, and components of The Responsive Classroom program.
Assessment and Evaluation
Assessment and evaluation of Lower School students is an ongoing process involving classroom teachers and support personnel. At each grade level, teachers have developed common assessments to help in the evaluation of student progress. Informal and formal assessment activities include observation, conferencing, testing, and performance-based evaluation. Work samples are shared with parents to show growth over time.
Standardized tests are administered in grades three and four. In grade three, tests provide practice in standardized test taking and give a profile of class performance. Grade four individual test scores are provided to parents. Emerging patterns are studied by teachers and support personnel as part of the ongoing evaluation of the curricular program.
Parent-teacher conferences are scheduled in fall, winter (preschool), and spring. Written progress reports communicate student performance twice during the year, in December and June.
Homework
The purpose of homework in Lower School is to give children an opportunity to develop individual responsibility, practice skills learned in the classroom, and communicate learning expectations with families. The parent’s role in homework is to support their student by providing daily time and space for homework completion. Reading is a lifelong skill, and we encourage students to read outside of school for both practice and enjoyment.
The average amount of homework is:
Grade 1: 15-20 minutes of homework three days per week.
Grade 2: 20-30 minutes of homework four days per week.
Grade 3: 30-40 minutes of homework four days per week.
Grade 4: 40-50 minutes of homework four days per week. Use of computers should be monitored by adults.
Please note: Classrooms will remain locked after school for security reasons. Students need to remember all homework and belongings when they leave school at the end of the day.
Student Support Services
Academic/Social/Emotional Resources
Extensive resources in Lower School support student learning and social/emotional development. We believe it is important to provide the necessary structures for students to move forward as learners and as healthy young people.
Student Support Team
The Student Support Team (Lower School Director, Dean, Learning Coach, and Counselor) meets weekly to discuss students and their individual needs. A plan may be developed to support/extend academic progress, emotional well-being, and/or behavior skills. The Student Support Team works with classroom and resource teachers to develop interventions and identify assessment needs. The team supports parents in accessing community resources.
Dean
Our Lower School Dean supports the academic, social, emotional, and behavioral needs of students in Lower School. The Dean listens to concerns and issues, provides coaching and feedback to students, facilitates small-group conversations, and assists students in feeling positive, healthy, and responsible. The Dean works collaboratively with classroom teachers, and extends support and guidance to parents.
Counselor
Our Lower School Counselor provides support for students and families that includes: individual counseling, small skill-based groups, classroom lessons, informal observation, parent education and referrals to community agencies. A variety of lessons/programs have been developed to address a broad range of topics to support children’s self-regulation, social skills, emotional health, and academic success.
Learning Coach
The Lower School Learning Coach provides support to classroom teachers in the areas of curriculum differentiation, assessment, intervention planning, and academic enrichment/support. Parents may contact the Learning Coach with questions related to academic performance, assessment, study skills, and learning differences.
Resource Teachers
Literacy Resource teachers provide small group classroom instruction, and individual/small group support for students who demonstrate a need in reading and/or writing. When a plan is developed and implemented, ongoing evaluation supports a student’s evolving needs. Our Math Resource teacher provides instruction to students who demonstrate highly exceptional math ability, and also supports teachers in differentiating to meet student’s needs in the classroom.
Tutors
Individual tutoring is available at Breck for students who need concentrated one:one academic support in reading, writing, spelling and math. Tutoring is a fee-based service and is initiated by a recommendation from the Student Support Team.
Academic Accommodations
Breck School is committed to providing appropriate support needed to accommodate individuals with diagnosed learning differences. Academic accommodations are evaluated on an individual basis by Breck’s divisional Student Support Team using assessment data provided by educational psychologists or healthcare professionals. Accommodations are developed to meet the needs of students, which may include assistive technology, alternative testing arrangements, social/emotional support, and differentiated instruction.
Lower School Policies and Information
Absences
If your child will be late or absent, please either submit the absence via your Veracross Parent Portal, or call the Lower School Office (763-381-8221) in the early morning. Please notify the Health Center Coordinator (763-381-8241) of any communicable diseases, medications, surgeries, or injuries that involve your child.
