Information for Families

For more information, click here for the Sudbury Public Schools Parent Handbook.

School & Office Hours

The Haynes School and Office are open on school days from 8:15 a.m until 4:15 p.m.

Visiting & Volunteering at Haynes

Parents are invited to visit the school and become involved in school activities. Many volunteer opportunities exist through our staff and HOP. Please contact the teacher in advance to arrange a visit. Please enter at the front door only, by buzzing the main office. Please do not ask a student or teacher to open a door for you. Never enter the school through a classroom. All visitors and volunteers sign in and out of the building at the front desk and are provided a visitor or volunteer badge to wear while in the building. Parents who volunteer in the classroom must submit to a Criminal Offender Record Information (“CORI”) check at the beginning of the school year. The CORI is valid for 3 years.

Please remember that while the Haynes community highly values parent/guardian volunteerism, we must all be cognizant of confidentiality. All information pertaining to students or staff members is considered strictly confidential. Parents/guardians who violate student or staff confidentiality will not be allowed to continue volunteering at the school.

Recess

Active physical exercise is an important part of the school day. Students go outside for recess daily, except in inclement weather or when the wind chill temperature drops below 20 degrees, when recess is held in the children’s individual classrooms. Appropriate clothing and footwear, based on seasonal conditions, will assure students are safe and comfortable. Parents should provide a doctor's note should recess activity need to be restricted.

Lunch

Students eat lunch daily, except on early release days. Students may bring a lunch from home or purchase a lunch and/or drink from our cafeteria.

Online payment through Whitson's is preferred. Parents preferring to send checks for lunch should make checks payable to "Sudbury Public Schools." Cash should be sent in an envelope marked with your child’s name and teacher name. Parents may drop lunch money off directly in the main office or their child may bring their lunch money to school.

In the cafeteria, students are to eat only food provided by their family or purchased in the cafeteria per district policy. Students may not to give one another money, trade, or buy one another food. Parents of students with allergies must inform the school nurse of the health condition and provide protocol information, in order to ensure student safety.

Snack

Each class has a daily snack break in addition to lunch. Students should bring a snack each day. Healthy snacks are encouraged. Parents will be notified if there are restrictions on snacks due to food allergies in their child’s classroom. Because these allergens do not have to be ingested to cause problems, children in nut-safe classrooms may not bring these items to school.

Lost & Found

A lost and found is located and maintained in the front lobby. Parents should encourage students to check for lost items regularly. Items are donated to charity in the winter and spring, following advance notice to parents. Please label all of your child's belongings so that they can be easily returned to their owners when misplaced. Students and parents should check with bus drivers for items left behind on the bus.

Student Attire

Standards for student attire are primarily the responsibility of the parent. Students should be dressed comfortably and neatly. Hats may not be worn other than for religious or medical reasons, or for special school events. Students will go outside nearly every day and should have appropriate outerwear for the weather. In the winter, students without boots will still go outdoors, but will be restricted to the hardtop area. In warm weather, shorts are allowed (but no short-shorts). Clothing that is revealing is inappropriate. Tops should cover well, with no skin showing at the waist, low-cut fronts or backs for tops are also inappropriate. Undergarments should not be showing. Clothing with inappropriate language, pictures or logos are not allowed. Closed-toed shoes are highly encouraged.

Birthday Celebrations

Birthdays are celebrated in the classroom by the teacher and students and with the principal. Parents may not send in any food or toys for distribution. The library has a program for families who wish to donate a book in the birthday child’s honor. Please see the librarian for details.

Emergency Communication

A comprehensive school communication plan includes the use of email blasts, web site postings and automated phone and text messaging. The school will initiate such communications in the event of an emergency requiring immediate parent/guardian notification.

Communicating with Teachers

Teachers welcome communication from parents/guardians at any time during the school year. All teachers have email and voicemail. Notes can also be sent in with your child. If you wish to speak with a teacher or arrange an appointment, please send an email, call and leave a message or send a note indicating a phone number and a convenient time you can be reached. Please know that calls cannot be trasferred to classrooms during the school day. Emergencies and dismissal changes should always go through the front office.

