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Parent Handook 13-14 - Livingston Educational Service

By Debbie Rodriguez,2014-02-12 03:07
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Parent Handook 13-14 - Livingston Educational ServiceParent

EARLY CHILDHOOD PROGRAMS

PARENT HANDBOOK

2013-2014

    Mission Statement

    Connecting families with their communities”

    The staff of LESA Early Childhood Programs welcomes you and your child. This handbook

    contains information about programs, staff, policies, and procedures. We look forward to a

    rewarding and enjoyable year.

     CONTENTS OF PARENT HANDBOOK

    LESA Early Childhood Programs

    Program Calendar 2013-2014

    Staff Directory

    Early Childhood Philosophy

    Parent Involvement/Volunteers

    Classroom Volunteers

    Program Governance

    Center Meetings

    Curriculum Committee

    Policy Council

    Health and Family Services

    Child Health, Safety, Nutrition

    Holiday Policy

    General Guidelines

    Attendance

    Discipline Policies

    Conflict Resolution

    Program Responsibilities

    Frequently Used Numbers

    Appendix

     Bullying, Harassment

    Early Childhood Preschool Programs

    LESA Early Childhood Programs include Head Start and the Great Start Readiness Program. These comprehensive child development programs provide preschool options for three year olds up to age eligibility for kindergarten and their families ? day AM and PM sessions, school day (4 days a week), and extended day (5 days a week). Classrooms are located throughout Livingston County (not all options are available at all locations).

    Children have an opportunity to participate in planned activities in all areas of development (social, emotional, language, cognitive and physical) as well as community trips to explore the wider environment.

    LESA Early Childhood Programs believe a child’s health influences their ability to learn and grow. Attention to nutrition, medical and dental health, and the child’s overall well being supports learning. A comprehensive medical and dental exam is required. While in school, children have a hot lunch and breakfast or afternoon snack. Our staff can assist families in obtaining medical and dental services.

    Parents can help plan activities in the classroom for children, plan with teachers and staff during home visits and parent/teacher conferences, volunteer in the classroom, or participate on committees or Policy Council.

    In addition to volunteering in the classroom and on committees, there are learning opportunities for families on different topics such as health, nutrition, child development, community resources, and job readiness.

    Enrollment

    LESA Early Childhood Programs are grant funded by Federal and State through the Livingston Educational Service Agency. These programs offer comprehensive preschool programs for children between the ages of three and five. Documentation needed for enrollment include: completed application, verification of income, up to date immunization record and birth certificate or record of birth.

    Withdraw Policy

    LESA Early Childhood Programs realize unexpected circumstances arise, please contact your Family Advocate if your child will no longer attend.

    Cost of Program

    LESA Early Childhood Programs are no cost (or minimal for those families above the 250% poverty threshold), comprehensive preschool programs offered through Livingston Educational Service Agency.

LESA EARLY CHILDHOOD PROGRAMS - CALENDAR 2013-2014

    DayActivity

    August 12- September 6Teacher Home Visits/Parent Orientation

    August 30-September 2Agency Closed

    September 4Fowlerville, Howell (LESA Ed Center), Three Fires, and Lakeland Federal Programs

    Begin 45 minute sessions/Parent transport

    September 9Brighton (State), Fowlerville (State), Gregory, Hartland (State), Howell(LESA Ed

    Center State), Howell Extended Day, Three Fires(State), Lakeland (State)

    Begin 45 minute sessions/Parent transport

    November 27-29Agency and Programs Closed for Thanksgiving Break

    December 19Last Session Day for Children before Winter Break except Howell Extended DayDecember 23-Jan. 5Agency and Programs Closed-Winter Break

    January 6All Programs Resume

    February 17Winter Pause (TENTATIVE)

    February 18All Programs Resume

    April 14-April 18thSpring Break

    April 21Programs Resume

    May 22Last Day for Brighton (State), Fowlerville (state), Gregory, Hartland (State), Howell

    (LESA Ed Center State), Lakeland (State), Three Fires(State) May 23Last Day for Howell Extended School Day Programs

    May 26Agency and Programs Closed-Memorial Day

    May 30Last Day for Fowlerville, Howell, Lakeland, and Three Fires Federal ProgramsFriday Sessions: All classrooms attend Oct. 18, Feb. 21, March 21

     Double Sessions attend on Friday, September 6.

    October 18

    February 21

    March 21

    STAFF DIRECTORY

    CENTRAL OFFICE – HOWELL

    (517) 548-2100

    NAMEPOSITIONEXTENSION

    6840DirectorCandice Daviescandicedavies@livingstonesa.org?