Due to the COVID-19 pandemic, these guidelines are subject to change based upon state and federal health guidelines. A child must be fever free for 24 hours without any fever reducing medications. Their body temperature must be less than 100 degrees in the past 24 hours before giving medication to reduce fever. There should be no vomiting or diarrhea in the past 24 hours. Students should be able to tolerate eating as they normally would, and have the stamina to get through the demands of the school day. If having your child at school would put others at risk for contracting your child’s illness, please keep them at home. For extended absences (more than one week), we will ask you to provide a note from your physician.
Students are granted an excused absence from school if they:
- are ill or injured;
- have an emergency or a death in the family;
- have a medical or dental appointment;
- have submitted the absence via the Veracross Parent Portal prior to departure.
The school asks that every effort be made to schedule appointments outside the school day.
Arriving to School
Lower School students arriving by car should arrive no earlier than 7:30 am. Use the Lower/Middle School Entrance to enter each morning. To comply with state licensing guidelines, preschool children need to be walked to the classroom by a parent/caregiver. (We do not provide supervision for students arriving before 7:30 am.) Classes begin promptly at 8:30 am. Please call the Lower School Office to discuss special situations that require an earlier drop-off time.
Attendance/Tardy Policy
At Breck School, we expect students to be in attendance daily. It is important for children to be present for classroom instruction. (See Vacations on page 15.) All students arriving late MUST check in at the Lower School office and obtain a pass for entry to class.
Excessive absences and/or tardies have significant consequences for a child’s learning. In such cases, parents will be contacted by the Lower School Administration.
Birthdays
Birthdays are a joyous time in every child’s life! Teachers celebrate children’s birthdays in special ways in the classroom. Children are invited to celebrate their birthday by donating a “Birthday Book” to the Breck Lower School Library.
Parents are invited to celebrate with their child on this special day. Summer birthdays are celebrated during the school year.
When planning parties, please be aware that invitations may not be passed out at school. We do not provide parent contact information (please use the Breck directory). We advise parents to think carefully about the type of party that is developmentally appropriate and safe for your child.
Campus Store
At the Campus Store, which is open from 8:00 am to 3:30 pm, students may purchase various supplies such as pencils, notebooks, paper, etc. Store purchases are charged to a student’s account.
Lower School students must bring written permission from parents to make any purchases at the Campus Store.
Classroom Parties
Lower School students celebrate holiday parties in the classroom. Parent volunteers may be asked to help organize the parties. All food is ordered from Breck food service.
Departing from School
Teachers dismiss students at the end of the day, typically between 3:15-3:25 pm from classrooms. Students riding the bus are escorted by a teacher to the appropriate area. Students who are picked up in carline wait with a teacher by grade level in front of the school. Teachers and the Lower School office must know in advance, in writing, about any changes in transportation plans.
Please note the following:
- Students will ALWAYS go home the “normal” way unless we are notified by a parent/guardian.
- If your child will be picked up in carline by their sibling, nanny, or other family member on a regular basis, please update your student’s emergency contact information in Veracross. The Lower School office must be contacted for all exceptions to a student’s transportation. Lower School students are not permitted to walk or bike home from school unless accompanied by an adult.
Please note: Teachers do not have time to check or respond to voicemail or email regularly during the school day. Messages concerning transportation or emergency information must be given to the Lower School Office or Transportation Office by 2:00 pm to ensure timely delivery.
All students leaving campus before 3:15 pm must be signed out by an adult in the Lower School office.
Students who are not picked up in the carline by 3:30 pm will return to the Lower School Office. *Lower School students are not allowed to wait in other areas of the school unless they are with a sibling who is authorized to pick up. Students will be signed in to the office by a teacher and must be signed out by an adult.
Electronics
Electronic games, iPods and cell phones are NOT allowed in Lower School during the school day. There is not an appropriate time during the school day for the use of these electronic devices. E-readers may be used for independent reading in the classroom. Please note that students are responsible for the safety of personal devices.
