Stroum Jewish Community Center

Transcription

Early Childhood School
Parent Handbook 2015-2016
Stroum Jewish Community Center
Early Childhood School
Parent Handbook
Table of Contents
Stroum Jewish Community Center Vision Statement ...........................................
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Early Childhood School Mission Statement ..........................................................
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General Information ..................................................................................................
Non-Discrimination and Equal Opportunity Employer Statement ................................
Orientation ...................................................................................................................
ECS Hours of Operation .............................................................................................
Class Size and Placement ..........................................................................................
ECS Calendar .............................................................................................................
Photography/Videography ..........................................................................................
Full Day Programs vs. Partial Day Programs .............................................................
Professional Development .........................................................................................
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ECS Parent Committee ............................................................................................
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Registration and Payment .......................................................................................
Schedule Changes .....................................................................................................
SJCC Membership .....................................................................................................
Withdrawal/Refunds ...................................................................................................
Financial Assistance ..................................................................................................
Volunteer Hours .........................................................................................................
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Day-to-Day Information .............................................................................................
What to Bring .............................................................................................................
Emergency Kit ...........................................................................................................
Arrival ........................................................................................................................
Open Door Policy ......................................................................................................
Parking ......................................................................................................................
Release of Children Policy ........................................................................................
Signing In and Out .....................................................................................................
Early and Late Fees ..................................................................................................
Extra Hours ...............................................................................................................
Diapering/Toilet Learning ..........................................................................................
Clothing .....................................................................................................................
Nap Time ...................................................................................................................
Field Trips ..................................................................................................................
Birthday Celebrations ................................................................................................
Holiday Celebrations ..................................................................................................
SJCC Dietary Policy ..................................................................................................
Food Allergies ............................................................................................................
Peanut Policy and Nut Policy ....................................................................................
Lunches .....................................................................................................................
Snacks .......................................................................................................................
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Health and Safety ....................................................................................................
Health Policy .............................................................................................................
Medication Policy.......................................................................................................
Sunscreen .................................................................................................................
Hand Washing ..........................................................................................................
Maintaining a Sanitary Environment .........................................................................
Accidents/Emergencies ............................................................................................
Accident/Incident Reports .........................................................................................
First Aid Readiness ..................................................................................................
Disaster Plan/Drills ...................................................................................................
Inclement Weather Procedures ................................................................................
Use of Pesticides .....................................................................................................
Classroom Pets and Other Animals .........................................................................
Child Abuse Reporting Law Requirements ...............................................................
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Communication .......................................................................................................
Welcome Night (Meet the Teacher Night) .................................................................
Community Nights .....................................................................................................
Parent/Teacher/Administration Communication .......................................................
Behavior Philosophy .................................................................................................
Guidance Policy/Classroom Management ...............................................................
ECS Clinician ...........................................................................................................
Learning and Behavior Diagnosis and Testing .........................................................
Suspension ...............................................................................................................
Dismissal Guidelines .................................................................................................
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SJCC Reggio-Emilia Approach and Curriculum ...................................................
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Roots and Seeds of Empathy .................................................................................
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Our School, Our Jewish Community .....................................................................
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Snack Suggestions ……...……………......................................................................
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SJCC Early Childhood School
Mercer Island and Seattle Campuses
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Revised January 2015
Stroum Jewish Community Center Vision Statement
The Stroum Jewish Community Center inspires connections that build community and foster Jewish
continuity. Together we create outstanding programs, partnerships and spaces that welcome everyone to
learn, grow and celebrate Jewish life and culture.
To meet the Center's mission, it provides programs for individuals, families and groups, which promote
and enhance the quality of Jewish life in the Greater Seattle area. These programs are cultural,
educational, recreational, and social opportunities, which promote and enhance Jewish values.
Early Childhood School Mission Statement
Our Mission is to provide a diverse Jewish setting that constructs possibilities for the emergence
of each child through a collaborative learning process.
Children are encouraged to test their theories of the world so as to develop a love of learning, a strong
sense of self-reliance and a strong foundation for critical thinking.
We are guided by the richness of Jewish tradition and values as well as developmentally appropriate
educational approaches. Our core values are outlined below. The value statements are accompanied by
quotes from various Jewish texts that reflect the intent of the statement.
LISTENING
Each participant’s unique contribution is a vital component of our community. We recognize that we all
bring experience and knowledge that influences our current actions and decisions. Children bring their
whole, unique selves to their learning process. Therefore, we recognize that it is our job as educators to
provide appropriate opportunities and support to find their skills and abilities.
“One who learns from a person
One chapter, one law, one verse,
One expression, or one letter
Must treat that person with honor.”
Pirke Avot Vl:3
From Wisdom of the Jewish Sages: A Modern Reading of Pirke Avot Rabbi Rami M. Shapiro, Bell Tower
Books: New York, 1995
RECIPROCITY
We help make one another who we are as we grow together as a learning community. Problem solving is
a collaborative process involving all parties who are engaged in the situation. It is our challenge to look at
problems not as obstacles but as opportunities to explore different views of the same situation.
Rabbi Hillel said:
“If I am not for myself, who will be for me?
If I am only for myself, what am I?
And if not now, when?”
Pirke Avot 1:14
From: Wisdom of the Jewish Sages: A Modern Reading of Pirke Avot. Rabbi Rami M. Shapiro, Bell Tower
PLAY
Play is a child’s authentic way of making sense and meaning of their world. Play is intrinsically motivated
and passionately pursued as the ideal vehicle for children’s learning. We endeavor to create stimulating,
inspiring and effective opportunities for constructive play.
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“Effort is its own reward.
We are here to do.
And through doing to learn;
And through learning to know;
And through knowing to experience wonder;
And through wonder to attain wisdom;
And through wisdom to find simplicity;
And through simplicity to give attention and through attention;
To see what needs to be done. . .”
Pirke Avot V:27
From: Wisdom of the Jewish Sages: A Modern Reading of Pirke Avot. Rabbi Rami M. Shapiro, Bell Tower
AESTHETICS
We have the responsibility to look for the beauty in the world around us and to create beauty in the
environment that we present, from the classroom to the materials, to personal interactions.
“Had the Torah not been given to us for our guidance, we could have learned modesty from the ant,
chastity from the dove and good manners from the rooster.”
Erub. 100b
From: Everyman’s Talmud: The Major Teachings of the Rabbinic Sages. Abraham Cohen. Shocken
As a vehicle for these core values we engage the Reggio approach to learning. Teachers present
provocations in order to stimulate children’s interests. From their questions, teachers and children
investigate a topic through a project. Children are encouraged to test hypotheses to find answers to their
questions. We recognize that children learn in an interdisciplinary context and that their learning is not
compartmentalized. Teachers provide resources, objects, books and other materials. The children then
represent what they have discovered through their 100 languages. Through observation of children’s play
we discover further avenues for potential learning opportunities.
Notes
The quotes used in the values statements are taken from the Talmud. The Talmud is a scholastic text that
includes the legal and ethical codes of the Jewish tradition compiled during the period of the 3rd to 5th
Century CE.
Pirke Avot in English translation is often referred to as the “ethics of the fathers.” It is a collection of
rabbinical sayings on various subjects intended to provide ethical guidelines for Jewish life.
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General Information
The Early Childhood School (ECS) program is open to all current members in good standing of the
Stroum Jewish Community Center (SJCC) on a space available basis. We serve children from the ages of
3 months through 5 years.
Non-Discrimination and Equal Opportunity Employer Statement
All families are welcome. This program does not discriminate on the basis of race, color, sex, nationality,
creed, sexual orientation, marital status, age or the presence of any mental, physical or sensory ability in
employment, access to services or administration of services.
We endeavor to provide the finest early childhood education possible. Our reputation is primarily due to
the high caliber of our teachers. Each teacher has been carefully selected and trained.
Orientation
Orientation begins with the first inquiry. At this time, information is exchanged about the program offerings
and needs of the family. If the parent is interested, an observation visit is scheduled. It is a time to tour the
facility, meet the faculty and answer any questions you may have. During this visit, the program and its
policies are discussed and application forms and procedures are reviewed.
Once enrolled, we recommend a child visits the classroom up to three times with his/her parent. The
specific times and dates of these visits will be determined in collaboration with the school administration
and the classroom teachers and the family.