    6841Office CoordinatorDotty Langdottylang@livingstonesa.org?

    6827ReceptionistJamie Gendronjamiegendron@livingstonesa.org

    6847Program CoordinatorTeresa GrosticteresaGrostic@livingstonesa.org

    Patricia Jansen6845 Health Coordinatorpatriciajansen@livingstonesa.org

    6843Mental Health CoordinatorJennifer Langejenniferlange@livingstonesa.org

    6852Family AdvocateLiz Shadowenslizshadowens@livingstonesa.org

    6853Family AdvocateLisa Spohnlisaspohn@livingstonesa.org

    6824Family AdvocateLori Gnegylorignegy@livingstonesa.org

    Dawn Family Advocate 6828Hardin

    dawnhardin@livingstonesa.org

    6849Courier/NutritionStar Hooverstarhoover@livingstonesa.org

    Sandy McCubbin6855

    Program Support Assistantsandymccubbin@livingstonesa.or

    g

    LESA Early Childhood Programs

    EDUCATION COMPONENT

    Teresa Grostic - 517-540-6847

     LESA Early

    Childhood Staff believe children learn best through play. Research shows the links between play and basic abilities such as memory, self-regulation, oral language development, social skills and success in school.

    Children are active all day long using their entire bodies and senses. Children explore, investigate and discover their natural surroundings, laying the foundation for future learning and success in life.

    Each child is a unique individual with an individual pattern of growth and development.

    Each child has unique experiences and interests.

    Each child learns best when experiences and information is meaningful.

    Learning is a life-long process resulting from the interaction of the individual’s own thinking

    and experience.

    Parents are the child’s primary educators; a strong, positive relationship between parents

    and teachers facilitates and supports the child’s learning and growth.

    Curriculum

    Our teachers use Creative Curriculum as a framework to plan learning experiences in an environment where children have opportunities to learn and practice new skills. Creative Curriculum is based on 38 objectives for development and learning, which are fully aligned with the Head Start Child Development and Early Learning Framework as well as early learning standards

     It offers daily opportunities to individualize instruction, helping teachers meet the for every state.

    needs of every type of learner. This curriculum addresses all the important areas of learning, from

    social-emotional and math to technology and the arts, and incorporates them throughout every part of every day. Creative Curriculum offers complete support for working with English- and dual-

    language learners, including detailed guidance that helps to build teachers’ knowledge about best practices. It also contains guidance for working with all learners, including advanced learners and children with disabilities.

    We also incorporate, “I Am Moving I Am Learning (IMIL)”, which is a proactive approach for addressing childhood obesity in Head Start children. IMIL seeks to increase daily moderate to vigorous physical activity (MVPA), improve the quality of movement activities intentionally planned and facilitated by adults, and promote healthy food choices every day.

    We also integrate the “Second Step Early Learning Program,” which teaches self-regulation and executive-function skills that help children learn and skills to manage their feelings, make friends, and solve problems.

    Assessment

    In order to provide the most successful classroom experiences, teachers gather information from a brief developmental screening called the Early Screening Inventory (completed during the child’s

    first home visit) and complete the Ages and Stages questionnaire: A screening tool used to provide

    a brief look into the social emotional development of your preschool child.

    The Work Sampling Assessment System: uses teacher observations and family input to plan

    activities and track children’s progress throughout the year. Parents and teachers work together to set goals for children at parent teacher conferences or home visits.

    Livingston Great Start Collaborative

    Kindergarten Readiness Committee

    Recommended Indicators

    Domains and Indicators

    Physical Well-being and Motor Development

    Developing age appropriate fine motor skills (ex. developing the ability to work with pencils, scissors) Growing in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.

    Demonstrating a growing independence in self-care when eating, dressing, washing hands, and toileting. (ex. Is able to put on coat and zip it)

    Social and Emotional Development

    Often or very often exhibits positive social behaviors when interacting with others

    Developing ability to self-regulate and manage strong feelings.

    Is able to follow simple rules and routines and manage transitions.

    Displaying a growing awareness of where his/her body is in relation to others and the consequences of his/her movements and actions.

    Approaches to Learning

    Approaching tasks with initiative and curiosity (or Is willing and eager to try new things)Displaying a growing capacity to maintain concentration and attention.

    Developing ability to transition from one task to another.

    Developing an ability to follow directions for individual, small and large group activities.Speaking and Communicating (Language Development)

    Showing progress in expressing feelings, needs and opinions in a range of situations including conflicts with others.