Extended Day
The Extended Day team provides wonderful before-school (7:30-8:15 am) and after-school (3:15-6:00 pm) programs for students in preschool through grade 4. Please call Katie Peterson, Director of Extended Day, at 763-381-8234 for more information.
Field Trips
Teachers plan a variety of off-campus experiences that are integral parts of the curriculum. Parent volunteers are often invited to chaperone.
We ask that only parents, guardians, or grandparents participate as chaperones. For safety reasons, nannies or other parent substitutes may not participate as chaperones on field trips. Younger siblings may not accompany parents. Dates and times for field trips are listed on teachers’ blog sites or other notes sent home with students.
Lockers
Students are assigned a locker for their belongings. Students are expected to keep lockers clean and organized. We invite children to bring family photos, if they desire. We discourage other decorations inside Lower School lockers. There is to be no writing on either the inside or outside of lockers. Lockers are considered school property and may be opened and checked by the school at any time. Lower School students do not put locks on their lockers.
Lost and Found
There are three Lost and Found areas:
- the back hallway behind the Lower School North Commons
- the hallway next to preschool
- the Transportation Office (for items left on buses or vans)
Please label all children’s clothing with first name, last name and room number. Encourage your children to be responsible for their belongings and encourage them to look in the Lost and Found for missing items.
Private Music Lessons
Lower School students have the opportunity to participate in private string or piano lessons for an additional fee. A list of private instructors who come to Breck will be sent home to parents and is included on the Breck website. Lessons occur before or after school, during recess, or during a regularly scheduled music class.
Religious Holidays
We support students in their diverse religious beliefs and in the observation of religious holidays. We ask you to log your child’s absence in Veracross, in advance, if students will be absent from school. Please share with teachers any special information about the religious traditions of your family.
Rest
We appreciate your efforts to ensure that your child receives adequate sleep in order to fully participate in school activities. Many children need 9-10 hours of sleep each night. It is important for parents to send children to school rested and ready to learn.
School Supplies
We will be advising students/families as to supplies that students will need to bring to school. All supplies will need to be labeled with the student's full name.
Snack
Students are provided a healthy snack from Breck’s food service to help sustain their energy level during the day.
Student Visitors
This year, we will not be permitting visitors to campus with any students. We appreciate your understanding of this policy change due to our health and safety measures.
Toys
Students may NOT bring toys and/or other items that may distract from learning, except by invitation of the classroom teacher.
Treats
Students may NOT bring treats to school. For health and safety reasons, all treats are ordered through Breck food service.
Vacations
We know the value of family vacations, however, we strongly discourage absences for travel. Breck plans for regularly scheduled vacation periods (please consult the calendar). Classroom work will not be regularly assigned to students who miss school for trips, special activities or athletic events.
Parents are asked to submit their student’s absence in Veracross ONE WEEK in advance of an absence that will occur outside of the scheduled vacation periods. Thank you!
Volunteers
We appreciate the dedicated and indispensable support of many Lower School parents. Classroom Ambassadors organize volunteer activities. Due to health and safety precautions, we will communicate our needs for volunteers as the year moves ahead. When volunteering in the Lower School, parents must sign in and out with the security guard at the Lower/Middle School Entrance.
Uniform Code
The primary reasons for our uniform code in grades 1-4 is to provide consistency in the community and eliminate clothing competition among young children. Students are expected to maintain a neat, clean, and appropriate appearance at all times. Please call the grade-level Dean or Lower School Director if you have any questions. As always, we count on and are grateful for the cooperation of parents in making our uniform code work.
Official uniforms should be purchased at the following stores:
- Educational Outfitters 6002 Excelsior Blvd., St. Louis Park
- Donald’s Uniform Store West 6407 City West Parkway, Suite 104, Eden Prairie
- Donald’s Department Store 972 Payne Avenue, St. Paul
** Breck spiritwear (for special events and non-uniform days) may be purchased through the Campus Store or Breck’s online store.
As part of our sustainability efforts, the Parents Association ReUse Uniform Sale is held several times during the school year. Dates will be communicated on the Breck website. Any uniform items purchased from another source must be identical to Breck’s official uniform clothing and may NOT display any brand labels/logos.