ECS Hours of Operation
Hours for full-day programs are 7:30 a.m. until 6 p.m. Monday through Friday. Before- and after-school
care is available for kindergarteners and school age children through the SJCC Kidstown program. Hours
for part-day programs vary by age. Please refer to their registration packet for details.
Class Size and Placement
In order to guarantee the individual attention our children need and to maintain licensing requirements,
class sizes are limited. Class size limits will be strictly observed. We will place children in the class that
best serves the child’s developmental needs. ECS teachers and administrators will use the child’s date of
birth, formal evaluations, informal observations and parent conferences to determine the most appropriate
placement of each child. The final decision will be made by the ECS administrative team made up of
teachers and administrators. Parents will be notified by mail of class assignments just prior to the
beginning of the school year.
Enrollment Paperwork
See Registration section.
ECS Calendar
The ECS calendar is created annually by the ECS administrative team, along with the SJCC Executive
Staff and Board of Directors. Families are provided with the ECS calendar at registration and with the
materials provided at the beginning of the school year. Please review the closures carefully because ECS
has many different program options that are subject to different closures.
ECS closures include Jewish holidays, national holidays, holiday breaks and professional development.
Please carefully review the ECS calendar for this school year.
Photography/Videography
In order to maintain our commitment to excellence, we videotape and photograph children in the
classroom and utilize this documentation as a teaching tool with our teachers, clinician, and leadership
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team. By enrolling in the school, families agree to have their children photographed and videotaped for
teaching purposes. These videos and photographs will not be used for publication purposes, unless you
have given the SJCC authorization as per the ‘Authorization to Publish Photos” statement on the
Emergency Card.
Full Day Programs vs. Partial Day Programs
Full day programs are those in which:
• children are enrolled to attend Monday-Friday, 7:30 a.m.- 6:00 p.m.
• children are enrolled to attend three days per week, 7:30 a.m.-6:00 p.m.
A child may not exceed more than ten hours on any given day.
All other program choices are partial day programs that run on either a nine and a half month schedule or
a 12-month schedule.
The partial day programs follow a traditional school-year schedule. The school year begins during the
week of Labor Day in September and concludes in June.
The 12-month partial-day programs begin during the week of Labor Day in September and end before the
last week in August.
Professional Development
ECS programs will close periodically for faculty Professional Development seminars. These professional
development days can be found on the school calendar. In addition, ECS will be closed the last week of
August for a week of intensive Professional Development and preparation for the start of the new school
year.
ECS Parent Committee
We want to give you an overview of the ECS Parent Committee as well as highlight those areas where
they are always looking for volunteers. The Parent Committee is one committee comprised of several
sub-committees as outlined below. If you have questions or you’re interested in becoming involved with
the Parent Committee, please contact the ECS Leadership Team.
Mitzvah Committee
This committee organizes activities and events that inspire connections and belonging within our shared
ECS parent community. The ECS Mitzvah Committee also organizes events that contribute to the
wellbeing of both ECS families and the broader Jewish community. Responsibilities include:
• coordinate a Play Date in the Park gathering for new families in August
• coordinate a family welcome event for all families
• coordinate a new family welcome brunch
• coordinate the delivery of honey to wish families a sweet Jewish New Year
• coordinate the Hanukkah Helping Hands drive for Jewish Family Services
Teacher Appreciation Committee
This committee plans and organizes events during the year to show our appreciation to ECS faculty
members. Responsibilities include:
• plan a brunch and luncheon for faculty members during professional development days
• organize activities such as coffee carts, teacher appreciation week, and child-made art gifts
• coordinate lists of Teacher Favorite Things
Events Committee
This committee supports overall planning and organization of school events and works closely with the
co-chairs of each specific event. Events include ECS Annual Celebration, ECS Pancake Breakfast,
Community Cupcakes and Havdalah Event, ECS Dor L'Dor Day (grandparents and special friends day),
ECS Truck Day, Pre-Kindergarten Completion Ceremony, and Kindergarten Graduation Ceremony.
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ECS Outreach Committee
This committee works together with the ECS Parent Committee and ECS Leadership Team to build
community through outreach to new and returning families. Responsibilities include:
• email room parents to let them know a new student will be joining their class and ask them to
reach out to the child's parents to welcome them, answer questions and provide information
regarding classroom activities/events
• connect new families who have started at ECS and newly registered families before their start
date with Outreach Committee volunteers to welcome them into the community, talk to them
about volunteer opportunities, and answer questions
• work with ECS Leadership Team to attend ECS open houses and conduct question and answer
sessions with prospective families
• work with ECS Leadership Team to plan ECS fall and spring Community Nights
Room Parent Committee
Responsibilities include:
• coordinate room parent communications
• provide a training for room parents, in conjunction with the ECS Leadership Team, to best insure
an understanding of responsibilities and consistency among classrooms
• work with Room Parents, the ECS Parent Committee and the ECS Leadership Team to build
community
Room Parents
Responsibilities include:
• contribute to the overall success of ECS programs by serving as a liaison between the ECS
Leadership Team, ECS Parent Committee and families by communicating upcoming events to
parents
• assist in communicating volunteer opportunities and recruiting parent volunteers
• reach out to new families to welcome them into our community
• assist in the collection of money for the ECS faculty appreciation fund (suggested ask per child is
$50); funds collected by the entire ECS community will be equally divided among all faculty
members (which includes classroom teachers, specialists and support staff) to purchase holiday
and end of year (June) gifts
• assist Teacher Appreciation Committee with projects that involve the classrooms
• collaborate to acknowledge teacher birthdays with the children without the use of funds
ECS Sustainability Committee
This committee will work together with the ECS Leadership Team, faculty members and families as well
as the broader SJCC community to heighten awareness and emphasize the importance of sustainability
and to help facilitate a simple, clear understanding of tikkun olam and what it means to "take care of the
Earth." Families have many opportunities to volunteer. Following is a list of some of the ways members of
this committee will impact our community:
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volunteer in your child’s classroom to help remind students how to sort their trash or read
educational books about recycling/composting or other related topics
volunteer during the holidays to help teachers come up with materials for recycled art projects
and work with parents to help minimize waste at class holiday parties
write educational letters to parents
Registration and Payment
At the time of application you will need:
1. A complete application form, with tuition agreement for payment in full by check or credit card OR
monthly by electronic fund transfer.
2. A non refundable $200 application fee for NEW children.
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3. Deposit of one month’s tuition payment, which may be paid in full by check or credit card OR
monthly by electronic fund transfer.
4. Current SJCC Membership or completed membership application form.
5. Completed program selection.
6. A signed application agreement.
Additional forms that must be complete at the time of application:
Please note that all of these forms must ALSO be complete for your application to be accepted.
• Emergency Identification Card
• Procedures and Policies
• Report of Allergies and Intolerances
• Release of Information Form
• Consent for Emergency Treatment
• Field Trip Permission Form
• Family Information and Health History
• Family Information Form
• Sunscreen Authorization Form
• Dental Information
• Certificate of Immunization completed and signed by parent/guardian
• Emergency Health Care Plan (if necessary)
• Medication Release Form (if necessary)
Your child’s well-being is our primary concern. All forms must be complete at the time of application.
Parents are required to keep your child’s forms current by updating them immediately whenever any of
the information changes, including phone numbers, immunization records, allergies, emergency contact
information, etc. Information updates should be given in writing to the ECS administrative team. ECS
reserves the right to refuse service if your child’s forms are not complete and current.
Families need to remain current on tuition in order to stay enrolled in our school.
Schedule Changes
A Schedule Change Request form needs to be signed and submitted when there are requests in changes
of hours or days.
All changes need to be submitted in writing, and requested at least 30 days in advance. All
requests will be considered. The SJCC may not be able to meet your requests. If you need to make
any changes to your SJCC account payment plan or method, or change your child’s schedule, you will be
assessed a $50 processing fee.
SJCC Membership
SJCC membership is required to attend our school and is included in your child’s tuition.
Withdrawal/Refunds
Thirty (30) days written notification is required to withdraw from the ECS program. If a student leaves any
time after submitting an application, the last month’s deposit and current month payment is nonrefundable under all circumstances. There is no reduction in fees for ECS closures and no make-up days
for illnesses or credits for vacations.
