MacArthur Early Childhood Center

MacArthur
Early Childhood Center
Building the Foundation of Our Future
Macomb CUSD #185
2015-2016
Family Handbook
Goals for Our
Students
In a safe and nurturing
environment, all students will:
• Have a love of learning
• Be respectful to others
• Be independent thinkers
• Be problem-solvers
Contact Information
• Main Office Phone: 309-833-4273
• Main Office Fax: 309-833-5651
• Teachers Voicemail:
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Marc Baxter
Susan Docherty
Mallory Kessler
Susan Lafary
Dawn Stiles
833-6391
833-6390
833-6355
833-6396
833-6329
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School email is designed with a last name and then
first initial followed by @mcusd185.org (ex: Connie
Fisher = fisherc@mcusd185.org)
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Website macomb185.org has a link to MacArthur for
all school information, email addresses, and teacher
eboards.
Curriculum
What We Teach and Learn
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MacArthur students experience a variety of engaging
learning activities for developing a solid foundation for
future school success.
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MacArthur teachers plan experiences using the Illinois
Early Learning Standards in alignment with the new Illinois
Common Core to involve every area of development.
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Our early childhood teachers have developed curriculum
maps and monitor the progress of students with the state
approved Creative Curriculum for Preschool.
Half Day Schedules
MORNING
AFTERNOON
• 8:00 Opening
Activities
• 12:00 Opening
Activities
• 8:20 Instructional
Block
• 12:20 Instructional
Block
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30 min. Gross Motor
50 min. Choice Time
10 min. Large Group
10 min. Music
20 min. Small group
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30 min. Gross Motor
50 min. Choice Time
10 min. Large Group
10 min. Music
20 min. Small Group
• 10:20 Closing
• 2:20 Closing
• 10:30 Dismissal
• 2:30 Dismissal
Administering Medicines
Administering Medicines to Students
Students should not take medication during school hours or during school-related activities
unless it is necessary for a student's health and well-being. When a student's licensed health
care provider and parent(s)/guardian(s) believe that it is necessary for the student to take a
medication during school hours or school-related activities, the parent/guardian must request
that the school dispense the medication to their child and otherwise follow the District's
procedures on dispensing medication.
No School District employee shall administer to any student, or supervise a student's selfadministration of, any prescription or non-prescription medication until a completed and signed
"School Medication Authorization Form" is submitted by the student's parent(s)/guardian(s). No
student shall possess or consume any prescription or non-prescription medication on school
grounds or at a school-related function other than as provided for in this policy and its
implementing procedures.
Self-Administering of Medication
A student may possess an epinephrine auto-injector (EpiPen) and/or medication prescribed for
asthma for immediate use at the student’s discretion, provided the student’s parent/guardian
has completed and signed a “School Medication Authorization Form”. The School District shall
incur no liability, except for willful and wanton conduct, as a result of any injury arising from a
student’s self-administration of medication or epinephrine auto-injector or the storage of any
medication by school personnel. A student’s parent/guardian must indemnify and hold
harmless the School District and its employees and agents, against any claims, except a claim
based on willful and wanton conduct, arising out of a student’s self-administration of an
epinephrine auto-injector and/or medication or storage of any medication by school personnel.
School District Supply of Epinephrine Auto-Injectors
The Superintendent or designee shall implement Section 22-30(f) of the School Code and
maintain a supply of epinephrine auto-injectors in the name of the District and provide or
administer them as necessary according to State law. This section of the policy is void
whenever the Superintendent or designee is, for whatever reason, unable to: (1) obtain for the
District a prescription for school epinephrine auto-injectors and a standing protocol from a
physician licensed to practice medicine in all its branches, or (2) fill the District’s prescription for
school epinephrine auto-injectors.
Upon implementation of this subsection and Section 22-30(f) of the School Code, the
protections from liability and hold harmless provisions as explained in the School Code apply.
No one, including without limitation parents/guardians of students, should rely on the District for
the availability of an epinephrine auto-injector. This policy does not guarantee the availability of
an epinephrine auto-injector; students and their parents/guardians should consult their own
physician regarding this medication.