IMPORTANT: Please mark every piece of clothing your child wears to school with your child’s first/last name and room number.
Uniform List for 2020-2021
Shirts
- Classic or rounded collars blouses (white or yellow)
- Oxford shirt (white or light blue)
- Turtleneck (white, navy or red)
- Polo shirt with/without banded bottom (white or red — banded bottom recommended)
Jumpers & Skirts
- Jumper | Plaid (v-neck) “Breck” style (grades 1 & 2)
- Skirt | Plaid (grades 3 & 4 only)
PANTS & SHORTS
- Pants | Twill (navy) — pleated or flat front
- Shorts | Twill walking shorts (navy)
MISCELLANEOUS
- Socks | Knee highs (navy or white)
- Tights/leggings (navy or black)
- Anklets/crew socks (navy, white or white trimmed with plaid to match uniform)
- Sweaters | Crew neck, vest, or cardigan (red or navy)
- Performance Zip-Up | Navy with Breck logo
- Fleece | 1/4-zip fleece — navy with Breck logo
SHOES
- Shoes | Dressy, suede/leather slip-on shoes or loafers in solid dark colors. NOTE: No open-toe or open-heel shoes, clogs, sandals, boots or tennis shoes
- Gym shoes • Tennis shoes with non-marking soles. All students must have tennis shoes for gym class.
Please note:
- Bike shorts, leggings and/or tights may be worn under jumpers and skirts.
- Skates and helmets are required equipment during PE skating units; swimsuits (one piece only) and towel are required for PE swimming units.
- Plain white (only) t-shirts may be worn under the regular school shirt.
- Hats and bandannas are not allowed in school.
- Occasionally Lower School has a non-uniform and/or a CARE t-shirt day. Please be sure students dress appropriately. Shoes must be closed-toe. Look for an announcement in the weekly Email Bulletin Board.
Lower School Schedule
Lower School Day
Classroom teachers plan daily experiences in literacy, math, social studies, and science. This planning carefully considers the developmental levels, special needs, skills and interests of children. There is a balance of large and small group activities, independent work, purposeful play, collaborative projects, instruction in processes and skills, exploratory learning, physical movement and outdoor activity. Students have the opportunity to discuss new ideas, solve problems, share feelings, and make future plans and goals.
In addition to classroom experiences, children engage in a comprehensive program including art, music, world languages, social skills, physical education, religion, library/media.
Lunch
Breck School serves a healthy and nutritious lunch each day. Local produce, yogurt, fresh fruit, organic foods, and milk are part of the daily offerings. Lunch is a time for students to share informal conversation with each other. Teachers and students eat together. Students are expected to use good manners and show respect for all students and adults in the dining room.
Contact our Director of Food Services and the Health Center for special dietary needs. Information on individual students’ allergies and/or intolerances MUST be filed in the Health Center.
Preschoolers and kindergartners, because of an early lunch, enjoy their snack in the mid-afternoon. Children in grades 1-4 receive a snack in mid-morning.
Recess
We strongly believe in the benefits of outdoor free play for children every day except during rainy or extremely cold weather. Students remain inside when the winter temperature is -10° windchill and/or actual temperature. Your child needs mittens, boots, a hat, and snow pants for recess in the colder months and appropriate outerwear for the weather every day. Please label your child’s clothing with first/last name and room number.
Lower School Communication
If you have concerns or questions, please contact your child’s classroom teacher. The Lower School Dean, the Lower School Counselor, and the Lower School Director provide additional resources for parents.
Notes/Email Communications to School
Written communication with your child’s teacher(s) is required when:
- Your child’s going-home routine is changed in any way.
- Your child has been absent or your child has an unavoidable appointment during school hours.
- Your child wants to charge Campus Store items.
- Your child needs to refrain from physical education or recess for an extended period of time.
- Your child must take any medication at the Health Center.
Teachers appreciate communication from parents when there has been a change in your child’s life (e.g., a lost pet, a family change, a loss, etc.), which might affect their school experience.