Curriculum and Instruction

Students engage daily in curriculum and instruction in reading, writing, math, science and social studies. Visit sudbury.k12.ma.us for more. In addition, there are several other classes, supports and enrichment opportunities that make up our students’ program of studies.

Art

Art instruction is offered once a week for grades K-5. Students are able to explore a wide variety of media and artistic techniques. Smocks are available for students; however, since art can be messy, please dress your child accordingly. Please take time when you visit Haynes to enjoy the numerous displays of student art, including framed works in the front lobby, glass-fronted display cases in both the front and back lobby areas and various bulletin boards throughout the school.

Library

Students in all grades visit the library weekly. We have a collection of over 35,000 volumes of fiction and nonfiction books in all reading levels. Students are expected to read and are provided with support to help them choose that "just right book." Library and Research Skills, Coding, Digital Citizenship, STEaM, and the appreciation of books are all part of the curriculum for K-Fifth grades.

The library is also open for students and classes as needed to complete class projects. Library materials may be checked out for a two-week period. Any lost or damaged items are subject to replacement costs. The library is open Monday through Thursday during school hours and limited hours on Fridays.

Music

Music instruction is provided to all students weekly. The curriculum includes singing, movement, learning musical notation and playing rhythm and Orff instruments. Third graders learn to play the recorder. Instrumental music is offered to interested students beginning in fourth grade. String instruments may be studied at fourth grade with band instruments added at fifth grade. Instruction takes place during the school day, and students are responsible for making up the work they miss while attending their instrumental lesson. Instruments may be rented through the school or through private sources. Please note, some musical instruments are not accepted on the bus. Parents should check with the school transportation office to make sure their child’s instrument will be accepted on the bus.

Physical Education

Physical education is offered to all students once a week. Students learn skills through a wide variety of games and activities. Sportsmanship and teamwork are heavily emphasized. Students should wear sneakers on their physical education day. If your child is unable to participate, please provide a note for the physical education teacher excusing your child from gym that day.

Spanish

Spanish instruction is offered to most students in grades 1-5 once a week. The goal of this program is to expose students to the Spanish language and culture, as well as to integrate Spanish into the students’ everyday life. Developmentally appropriate activities involving singing, movement and role-playing are used as teaching strategies.

Curriculum Celebrations

Each grade level has an annual curriculum celebration for the students. The curriculum celebration relies on parent coordination and involvement for success.

Kindergarten: Chicken Festival

Grade 1: Japan Day

Grade 2: Mexico Day

Grade 3: Colonial Day

Grade 4: Curriculum Based Activities

Grade 5: Musical Play

Social/Emotional Learning

Haynes School’s students receive direct instruction in social-emotional learning from classroom teachers in daily morning meeting, weekly class meetings, as well as through universal lessons delivered by other specialists in our school community. There is regular classroom instruction using the Open Circle Social Competency Program to review “dangerous & destructive” behavior and to teach proactive conflict resolution skills. Anti-bullying lessons and presentations take place throughout the year. The summaries and links below include some of the curriculum and approaches that students experience at our school.

OPEN CIRCLE

The core of the K-5 Open Circle curriculum integrates research findings in child development with best teaching practices. The curriculum's holistic approach involves training the adult role models in a child's life to teach and embody principles of communication, responsibility, cooperation, respect and assertiveness. These principles are essential for helping children foster healthy relationships. Children become more engaged and thoughtful citizens so they can enjoy productive, fulfilling lives. Our faculty are Open Circle trained.

Click here to learn more about Open Circle.

RESPONSIVE CLASSROOM

The Responsive Classroom approach is a widely used, research-based way of teaching that emphasizes social, emotional and academic growth in a strong and safe school community. Developed by classroom teachers, this approach is based on the belief that integrating academic and social-emotional skills creates an environment where students can do their best learning.

Many Haynes teachers are Responsive Classroom certified. A few of the Responsive Classroom guiding principles are:

  • Social-emotional curriculum is as important as academic curriculum.
  • How children learn is as important as what they learn.
  • To be successful academically and socially, children need to learn a set of social and emotional skills: cooperation, assertiveness, responsibility, empathy and self-control.