Financial Assistance
If you are interested in applying for financial assistance for your child, please make note of the following
information:
Financial assistance is available on a limited basis (forms are available online at www.sjcc.org).
Applications for scholarships may be submitted to SJCC Registrar Beth Rosen. All information is kept
confidential. Applications need to be submitted by the due date specified in the financial assistance
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packet. For more information, call Beth at 206-388-1995. Families applying for financial assistance need
to pay the application fee at the time of registration. Applicants must provide their most recent tax return
and any other requested documents, so a fair and equitable decision can be made. Please note that
documentation is required for consideration for financial assistance.
Applicants will be notified, in writing, of scholarships. Notification in writing will be your confirmation of
your approval for financial assistance. Payment arrangements must be made at that time.
Financial assistance is not automatically renewed. Families need to re-apply each program year. If a
family’s financial situation changes, or if the child’s schedule changes, a new application needs to be
completed.
Volunteer Hours
We view parent involvement as critical to a child’s success. When you become involved, you send your
child the message that you value their learning experience and are supportive of them in their endeavors.
Parent involvement also models philanthropy, an attribute we trust children will carry with them
throughout their lives. We view parents as partners in our learning community. Therefore, teachers
welcome collaboration at all times. This type of involvement during children’s earliest years has been
proven to give them an excellent start to what we hope will be a life full of learning.
Each family is expected to contribute 10 hours of their time to our ECS community or to the greater SJCC
during each school year.
We are happy to track volunteer hours. Please fill out a volunteer note card with your name, the date, the
type of service performed, and the number of hours. The card will go into a box on or near our ECS
administrative assistant’s desk, in our teacher work room/copy room.
Day-to-Day Information
What to Bring
Each child will have a designated cubby. Please provide an extra set of clothes (including socks) as well
as seasonal items (hats, mittens, rain boots, sunscreen, swimsuits, water shoes, sun hats). Transitional
objects such as a blanket or pillow are also recommended for children who nap.
Emergency Kit
All children in the ECS program are required to have an emergency kit. The emergency kits are kept in an
emergency container on the SJCC premises. Emergency kits should contain oversized long pants,
sweatshirts, hat, mittens, underwear/diaper, socks, and a picture and note from home in a zippered
plastic bag clearly labeled with your child’s name and classroom. The emergency kits are required during
the first week of the school year. The list of items to be contained in the emergency kits is included in the
summer mailing and additional copies are located in the ECS office. Families in the Seattle facility are
also asked to bring food.
Arrival
Open communication is vital to maintaining the integrity of the daily classroom routine which optimizes the
learning environment for the entire classroom community. The class day begins at 9:30 am. on our
Mercer Island campus and 9 a.m. on our Seattle campus. All children are required to be dropped off
by 9:30 a.m. for Mercer Island and 9 a.m. for Seattle. Arriving after that time makes it difficult for most
children to transition into the group and its activities. Late arrivals can be disruptive to the class and the
individual child. If your child will arrive after 9:45 a.m., please notify your classroom teacher ahead of time.
If your daily routine does not accommodate a start time of 9:30 a.m. for Mercer Island or 9 a.m. for
Seattle, please discuss your individual circumstances with the ECS administration. If your child will be
absent, please notify the school. If your child is absent for three consecutive days, you will be contacted
by a member of the ECS faculty. Keep the school phone number close: 206-232-7115 for the Mercer
Island campus and 206-526-8073 for the Seattle campus.
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Open Door Policy
Collaboration between families, children, and faculty is integral to the ECS philosophy. Parents are
encouraged and welcome to visit classrooms once their children are enrolled in the ECS program.
Because ECS strives to maintain an environment where children and parents feel comfortable and safe,
we do request that you adhere to the decisions of the classroom teacher regarding the advisability of
visits. For some children, it is very upsetting to have a parent visit and leave. Usually this is only a
temporary situation. If you have any concerns or questions, always feel free to contact your child’s
teacher or an ECS administrative faculty member.
Parking
Parking is in designated areas only. Please respect the disabled, reserved and 15-minute parking spaces.
Please do not leave unattended vehicles in the fire lanes. Please do not leave children unattended in your
vehicle in the parking lot. For your child’s safety please closely supervise your children in the parking lot
at all times.
Release of Children Policy
Children may only leave the building with adults (18 years or older) who have been authorized in
advance. You will be asked to list the names and phone numbers of individuals authorized to pick up your
child on his/her emergency card. Parents are required to update the list of authorized adults for pick up as
changes occur. If a child is to be picked up by an adult that is not listed on his/her emergency card, prior
written permission is required. ECS will not release any child without written permission from a parent.
Parents/guardians and other authorized persons will be asked to present photo identification if our faculty
does not recognize them. Faculty is also required to complete a form if they ask for an individual’s
identification. Authorized persons are responsible for signing in and out and the child’s parents are
responsible for the fine ($20.00) if they fail to do so.
Children will not be released to an authorized person who is suspected to be under the influence of
alcohol or drugs. In such a situation, the police will be called to mediate the situation and decide whether
the child can be released to the authorized person.
Signing In and Out
State law requires a full signature to release children at the beginning and end of each day. You will be
assessed a $20.00 fee per incident for neglecting to sign in or out. This fee will be automatically charged
to your account, as specified in the contract.
Early and Late Fees
If you have not registered for a program that begins prior to 9:30 a.m. for Mercer Island or 9 a.m. for
Seattle, we ask that you do not bring your child early even though the classroom might be open with a
teacher and children in it. Whether pick up is during the day or at closing time, if you are late you will be
charged $1.00 per minute if your child is picked up after their designated pick-up time. If you are going to
be late due to extenuating circumstances, please notify the school. If you are unable to reach someone
directly have the front desk page the ECS administrator on call. After the third occurrence of a late pick
up, you will be charged $20.00 for the first 10 minutes, then another $1.00 per minute for every additional
minute. Any incurred fee will automatically be added to your SJCC tuition balance. You may also be
asked to meet with the ECS administration. If this meeting fails to correct the problem, you may be
subject to additional sanctions including expulsion from the program.
Extra Hours
ECS occasionally allows extra hours (outside of your child’s regular schedule), if circumstances and ratios
permit. All additional hours must be approved by ECS administration at least 24 hours prior to
attendance. Teachers are not permitted to approve extra hours and have been instructed to refer all
requests to ECS administration.
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Diapering/Toilet Learning
If your child is in diapers, an adequate supply of diapers must be left at ECS. Your child’s teachers will
inform you when your child requires additional diapers. Wipes and gloves are provided by the school.
Children who are wearing diapers have their diapers checked regularly and are changed as often as
necessary. Learning to use the toilet is a developmental step that happens at different times for each
individual child. Children show cues when they are ready. Toilet learning is a long process and does not
usually happen overnight; having accidents is part of the learning process. Please make sure your child
has extra clothes in his/her cubby. We encourage you to communicate with your teacher regarding toilet
learning. We will work together when your child shows signs of readiness for toilet learning. Generally
ECS does not require children to be using the toilet until they enter the four year old program.
Clothing
Children should be dressed appropriately for all activities, including painting, cooking, and outdoor play.
Clothing should allow for freedom of movement. Party clothes or a brand new outfit may not be the best
choice for children, as they can inhibit a child from freely joining activities. Also be aware that loose
strings on sweatshirts and jackets present a potential danger and we strongly advise you to take them
out. Please send your child in shoes that adhere to their feet. Shoes which do not adhere to your feet
make outdoor play dangerous and challenging for all play activities and are not permitted. Please LABEL
EVERYTHING: coats, hats, sweaters, lunch boxes, thermoses, food storage containers, etc.
Physical education (PE) and swimming are part of the ECS program for most students. On PE days,
children should wear tennis shoes. On swim days, children must bring a swimsuit.
Nap Time
The Washington Administrative Code (WAC 170-295-2050) requires that we offer a supervised rest
period for all children who are in care for more than six hours and for those showing a need for rest.
Rest time or nap time occurs approximately between 1 p.m. and 3 p.m. (consult with your classroom
teachers for exact times for your child’s class). Please make every effort NOT to pick up your child during
those times. A transitional item such as a soft animal or blanket may be kept in your child’s cubby and
used for nap time.