Telephone Messages
Neither students nor teachers are called from classroom activities during the school day to answer the telephone except in an emergency. Students may call home with permission from their teacher. Parents who need to leave messages for a student or teacher may email or call the Lower School office at 763-381-8221.
It is important to note that teachers do not check or respond to voicemail or email regularly during the school day. Messages concerning transportation or sharing emergency information must be given to the Lower School Office or Transportation Office by 2:00 pm each day to ensure timely delivery. For the safety of our students, please make last minute transportation changes ONLY in emergency situations.
Teachers use email as a primary form of communication with families. Faculty email addresses are listed in the Breck Directory and in the Faculty & Staff Directory on Breck’s website.
Email Bulletin Board
The Communications department sends out weekly Email Bulletin Board to current parents each Thursday during the school year. The Bulletin Board lists Breck events and interesting news in our community.
Parent-Teacher Conferences
Conferences are an important opportunity for parents to learn more about their child’s progress at school and to share information from home. Third and fourth graders attend conferences with their parents. Conferences are held twice each year: fall and spring (winter-preschool only). All parents are expected to attend conferences during the scheduled times. Please do not expect conferences to be rescheduled if missed due to vacations. Parents will sign up for conferences using an online registration system. A mailing to parents before each conference date will give instructions for accessing the system. Please respect the time reserved for these important conversations about your child.
Progress Reports
Parents can access their child’s progress reports using the Veracross portal. They are posted twice during the school year: December and June. They are intended to communicate a child’s academic, social and personal growth. Teachers share their observations with thoughtfully prepared comments.
Teacher Communication
Highlights from your child’s classroom teacher will be posted on your student’s Veracross page and Seesaw account. Please check these to get updates on what’s happening in your child’s classroom.
Communication with Classroom Teachers
Trust is essential in communication! Parents are encouraged to talk with teachers directly about issues, questions or concerns. Teachers respond to parents in a timely manner.
Behavioral Expectations and Policies
The Lower School faculty believes that the development of a safe, caring and respectful community is vital to a productive learning environment. The relationship between individual students and classroom teachers is most important in our community.
Throughout the year, we reinforce the importance of learning to practice respect, acceptance, responsibility, honesty, and cooperation towards others. Two programs, Responsive Classroom and C.A.R.E., are integrated into classroom instruction and the Lower School community.
We commit ourselves to teaching, modeling and reinforcing core values in Lower School. Parent support is both necessary and appreciated.
Lower School Core Values
- Respect
- Responsibility
- Kindness
- Safety
- Belonging
Behavior Policy
We recognize the importance of acknowledging the developmental variations between preschool children and fourth graders. We believe children learn by demonstrating responsibility and accountability for their actions and choices. Behavioral issues are handled on an individual basis, in accordance with the following process:
General Behavior Issues
- Coaching conversation involving student(s) and teacher, counselor or administrator.
- Communication with parents, as appropriate.
Recurring Behavior Issues
- Discussion involving student(s) and Lower School Dean or Director.
- Communication with parents.
- Consequence, as appropriate.
- A conference may be scheduled with parents, teacher, administrators and the student (if appropriate) to develop interventions, a support plan and/or recommendations.
Behavior Issues of Major Concern
- Discussion involving student(s) and Lower School Dean or Director.
- Communication/meeting with parents (email, phone, or at school).
- Interventions, support plan and/or recommendations developed.
- Consequences may include early dismissal, in-school or out-of-school suspension, or expulsion from the school
Issues of Major Concern include:
- Any form of racial, religious, or gender harassment.
- Inappropriate touch, talk, or act of sexual harassment.
- Aggressive physical behavior towards self or others.
- Aggressive verbal behavior towards self or others.
- Swearing or other inappropriate school language.
- Destruction of school/student property.
- Dishonest behavior (e.g., theft, lying, cheating, and plagiarism).
- Bullying behavior.
- Inappropriate use of computer technology.
- Possession, distribution and/or use of illegal chemicals and/or weapons.
- Behavior issues of major concern will involve immediate action and consequences in order to maintain a safe learning community for all.