Using expanded vocabulary and language for a variety of purposes.

    Progressing in abilities to initiate and respond appropriately in conversations and discussions with peers and adults.

    Cognitive and General Knowledge

    Beginning to understand the relationship between numbers, letters, sounds and words.Experimenting with a variety of writing tools and materials, such a crayons, pencils and computers. Developing a growing understanding of the different functions of forms of print such as books, signs, letters, newspapers, lists, messages, and menus.

    Developed by the Kindergarten Readiness Ad Hoc Committee (Great Start Collaborative – Livingston) August, 2009.

Resources: Head Start Outcomes Framework, Work Sampling, ESI – R, Getting Ready – Findings from the National School Readiness Indicators).

    FAMILY AND COMMUNITY PARTNERSHIPS

    Teresa Grostic - (517) 540-6847

    Research shows parent involvement supports a child’s success in school. You are your child’s first teacher. Our programs may be your child’s first school experience and we invite you to support your child’s learning by:

    Attending parent activities throughout our Early Childhood Community

    Volunteering in the classroom

    Participating in center parent meetings and learning opportunities throughout the year.

    Serving on the Early Childcare & Community Partner Committee, Heath Services

    Advisory committee, or Policy Council

    Planning classroom activities

    Driving your child to school and school related activities

    Encouraging learning and exploring at home

    Completing the “Connections” family activity sheet every month

    Volunteering in the classroom gives you an opportunity to share your gifts, talents, and unique perspectives with others. Your presence shows your child how important school is to you. Parents participate in their child’s education and support staff in a variety of ways. Men uniquely contribute to the healthy development of children. Boys and girls that grow up with an involved father and an involved mother have advanced physical and mental skills, better physical mental health, are better problem solvers, and are more confident, curious, and empathetic. They also show greater moral sensitivity and self-control (U.S. Department of Health and Human Services, 2004).

    Moms and LESA Early Childhood Staff can encourage men to become more involved with their children, with their families, and with activities. Fathers, grandfathers, uncles, brothers, other relatives, or other male friends can all be important contributors to your child’s life. Please feel free to ask any questions or share concerns you may have with your child’s teacher or

    family advocate. The following provides some basic information about volunteering and some of our program policies.

    Confidentiality Policy

    LESA Early Childhood staff and volunteers are expected to maintain confidentiality at all times. Head Start Performance Standards, Section 1304.3-8 (b)(4), Confidentiality of Records and the Livingston Educational Service Agency Procedures and Policies, Section D, 1-5(b) Access to Records.

    ;When volunteering you agree to maintain confidentiality by never divulging any information

    or records concerning any of the children or families without proper written authorization.

    ;The unauthorized release of confidential information may result in disqualifying you from

    spending time in the classroom. (Head Start Performance Standards Section 1304.3-8(B)(4)

     LESA Board Policy

    Classroom Volunteer Duties

    Arrival

    ;Encourage children to take off coats and put away their belongings and help when

    necessary.

    ;Direct children to get name tags, bathroom and wash hands

    ;Direct children to large group area.

    Large Group

    ;Sit with children at large group area.

    ;Sing with the children; tell stories, talk, etc.

    ;Help children follow directions. Assist teacher to make this a successful part of the day..

    Free Choice

    ;During this time volunteers are encouraged to participate in appropriate play

     activities with the children. Let the child choose and lead the activity. Make sure

     play is safe for all children and volunteers.

    Clean Up

    ;Encourage everyone to clean up: give children containers that need to be filled with

     toys.

    ;As children finish cleaning up direct them to an adult at the next scheduled activity

     (i.e., large group/small group time, table, line-up).

    Preparing to go outside

    ;Encourage children to dress themselves and help them when necessary.

    ;Send them to line up to go outside.

    Outside

    ;Help children walk to the playground. Position yourself in the middle of the

     the group.

    ;Help watch the children especially when we walk next to a road or cross the

     street.

    ;Help children follow road and safety rules.

    ;On the playground, participate in child led activities or assist in monitoring children’s

     play.

    Meal Time

    ;Sit at the tables with students and staff.

    ;Model table manners and family style eating.

    ;If quantities allow, take a small amount of food to encourage healthy eating habits.Prepare To Go Home

    ;Encourage children to put on their coats, collect belongings and artwork.

    ;Line up to go home.

    Hazardous Situations

    ;Immediately alert a teacher or other staff when there is a hazardous situation.

    ;It is beneficial for you to have a basic understanding of first aid and choking

     procedures.

    ;Universal Precautions are used at all times when dealing with blood or body fluids.

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