Field Trips
Parents will always be notified in advance of planned field trips. Parents complete a blanket permission
slip at the beginning of the year where they can state if they do or do not want their children to go on field
trips. Walking trips within the neighborhood may be spontaneous. The aforementioned blanket permission
slip is sufficient in these cases. A specific permission slip will also be given for off-site trips requiring
buses, vans or parent-driven vehicles. The ECS administration will always have information regarding all
field trips. We are governed by the Department of Early Learning which requires children under our
supervision to be within our sight and sound at all times (WAC 170-295-2090). In order to meet licensing
requirements on field trips (WAC 170-295-2070), the following procedures are followed:
1. On field trips, we use many forms of transportation which include the following: city buses,
school buses, vans, parent-driven vehicles and walking.
2. Parents are encouraged to attend field trips as chaperones. If a parent chooses to bring other
siblings, they must be cognizant that they may not be effective as a chaperone due to caring
for their other children. We recommend that parents make arrangements for their other
children if they plan to chaperone a field trip.
3. State law requires car seats and booster seats for all children in ECS.
Birthday Celebrations
Birthdays are a time to celebrate your child. Small classes at the SJCC provide a natural caring
environment much like a close-knit family. Each classroom will decide together how they will honor
children on their special day. Some examples include sharing photos from each year of the child’s life,
having a parent/guardian join them in the classroom for a fun project, or sharing other meaningful
experiences with the class.
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As part of your child’s birthday celebration, you may want to consider donating a book to the ECS library
or to an ECS classroom in honor of your child’s special day.
Holiday Celebrations
While we honor the diversity of the ECS community and welcome families from all backgrounds, in
accordance with SJCC mission to promote and enhance the quality of Jewish life, the ECS program
celebrates all Jewish holidays through song, dance, storytelling, and eating of holiday foods.
We do not celebrate holidays whose origins come from religions outside of Judaism (e.g. Halloween,
Valentine’s Day, St. Patrick’s Day, Christmas, and Easter). Please do not send your children to ECS
dressed in Halloween costumes or with Valentine’s Day cards. ECS does celebrate secular American
holidays (e.g. Thanksgiving, Fourth of July, Mother’s Day, and Father’s Day).
SJCC ECS Dietary Policy
(1)
The SJCC has adopted the following dietary policy:
The SJCC is a dairy, vegetarian, fish facility. No meat or poultry, including kosher meat and poultry, is
(2)
allowed in the facility. Non-kosher fish is not allowed on the SJCC premises. Kosher certification is NOT
required for dairy or allowable fish meals brought into the facility or used in the kitchen. This policy applies
to all members, guests, renters and staff within the facility.
(1) The SJCC includes the Mercer Island facility, the Seattle facility at Temple Beth Am and any
other areas used for SJCC programming and events.
(2) Allowable fish: The Torah establishes two criteria to determine what kosher fish are. The fish
must have fins and scales. The scales must be easily removable without damaging the skin.
(Generally, scales on kosher fish are either thin, rounded and smooth-edged (cycloid) or narrow
segments that are similar to teeth of a comb (ctenoid)). All shellfish are prohibited. Unlike meat
and poultry, fish requires no special preparation.
All food brought by students, faculty, and parents into the SJCC ECS must follow this dietary policy. All
food brought into the SJCC must be dairy, vegetarian, or allowable fish.
If food is being served at an ECS-sponsored community/classroom gathering, regardless of whether it is
in the school facility or not, all food must follow this dietary policy.
Food Allergies
Some children in the ECS program are affected by life-threatening food allergies and even more are
affected by less severe food sensitivities. Please be cognizant when selecting the food that you and your
children bring in to the ECS facility.
All families must inform ECS of their child’s food allergies. Families who denote that their children have
food allergies will need to complete an Emergency Health Care Plan, which must be signed by their
child’s doctor, as well as a Medication Release Form (if applicable).
ECS operates within the Stroum Jewish Community Center (or Temple Beth Am). Our physical spaces,
both internal and external to the building, including school common spaces and classrooms, are used by
outside rental groups, community groups, individual members and other SJCC users. Thus, we are not
able to say with certainty that our spaces are free of allergens.
All families will be notified of the food allergies which exist in their child’s class at the beginning of each
year and as updates occur. We ask families avoid these foods when bringing in shared items for snacks
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or classroom cooking projects. Please work with your classroom community to determine the best
accommodation for the particular allergies that exist in your child’s classroom.
To ensure the safety of all children in the classroom, individual snacks and lunches may not be shared.
Peanut Policy and Nut Policy
In an effort to ensure that all of our students remain safe and healthy, the SJCC ECS is a “Peanut Aware”
School.
Products containing peanuts, peanut products, products containing “traces of peanuts.” and
products that state they are produced on equipment that processes peanuts are prohibited in the
ECS facility.
Some examples of these items are peanut butter, certain granola bars, mixed nuts, honey roasted
peanuts, etc. Furthermore, these items are prohibited as part of any ECS-sponsored
community/classroom gathering regardless of whether it takes place in the school facility or not.
We do not prohibit items whose labels read “Manufactured in a plant that may process peanut products,
or may be produced on equipment that also processes peanuts.”
As a school, we are NOT tree nut free. Tree nuts (e.g. cashews, macadamia nuts, pecans, walnuts,
almonds) are permitted in our school.
Lunches
Each parent will provide their child with a lunch on a daily basis. ECS follows the nutritional requirements
set by the State of Washington. According to the Washington State Regulations for Early Childhood
Programs, a child’s lunch must contain the following:
•
•
•
•
A dairy product
A protein food including fish, egg, legumes, nuts, butters, or cheese
Bread or bread alternative, whole grain or enriched
Fruit or vegetables, two total servings
Some lunch suggestions are:
Cheese and crackers
Fruit
Vegetables
Bagel & cream cheese
Tuna or egg sandwiches
Muffins/breads
Pasta
Veggie burgers
Cottage cheese
All soy products
Beans
Grilled cheese sandwich
Soy nuggets
Waffles and jam
Pancakes
Soup
Yogurt
Fish
Macaroni & cheese
Falafel
Tofu
Couscous
Brown/white rice
Tuna casserole
Hummus and pita
Sunflower/Soy butter
English muffin pizza
Quesadillas
Hard-boiled eggs
Veggie dogs
Potatoes
Cheese slices
And leftovers!
Gum, candy, and soda are NOT allowed in ECS. Our teachers will do their best to encourage healthy
eating habits. Keep in mind the teachers will not force children to eat their healthy choices first.
Please provide an ice pack for lunch boxes, and pack food items in easy to open containers.
Snacks
Work with your classroom community to determine whether snacks will be provided individually or as a
group with a sign-up schedule for all families. Some snack items are provided by ECS.
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Health and Safety
Health Policy
ECS strives to preserve the wellness of the entire community. You will be asked to keep your child at
home when he/she is unable to participate in all activities including outdoor play due to illness,
experiences fever, diarrhea or vomiting, or is generally feeling “not quite right.”
An emergency card shall be kept on file in the ECS office with the order of persons to be called in the
event of an emergency. Generally parents will be called first, unless otherwise indicated on the form. If a
parent cannot be reached, the ECS department will follow down the list of contacts. These contacts need
to be able to pick up the child within one hour of the phone call. A physician is not an emergency
contact. Parents must update these cards immediately when information changes.
Communicable diseases spread very quickly in a school setting. In order to protect the wellness of all
children, ECS works with its consulting nurse and the Department of Health to develop specific policies
for communicable diseases. In some cases these policies may differ from those of your physician. ECS
reserves the right to determine when a child needs to be picked up from school and when a child may
return.
You are required to notify the ECS administration (in Seattle, Nicci Burrell at NicciB@sjcc.org or 206-5268073 ext. 301; on Mercer Island, Christy Nason at ChristyN@sjcc.org or 206-388-0825) when a child is
diagnosed with any communicable disease. Failure to do so compromises the health of the children,
faculty and parents who attend and visit our school. Repeated or intentional failure to notify the school will
result in immediate suspension of your child. ECS is required by law to report communicable diseases to
the public health department. In turn, ECS will notify each family whose child may have been exposed to
a communicable disease via email; the identity of the child with the disease will be kept confidential. If you
have any question, please err on the side of caution and inform the ECS administration.
If a child becomes sick while under ECS care, he/she will be separated from the other children and MUST
be picked up within one hour of notification. Your child will be given an Illness Report at the time of pick
up outlining when they may be eligible to return to ECS. As per the Washington Administrative Code
(WAC), children must be symptom free for 24 hours before they may return to school.