Click here to learn more about Responsive Classroom.

MINDSET

Individuals with a growth mindset see their basic qualities as things that can be developed over time through hard work, perseverance and dedication. These individuals believe that nothing has ever been accomplished without years of practice and learning. Individuals with a fixed mindset, on the other hand, believe that they are born with a certain amount of brains or talent and no amount of practice or work can change that. The faculty and staff at Haynes School strive to instill a growth mindset in each of our students. We praise the process of learning and making mistakes. It is through this process that students learn to persevere when a task is seemingly difficult. Students begin to feel more comfortable facing learning challenges and they may even be ready to seek out new learning challenges as a result.

Click here to learn more about Mindset.

SOCIAL THINKING

Social Thinking helps children to understand “how to behave based on where we are and what we are expected to do at that time.” Understanding what is expected in any situation supports children in thinking about their own behavior, how it impacts others and ultimately themselves. At school, children can apply these learned skills to understand what is expected on the playground, at lunch or in the classroom.

Click here to learn more about Social Thinking.

ZONES OF REGULATION

The Zones of Regulation curriculum is intended to increase a child’s awareness of themselves by strengthening their ability to identify and regulate their emotions. The curriculum uses simple and concrete tools to categorize emotions, which increases a child’s ability to access the material. Emotions are categorized into groups called “zones,” which are then differentiated by color, specifically; the green zone, blue zone, yellow zone and red zone. Zones of Regulation helps children to label what they are feeling, and to match their reaction to the size of the problem. The curriculum also focuses on how their brain and body feel in each zone, and helps children develop tools to change which zone they are in, when warranted, to maintain regulation. It is great for our elementary students with various learning styles.

Click here to learn more about Zones of Regulation.

School Meetings

Every Monday morning (9:00-9:15 AM) and Friday afternoon (2:45-3:15 PM) the students, staff and administration of Haynes gather together. School Meetings, hosted by fifth grade students, provide an opportunity for school-wide connections and communication. The Monday morning school meeting typically includes recognition of birthdays, sharing of trivia questions and a focus on core values through “words of wisdom” readings. The Friday afternoon meetings are varied and include professional performers, class plays, sing-alongs and student performances. Haynes students are expected to enter the room quietly, respond appropriately throughout the meeting and leave without talking. Parents and staff are expected to model this behavior. Parents and siblings are welcome to attend school meetings. However, talking is not permitted and parents should remove siblings if they become disruptive. Flash photography is not permitted during school meetings. Opportunities to take pictures will be available after the meeting concludes. Food and beverages are not permitted in the auditorium during school meeting.

Safety Patrol

5th grade students are encouraged to take on additional leadership activities and to be responsible community members. Safety Patrol helps 5th graders take on leadership roles within the school. This may include being a classroom helper in another grade, assisting younger students, or leading by example.

Student Leadership Group

Inspired by students, the student leadership group is for all students in 4th grade. The group meets once a month to strategically plan school and community iniatives. Students take on responsibilities and led the school in a shared vision to improve our Haynes community.

LINK

Sudbury’s intergenerational education program will be an after-school club for seniors and students. The club will be loosely structured on the Bridges curriculum, allowing for modifications by school staff and senior volunteers. The club will run for 6 consecutive sessions in the Fall. Each session will be 90-minutes long. The last session will be held at the Senior Center and will include families of participating students. The club will be open to students in grades 3-5.

Math Club

Math Club is offered to students in grades 4 and 5 as an extracurricular activity. This is an enrichment program specifically designed for students who are interested and able to take on extra math challenges. Sign-up takes place in the fall. There is a minimal cost to parents and scholarships are available.

Literacy Support Program

The Literacy Support Program consists of a Literacy Specialist and a Reading Intervention Tutor. Both the staff members assess students potentially in need of reading services as requested by classroom teachers and provide direct tutorial services in reading for individual students and small groups of students. Their primary role is to work with students in the lower grades to ensure that all students are reading on grade level by the end of third grade. In addition, the literacy staff also supports classroom teachers by offering professional development, identifying and purchasing materials, co-teaching and disseminating research regarding best practices in literacy instruction.