The following are common illnesses that you are required to report to the ECS administration and how
long a child must remain away from ECS, but this is not an all inclusive list:
Disease
Chickenpox
Conjunctivitis (Pinkeye)
Diarrhea (Infectious)
Diarrhea (Uncontrolled) – an
increase in number of stools,
compared with a child’s normal
pattern along with watery
stools and/or stool that cannot
be contained by the diaper or
use of toilet.
Fever – axial temperature of
100 degrees Fahrenheit or
higher.
Impetigo
Lice (head)
When to return to ECS
When all of the blisters have dried into scabs, usually about six days
after rash onset.
Twenty four hours after treatment begins.
When the child has been diarrhea free for 24 hours. For some
infections, the child must also be treated with antibiotics before
returning to ECS.
Until uncontrolled diarrhea stops or until a medical exam indicates that it
is not a communicable disease.
When the child has been fever-free for 24 hours (without the aid of fever
reducing medicine).
24 hours after antibiotic treatment has begun.
When the first treatment is complete and no eggs (nits) are seen.
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Rash with or without fever or
behavior change
Ringworm
Scabies
Streptococcal Sore Throat
Vomiting – two or more
episodes within twenty four
hours
When a medical exam indicates these symptoms are not that of a
communicable disease.
24 after treatment has begun and ringworms must be covered with
bandages.
24 hours after treatment has begun.
24 hours after antibiotic treatment has begun. Child must be fever-free
for twenty four hours.
24 hours after vomiting has ceased.
Medication Policy
The SJCC does not administer prescription medicine without signed authorization by a child’s health care
provider and parent/guardian. Any prescription medicine must be in its original container and needs a
signed Medication Release Form. Parents must give medication to ECS faculty and not give it to their
children to give to faculty.
Medication will only be given with prior written consent of the child’s parent/legal guardian. This consent
(the medication release form) will include the child’s name, the name of the medication, reason for the
medication, dosage, method of administration, frequency, duration (start and stop dates), special storage
requirements and any possible side effects (use package insert or pharmacist’s written information). A
doctor’s note is required for administration of medication (including over-the-counter) for any child under 2
years of age.
A parent/legal guardian may be the sole consent for a medication (without the consent of a health care
provider) if and only if the medication meets all of the following criteria:
• The medication is over-the-counter and is one of the following:
o Antihistamine
o Non-aspirin fever reducer/pain reliever
o Non-narcotic cough suppressant
o Decongestant
o Ointment or lotion intended specifically to relieve itching or dry skin
o Diaper ointment and non-talc powder intended for use in diaper rash
o Sunscreen for children over 6 months of age
•
•
•
•
The medication is in the original container and labeled with the child’s name; and
The medication has instructions and dosage recommendations for the child’s age and weight; and
The medication is not expired; and
The medication duration, dosage, amount, and frequency specified on consent do not exceed labelspecific recommendations.
For sunscreen and diaper ointment, the written consent may cover an extended time period of up to 6
months or otherwise stated. For all other medications the written consent may only cover the course of
the illness.
For liquid oral medications: A measuring device specifically designed for oral liquid medications must be
used (parent/guardian provided).
A licensed health care provider’s written consent, along with parent/legal guardian written consent, will be
required for prescription medications and all over-the-counter medications that do not meet the above
criteria (including vitamins and supplements). A health care provider’s written consent must also be
obtained to add medication to food or liquid.
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A licensed health care provider’s consent may be given in 3 different ways:
•
•
•
The provider’s name is on the original pharmacist’s label (along with the child’s name, name of
the medication, dosage, duration and expiration date); or
The provider signs a note or prescription that includes the information required to be on the
pharmacists label; or
The provider signs a completed medication release form
Medications no longer being used will promptly be returned to parents/guardians or discarded.
Sunscreen
During warm, sunny weather we ask that parents apply sunscreen to their child in the morning before
coming to school. Parents must provide a bottle of labeled sunscreen to be kept in the classroom. The
teachers will re-apply sunscreen throughout the day as needed. For children ages six months and
younger, a physician’s written consent is required by law (WAC 170-295-3060).
Hand Washing
Parents must help their child wash their hands with soap and warm water on arrival at ECS. Children
must also wash their hands after using the toilet, after the child is diapered, after outdoor play, after
playing with animals, after touching body fluids (such as blood or after nose blowing or sneezing), and
before and after the child eats or participates in food activities.
Maintaining a Sanitary Environment
The SJCC strives to maintain our building, equipment and premises in a clean and sanitary manner. Our
teachers and maintenance staff use the following cleaning schedule:
•
•
•
•
•
•
•
•
•
Tables, highchairs, and counters used for food serving are cleaned before and after each meal or
snack
Sinks, counters and floors daily, or more often if necessary
Refrigerators monthly or more often if necessary
Bathrooms (including sinks, toilets, counters and floors) daily and more often if necessary
Floors will be swept, cleaned and sanitized daily, or more often if necessary
Carpet vacuumed at least daily and shampooed as needed.
Toys that children place in their mouth between use by different children
Infant and toddler toys daily
Sleeping mats, cribs, and other forms of bedding are cleaned weekly or between uses by different
children.
The sheets used to cover crib mats and napping mats are laundered weekly. We recommend that parents
wash the blanket they provide for their napping child weekly or as needed.
When teachers are cleaning surfaces throughout the day, they will first spray the dirty surface with soapy
water, followed by spraying the surface with rinse water, and then sanitizing the surface with disinfectant
bleach water. All janitorial supplies are stored in areas inaccessible by children.
Accidents/Emergencies
In case of a life-threatening accident such as a head injury, severe cut, convulsion or severe trauma, a
faculty member will call 911. Parents will be contacted immediately.
Accident/Incident Reports
Parents will receive and must sign an Accident/Incident Report for any type of injury or a more serious
altercation occurring while a child is under the care of ECS. The identity of any other child involved in the
incident will remain confidential.
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First Aid Readiness
All teachers are required to have current first aid and infant/child CPR certifications. A first aid kit is
maintained at all times in each classroom and the ECS office.
Disaster Plan/Drills
The SJCC disaster plan is designed for response to fire, natural disasters, human threats, and other
emergencies.
These detailed plans are included in our Emergency Procedure Manual, which is posted in every
classroom and the main office. They identify specific response procedures for these emergencies.
The SJCC and ECS also conduct fire drills and disaster and lockdown drills.
Inclement Weather Procedures
In case of inclement weather, the SJCC ECS Mercer Island campus will follow the Mercer Island School
District’s decision to open or close. The SJCC ECS Seattle campus will follow the Seattle School District’s
decision to open or close. The final determination to close the entire SJCC (not just the school) will be
made by SJCC CEO Judy Neuman.
The ECS directors will update the ECS inclement weather voicemail for their campus with detailed
information about specific ECS programs and schedules
• Mercer Island: 206-232-2099, extension 423
• Seattle: 206-526-8073, extension 403
If power outages do not occur, the ECS directors (or their designee) will also email all ECS parents
closure/late start updates. The SJCC web site, www.SJCC.org, can also provide updated closure/late
start information as well, if possible, depending on power outage conditions.
Use of Pesticides
If the use of pesticides is necessary to maintain SJCC grounds, parents will be notified at least 48 hours
in advance of the pesticide application. This notice will include the product name, intended date and time
of application, location of where it will be applied, the pest to be controlled, and a name and number of a
person to contact at the SJCC. A marker will be placed at the front entrance and left in place for at least
24 hours following the pesticide application or longer if a longer restricted period is stated on the label.
This marker will state “This landscape has recently been sprayed or treated with pesticides,” who treated
the landscape, and who to call for more information.
Classroom Pets and Other Animals
Some of our classrooms have pets, which may include guinea pigs, hamsters or gerbils, and small fish.
While there are potential health risks associated with any kind of animal, the SJCC takes great care to
ensure that all pets are housed in appropriate containers away from eating or sleeping areas, their cages
cleaned and disinfected at least weekly, pets are seen by veterinarians when needed, pets meet local
requirements in counties with immunization, vaccination, and licensing requirements for animals (WAC
170-295-5190), and that pets are fed and groomed regularly. A pet policy is available for parents to
review.
Children’s interactions with pets are closely supervised and children and teachers wash their hands after
handling animals. Classroom pets provide an excellent opportunity to teach children how to care for
animals, about safety and hygiene when handling pets, and about responsibility.
Child Abuse Reporting Law Requirements
The ECS faculty is required by Washington State Law and licensing requirements to report immediately to
the police or Child Protective Services any instance when there is a reason to suspect the occurrence of
physical, sexual or emotional child abuse, neglect or exploitation.
Staff is not obligated to inform parents if the police or Child Protective Services is called about possible
child abuse, neglect or exploitation.
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Communication
Welcome Night (Meet the Teacher Night)
The week before beginning each new school year, we hold a Welcome Night. This is a great opportunity
to bring your child to school to meet their new teachers and get acquainted to their new classroom.
Teachers will set up their classrooms for explorative play with open-ended materials and activities. This
informal gathering is meant for your child to get to know the teachers and explore the classroom
environment with you, not a time for formal discussions.
Community Nights
Community Nights, held two times throughout the school year, are a time for parents to join their child’s
teachers to discuss curriculum, threads, project work, current interests, and observations, as well as to
create materials for the classroom. Teachers and parents are given this time, without children, to develop
stronger partnerships in the development of their unique and ever important relationships.
The Fall Community Night provides an opportunity at the beginning of the school year to be formally
introduced to emergent curriculum. It is a time to see how our approach to learning works in your child’s
classroom, while providing time for questions, dialogue and community building. Community Night is also
a great time for parents and teachers to create common developmental goals for the children.
The Spring Community Night provides an opportunity to connect yet again with the teachers to discuss
the threads and interests of the children and review the work in which your children are currently
engaged. Once again, this provides a time for questions, dialogue, and community building.
We feel strongly at the SJCC that the greatest education takes place when parents, teachers and
children, along with the community at large, work together to create the best possible learning
environment. Parent involvement is critical to a child’s success in school and life. Therefore, we ask that
both parents make every effort to attend these important evenings.
Formal Parent-Teacher Conferences
Parent-Teacher Conferences are a celebration of your child. These conferences are scheduled any time
from January to March as each classroom is assigned one week to complete their conferences with the
families. You will be notified as to your classroom’s week and will be given ample opportunity to sign up
for a conference time. Teachers will create portfolios of your child throughout the school year and will use
these portfolios as a tool for conferencing. You will also receive formal and informal evaluation and
progress reports on specific development. Every family is required to attend parent teacher conferences.
Parent/Teacher/Administration Communication
We realize how important it is for you to know what learning and growth happen with your child over the
course of the day. Therefore, we strive to maintain clear and consistent communication. Common
examples of forms of communication include but are not limited to:
•
•
•
•
•
•
Teachers are available for short verbal communication at the beginning and the end of the day
(dependant upon the classroom situation).
Teachers are also available for phone communication when there is a need. A mutually
convenient time can be arranged by the teacher and parent.
Teachers will be in communication via e-mail on a regular basis.
The teachers will communicate in more detail the daily happenings in various ways, some of
which include: written daily communications, written documentation panels, white boards, etc.
The administrative team will send out reminders, dates to remember, communications via enews.
Flyers will also be posted throughout the year to call attention to important events, reminders, etc.
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Behavior Philosophy
The ECS department at the SJCC recognizes its responsibility to ensure that all children have the right to
a safe, encouraging and organized environment. In this environment, children learn and practice effective
problem solving skills and recognize that appropriate behavior is essential to success.
The staff, parents, and whenever possible, the child, will share responsibility in establishing and modeling
reasonable and clearly communicated expectations and consequences. By treating each child with
dignity, we will affirm the worth and diversity of all, thereby creating a climate of mutual respect and
understanding.
If, after a reasonable period of time, it is found that a child is unable to adjust to ECS, the SJCC reserves
the right to request a withdrawal of the child. The ECS administration will follow procedures as written in
this handbook. The decision is left to the discretion of the ECS Director.
Guidance Policy/Classroom Management
Our staff is trained to phrase directions in the positive; that is, emphasizing what the child can do rather
than relying on “don’t”, “stop” or “no.” We also strive to incorporate group learning and cooperation into
conflict situations. Care is always taken to help children produce a positive self image. We view guidance
and discipline as positive learning experiences for children, not as punishment.
When children “misbehave,” they are generally expressing themselves in ways that (1) they know will
achieve their desired outcome, (2) we understand are developmentally appropriate ways of
communication (hitting, biting, crying), or (3) they are testing their limits. Due to this understanding, we
work with children to act in positive and constructive ways. We see them as genuinely virtuous people
and want to facilitate appropriate behavior by making it meaningful and relevant.
The most important aspect of guidance in our program is understanding and respecting your child and
his/her abilities and needs, providing him/her with a nurturing and supportive environment in which staff
can anticipate problems before they occur, and teaching your child the skills he/she will need in order to
cope with situations when they arise. Our center has the following discipline policy:
1. Our staff is responsible for setting clear limits; that is, letting children know from the beginning
what is and what is not acceptable behavior and why.
2. Limits will be clearly defined and consistently maintained.
3. Limits are based on an understanding of your child’s needs and stage of development and are
designed to help your child develop inner control resulting in a feeling of empowerment. The
teacher’s role is to facilitate and model the development of the child’s problem solving skills.
4. If a child displays inappropriate behavior, they will be given choices as to how to best deal with
the situation. It is here that we will strive to create positive learning situations that take into
account developmental level, feelings, wants/needs, fairness and cooperation. Our ultimate goal
is to give children the tools they need to solve conflict situations on their own.
If necessary, a formal parent/teacher/administrator meeting will be requested. The goals of this meeting
will be to:
1. Share information based on observations, both at home and at school
2. Brainstorm suggestions for solving challenges
3. Decide on a plan for ways that teachers/administrators and parents can work together to help
resolve challenges
4. Agree to commit to the plan until behavior ceases
5. Have a written summary of the meeting which defines the plan
It is critical to keep in mind that we are here for the children and want only the very best for them. If there
are specific situations that call for further intervention, we expect parents to work with us to decide what is
best for the individual child.
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ECS Clinician
The ECS Clinician is a position held by a graduate-level professional with expertise in the development
and mental health of children ages three months to 6 years old. The role of this professional is to provide
specific support to children, families and ECS faculty members.
Support to Children
The clinician provides social and emotional assessments of children based on classroom observations
and parental feedback. These classroom observations examine the functional successes and challenges
of children in a group setting. These assessments are used to inform and educate families and teachers
in regard to the well-being of any child in our program.
In addition to assessments, ECS Clinicians will model classroom strategies designed to support a child’s
unique needs, teachers, and the overall health of the class. These strategies are intended to help children
express their individual talents with the scaffolding needed to bolster their social, personal and intellectual
growth.
Support to Families
The ECS Clinician builds supports to match the unique and relevant needs of our families. Children and
families may access clinical support through direct initiative or referral from other families, teachers,
administrative staff, or the clinical team. Families may reach out to the clinical team in regard to any
concerns about their own, their family’s or their child’s well being.
The following supports are available to families whose concerns are about their child (or children) within
the context of the classroom: consultation with the Clinical Director, social-emotional assessments and
individualized support strategies developed in collaboration with the clinical team, and referrals to outside
agencies or professionals as needed. Families with concerns that lie primarily outside the classroom are
offered three complimentary sessions with the Clinical Director, referrals to outside support or other
individualized supports.
Support to Faculty
The ECS Clinician builds trusting relationships with individual teachers and teaching teams in order to
provide emotional support to them, in answer to their unique professional goals.
The ECS Clinician creates increased understanding with teachers of the social and emotional
development of children ages three months through 6 years old.
The ECS Clinician supports teachers to work creatively and successfully within a relationship-based and
developmentally appropriate model.
The ECS Clinician works to bolster teachers’ understanding of how to support and collaborate with
parents and families.
The ECS Clinician supports teachers to foster healthy and collaborative relationships with their
colleagues.
Clinician's Role in ECS Administration
The ECS Clinician works very closely with the ECS Directors and leadership team to reach two goals:
careful collaborations to best support our families and ongoing training and professional support to bolster
reflective capacity, teamwork, and an emotionally responsive practice.
The ECS Clinician only provides information to administration given by families with their permission.
Information about classroom assessments and faculty are shared with administration as needed to help
our process move at an appropriate pace. ECS Directors or their designate will attend initial meetings
with families to be appraised of the concerns and aware of ways in which they may be called to provide
support. Continued involvement is decided on a case by case evaluation.
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Learning and Behavior Diagnosis and Testing
As a developmental center, our classes include children with a wide range of behavior and learning
abilities. Although our program is not geared to children with specific needs, such students often
experience success when supported by an honest and cooperative child-teacher-parent relationship.
Parents are expected to inform the school if a child has a previously diagnosed developmental delay or
disability. At times, if a child is observed to be having difficulty or is behaving in the classroom in a way
that puts themselves or other children at risk, the ECS administrative team along with the teachers may
request that he or she be tested or observed, at the family’s expense, by an independent professional
diagnostician who can help clarify the nature and source of the difficulty. Such testing may be a
prerequisite for the child’s continued enrollment in the program. The results of this developmental profile
will be used to develop strategies to help the child, possibly including individual instruction or intervention
outside the program. After trying to work with the child and his/her family with reasonable attempt to
accommodate their needs, the school may decide that the child’s interests will be served better in another
setting.
Suspension
Suspension is the denial of the right of attendance for a specific amount of time. Short-term suspensions
are for no more than two consecutive business days. Our goal is to work with the parent in resolving
behavior issues. Occasionally, our environment will not meet the needs of a child with severe or
persistent behavioral problems. Suspension guidelines will be defined within the behavior planning
conference between teachers, administrators, and parents.
Behavior that could lead to an immediate suspension includes, but is not limited to: physically dangerous
acts, damaging property, and overt defiance. The parent/guardian will be contacted to pick up the child
immediately and a suspension period will be defined at that time.
Dismissal Guidelines
Dismissal/expulsion is the denial of the right of attendance. Parents/guardians are requested to find
alternative care for the child within a defined time period.
Parent will be asked verbally and in writing to find alternative care immediately if/when:
•
•
•
•
•
•
A child behaves with extreme or unusual violence to self, others or environment
Parent refuses to attend behavior planning conference
Parent does not follow up on conference recommendations such as making appointments with
outside referrals for testing and interventions and/or supporting behavior plan interventions (i.e.
suspension guidelines)
Despite parent follow-up and support to behavior planning interventions, we are still unable to
meet the needs of the child because the inappropriate behavior persists or escalates and
continues to threaten the health and safety of the environment, others, and/or self
Parent behaves inappropriately (i.e. in a threatening manner, etc.)
Information about behavior is withheld on admission application that could impact the health and
safety of other children or staff.
While we regret any inconvenience this may cause, we need to enforce this policy to protect all the
children in our care and our staff from unnecessary harm. The ECS Director reserves the right to make
the final decision.
We hope this is the beginning of a long partnership between the SJCC and your family. We strive to
provide the best possible learning experiences for your child(ren). Working together, we can achieve this
goal.
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Mercer Island campus: 3801 East Mercer Way, Mercer Island WA 98040
Seattle campus: 2618 NE 80th Street, Seattle WA 98115
Reggio-Emilia Approach and Curriculum
www.SJCC.org
“All children have preparedness, potential, curiosity; they have interest in relationship, in constructing their own
learning, and in negotiating with everything the environment brings to them. Children should be considered as
active citizens with rights, as contributing members, with their families, of their local community.”
Loris Malaguzzi, founder of the Reggio Emilia approach
At the heart of the Reggio Emilia philosophy is the belief that children are full of curiosity and creativity, ready
to explore the world with a sense of wonder and awe. Children have the right to an environment and teachers
that will foster and cultivate a lifelong passion for learning and exploration. This philosophy sees the child as a
competent and active participant in their own learning.
Our Reggio Emilia approach is a comprehensive philosophy, based on several guiding principles:
• emergent curriculum: children are collaborators and communicators; teachers are partners, nurturers,
guides, and researchers
• relationships in research: children are engaged in long-term, in-depth studies and have opportunities to
explore ideas through a variety of materials
• the environment is the “third teacher”
Emergent Curriculum: An emergent curriculum is one that builds upon the interests of the children. The
environment and provocations are based upon the interests of the classroom community (children, families
and teachers) and is an intentional balance of child-generated ideas and teacher guidance. Through careful
observation and documentation, we are able to present children with provocations and then provide materials and
purposeful questions to help children continue their investigations and explorations.
Relationships in Research: Children are engaged in long-term, in-depth studies and have opportunities to
explore ideas through a variety of visual, artistic, dramatic, and musical tools. During a long term project,
both the child and the teacher are researchers, sharing in the learning process. We consider the co-researcher
relationship as an important part of project work.
• Child/Child Relationship: Children will question, negotiate, observe, and collaborate with one another during
a project. This relationship allows the children to naturally make meaning of their world through cooperative
investigation and play, as children share interpretations of their findings.
• Teacher/Child Relationship: During a project the teacher builds an
understanding of the child’s learning process through observation and
conversation. This relationship and understanding allows teachers to ask
guiding questions of each child. Through this process, children build an
understanding of their world and strengthen their critical thinking skills.
• Teacher/Teacher Relationship: Teachers use guiding questions as a
foundation for their research. It is this relationship that allows for pedagogical
growth. They question one another and offer alternative perspectives and
lenses regarding the interpretations of the children’s ideas and work.
The Environment is the “third teacher”: The schools in Reggio Emilia place much emphasis on the aesthetics
of their environments and the materials offered to children. The environment plays an integral role in inviting
the children to ask questions and delve into deeper study. Teachers are very intentional about the materials that
they bring into the classroom and they carefully organize spaces. Documentation of the work of the children and
the reflections of the teachers are displayed in the classrooms and throughout the school with the intention of
making learning visible.
Reggio-Emilia Approach and Curriculum
The Hundred Languages of Children
This poem, by the founder of the Reggio-Emilia approach, Loris Malaguzzi, conveys the important roles
imagination and discovery play in early childhood learning. Much of Reggio-Emilia philosophy is based on
protecting children from becoming subjected too early to institutionalized doctrines which often make learning a
chore rather than an extension of natural curiosity.
The child is made of one hundred.
They tell the child:
The child has
to discover the world already there
a hundred languages
and of the hundred
a hundred hands
they steal ninety-nine.
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
that work and play
reality and fantasy
A hundred.
science and imagination
sky and earth
Always a hundred
reason and dream
ways of listening
are things
of marveling, of loving
that do not belong together.
a hundred joys
for singing and understanding
And thus they tell the child
a hundred worlds
that the hundred is not there.
to discover
The child says:
a hundred worlds
No way. The hundred is there.
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
Roots and Seeds of Empathy
www.SJCC.org
Roots of Empathy (for kindergartners) and Seeds of Empathy (for pre-K children) are programs that foster social
emotional competence and early literacy skills. The mission is to build caring, peaceful and civil societies through
the development of empathy in children and adults.
Literacy Circles: Week 1 and 2
During the first two weeks of the three-week cycle, children gather around a
blanket and hear a story connected to the current theme. The literacy teachers
follow a curriculum that supports interactive learning (i.e., music and movement,
art, drama and discussions) based on children’s literature.
Family Visit: Week 3
During the third week, the family guide delivers the family visit,
where a baby (2-4 months old) and his or her parent visit the
classroom. The children and teachers who work with them
gather around a large blanket and together observe the baby. The
family guide coaches the children to observe the developmental
milestones and read the baby’s cues. which tell them how the baby
is feeling. During the course of the program the children come to
understand and respect the baby as an individual. This leads the
children to better understand their own uniqueness and feelings
and the feelings of others. These three-week cycles repeat monthly
throughout the school year.
Goals
• To foster the development of empathy and emotional literacy.
• To build social and emotional understanding.
• To reduce aggression and increase pro-social behavior.
• To develop positive attitudes towards and competencies in early literacy.
Colors of Empathy
In fall of 2008, a group of our ECS faculty members expanded the Roots/
Seeds of Empathy exploration of emotion by creating what we call “Colors of
Empathy”. The year-long project allowed children to create compositions and
visits to a classroom that was immersed in a single color. Each month a new
color was presented. The teachers of the project continuously observed the
children’s growth and emotional development in a few key areas.
Emotional Recognition: The children gained competency in the ability to
become more able to recognize the emotions of others and of themselves and
seemed to be more reflective in social situations.
Red Tailed Hawk
“He is proud because
he can fly anywhere
he wants and he can
take anything he wants
because his beak is
strong.”
Emotional Fluency: The children gained fluency and became more articulate
when talking about their own feelings. Teachers saw the children able to work through
challenging moments independently by conveying their feelings.
Artistic Fluency: The children’s artistic fluency has expanded as they have explored
emotion in a tactile way through the composition work involved in the project. Artistic
media gives another voice to children’s thoughts and emotions about their world.
Our School, Our Jewish Community
www.SJCC.org
The SJCC Early Childhood School is an inclusive community. We approach Judaism from a pluralistic perspective
with great focus on the customs, traditions and holidays of the religion. We naturally integrate Judaism’s middot
and mitzvot, or morals and values, in our classrooms and schools and we believe Judaism’s core values are truly
universal.
Our families and faculty members come from varied backgrounds. Our children come from homes where one
parent is Jewish, both parents are Jewish, and where neither parent is Jewish. We have faculty members of both
Jewish and non-Jewish backgrounds. Our families and faculty members come from a variety of countries and
backgrounds that lead to a wealth of cultural knowledge and a diversity of languages. We believe this diversity is
what brings our community together and Judaism is a common ground for us to be united culturally.
Here are a few values or middot that serve as the foundation for the work of our school:
Shalom Bayit (peaceful home) This value teaches that everyone deserves to live in a home of respect and peace,
where varied practices and beliefs are honored. For our school community, the concept of Shalom Bayit provides
a foundation of respect and understanding, ultimately creating a “home” in which everyone is valued.
Tikkum Olam (repairing the world) This value teaches that it is everyone’s responsibility to act thoughtfully with
the best interest of our world in mind. This value is all-encompassing and ties into many of the ongoing projects
in which our classrooms engage.
G’miliut Hasadim (acts of loving kindness) This value teaches of each individual’s responsibility to perform acts
of kindness, elevating those who need of love and support.
K’hillah Yarukah (green community) Through our community’s focus on recycling, composting and
sustainability, we aspire to live as a green community. We live this value at school; many of our families follow
similar practice in their own homes.
Tzedakah (charity) Through the giving of tzedakah, in all its various forms, our children and families help those
in need through meaningful donation and charitable giving.
Talmud Torah (the value of learning) Each day learning our students’ knowledge is nurtured. A true love of
learning is cultivated in our students, as we believe that we are all lifelong learners.
These values are just a few examples of how Jewish values are truly universal and speak to all of the members of
our community, regardless of personal religious background.
Another aspect of Judaism that helps to shape our school’s identity is the celebration of Jewish holidays. We
follow the Jewish calendar and observe its major holidays. From weekly Shabbat and Havdallah celebrations to
Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Hanukkah, Tu B’shvat, Purim, Passover, Yom Ha’atzmaut,
and Shavuot, the Jewish holidays are significant. Each holiday is celebrated through learning its history and
participation in cultural traditions: food, song, dance, and the creation of ritual objects. The way we explore the
holidays leaves room for everyone to identify with some aspect of the story or traditions.
Our approach to Judaism is complemented by the Reggio Emilia philosophy. Both Judaism and Reggio Emilia
believe in honoring the individual in the context of a strong, inclusive community. Cultural identity is very
important to both Judaism and Reggio Emilia philosophy. Thus, our all inclusive approach is built upon the two
major pillars of our school: Judaism and Reggio Emilia.
It is our hope that children and families in our school will be inspired to form a strong, meaningful Jewish identity
through authentic experiences.
Morning Snack
Due to licensing requirements for the 2012-2013 school year, morning snack will consist of families providing an extra
snack within their child’s lunch container to be pulled out upon drop off. The bag/container must have the child’s name and
date clearly written on the package.
Seasonal Fruit Options
Fall
Winter
Spring
Squash
Brussels Sprouts
Apricots
Asian Pears
Squash
Broccoli
Broccoli
Chestnuts
Collard Greens
Cauliflower
Clementines
Corn
Grapes
Collard Greens
Honeydew
Kumquats
Dates
Mangos
PumpkinGrapefruit
Oranges
Pineapple
Kiwi
Pea Pods
Pomegranate
Mandarin Oranges
Peas
Oranges
Pineapple
Pears
Strawberries
Sweet Potato
Tangerines
Summer
Year Round
Apricots
Apples
Cherries
Apricots
Bell Peppers
Avocados
All berries
Bananas
All melons
Bell Peppers
Chinese Long Beans
Carrots
Corn
Cranberries
Eggplant
Celery
Figs
Cherry Tomatoes
Green Beans
Lettuce
Lima Beans
Olives
Lychees
Snow Peas
Okra
Peaches
Plums
These can be either fresh, frozen, canned, dried, or 100% juice.
Healthy Snack Options
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Spread low-fat cream cheese on celery sticks; top with raisins.
Stuff a whole-grain pita pocket with ricotta cheese and apple slices; add a dash of cinnamon.
Mix together cereal, dried fruit and nuts in a sandwich bag.
Top vanilla yogurt with crunchy granola and sprinkle with blueberries.
Make snack kabobs: put cubes of low-fat cheese and grapes on pretzel sticks.
Top a whole grain waffle with yogurt and sliced peaches.
Spread almond butter on apple slices.
Sprinkle grated Monterey Jack cheese on a corn tortilla, fold in half and microwave; top with salsa.
Toss dried cranberries and chopped walnuts in oatmeal.
Mix almond butter and cornflakes; shape into balls and roll in crushed graham crackers. ·
Fill a waffle cone with fruit and top with vanilla yogurt.
Banana Split: top a banana with vanilla and strawberry yogurt. Sprinkle with whole-grain cereal.
Spread mustard on a flour tortilla; top with cheese, lettuce and other vegetables and roll it up.
Mini Pizza: toast an English muffin, drizzle with pizza sauce and sprinkle with mozzarella cheese.
Rocky Road: crumble a graham cracker; sprinkle it on chocolate pudding with a few miniature marshmallows.
lnside-Out Sandwich: spread mustard on a slice of cheese; wrap it around a sesame breadstick.
Parfait: layer vanilla yogurt with mandarin oranges or blueberries.
Source: American Dietetic Association
Mix and Match Snacks - choose two out of the four components
Bread/Bread Alternates
Rye Wafers
Almond Cookies
Whole Wheat Toast
Bagel
Bran Mullin
Waffle Square
Granola
Soft Pretzel
Rye Krisp
Oatmeal Cookies
Saltines
Graham Crackers
English Mullin
Bread Sticks
Cornbread
Raisin Bread
Biscuits
Wholewheat Crackers
Banana Bread
Date Bread
Carrot Bread
French Bread
Cinnamon Toast
Chex Snak
Whole Wheat Buns
Blueberry Mullins
Boston Brown Bread
Tortillas - corn and flour
Pumpernickel Bread
Spoonbread
Cinnarnon Roll
Zwieback
Pilot Bread
Rice
Bulgur
Fry Bread
Macaroni
Meat Alternates
Cheese Cubes/Slices
Cottage Cheese
Hard-Cooked Eggs
Retried Beans
Scrambled Egg
Cooked Dry Beans and Peas
Yogurt
FruitsNegetables/Juice
Orange Juice
Apple Juice
Orange-Grapefruit Juice
Tomato Juice
Pineapple Juice
Grapefruit Juice (try mixing with pineapple juice)
Prune Juice
Bananas
Pineapple Chunks
Peach Slices
Apple Slices
Applesauce
Cucurnber Coins
Fresh Fruit Cup
Orange Slices
Pear Slices
Mandarin Oranges
Melon Balls
Strawberries
Zucchini Bread
Plurns
Tornatoes
Vegetable Sticks
Baked Apple
Fruit Cocktail
Raw Cauliflower
Raw Broccoli
Apricots - dried and fresh
Cantaloupe
Grapefruit
Watermelon
Prunes
Beans
Carrots
Green and Red Peppers
Zucchini Sticks
Honeydew Melon
Tangerines
Milk
Whole Milk
Lowlat Milk (2%)
Chocolate or Flavored Milk
Hot Cocoa/Chocolate

Stroum Jewish Community Center

Transcription

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