Nothing in this policy shall prohibit any school employee from providing emergency assistance
to students, including administering medication.
Policy # 7:270
Adopted 9-16-97
Revised 05-21-12
Illness
• Children should be kept home from school when
they have any of the following:
– Fever - A child must be fever free for 24
hours without the use of fever reducing
medicines before returning to school.
– Vomiting within the last 24 hours
– Diarrhea within the last 24 hours
– Sore throat accompanied by white spots in
the back of the throat
– Rash
– Communicable/contagious disease (chicken
pox, strep throat, etc.)
A doctor’s note may be required.
Safety Guidelines
Children develop and learn best in the context of a community where they are safe and
valued, their physical needs are met, and they feel psychologically secure. -NAEYC
SAFETY DRILL PROCEDURES AND CONDUCT
Safety drills will occur at times established by the school board. Students are required to
be silent and shall comply with the directives of school officials during emergency drills.
There be a minimum of three (3) evacuation drills, a minimum of one (1)severe
weather (shelter-in-place) drill, a minimum of one (1) law enforcement drill, and
a minimum of one (1) bus evacuation drill each school year. There may be other
drills at the discretion of the administration. Drills will not be proceeded by a
warning.
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INDOORS
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Parents and guests
visiting during the
school day are required
to sign in at the office
and wear an
identification tag.
Staff, students,
parents and guests use
a respectful and
positive tone of voice.
Students wear tennis
shoes daily.
Keep umbrellas, sandals,
sunglasses and toys at
home unless requested
by the teacher.
We practice good handwashing habits.
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OUTDOORS
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We dress appropriately for
the weather as we will go
outdoors unless it is below
20 degrees.
We wear tennis shoes at
school and bring snow boots
when needed.
We wear backpacks on our
backs while entering and
exiting school.
We sit on swings and slides.
We leave sticks and rocks on
the ground.
State law prohibits a child sex offender from being present on school property or
loitering on a public way within 500 feet of school property when persons under the
age of 18 are present, unless the offender is a parent/guardian of a student present
on the school property. Parent/guardian of such students must be registered with the
Illinois State Police and must fill out a form at the school recording visits each time
they are on the premises. Visits will be conducted under the direct supervision of the
building principal or her designee.
Going To and From
MacArthur
ARRIVAL
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Families who bring children must either park in the parking lot and walk children
across OR drive along the yellow curb in the bus lane. Your child will be
unloaded by a staff member one car at a time.
Doors will be unlocked at 7:30 a.m. All students walk to the gym for supervision
and breakfast. Students may join the teacher in the room after 7:50 a.m. If
you want your child to eat breakfast, he/she should arrive by 7:50 a.m. Class
starts at 8:00 a.m.
Afternoon session begins at 12:00 p.m.
If you need to leave your car, please park in a parking lot space.
DISMISSAL
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Students will be dismissed at 10:30 a.m. and 2:30 pm.
If you are picking up a child, wait in your car behind the buses. After the buses
leave, we will load cars along the yellow curb/in the bus lane.
If you are walking, walk your child around the front of the first bus or the back
of the last bus when crossing to the parking lot. Do NOT walk between buses.
If plans change, please notify the teacher or in advance.
If you move and/or need new busing, call the bus garage at 836-6806 at least 3
days in advance of the change. Then notify the teacher of the change.
Unfamiliar adults picking up students will be asked to show identification.
ALWAYS
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Enter our drive only on Johnson Street.
STOP when the bus stop arms are out and red lights are flashing.
You could get a traffic ticket from police if you pass a bus that is
loading/unloading children or talking on a cell phone in a school zone.
Cars are NOT allowed to pass the buses in the bus lane.
Cars may exit to Johnson Street or use the left lane toward Grant Street.
Buses always have the right of way when moving.
Attendance
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In accordance with Policy 7:70, administrators may excuse students
for up to 9 days annually (includes single periods). College visits
(juniors and seniors only), other “pre-arranged” absences, nonmedically verified absences, etc., are included in the 9 days.
Written notification will be mailed to the parents after the 7th
absence saying medical verification is then due on the 10th absence.
Situations not included within the 9 days are as follows: medically
verified absences, religious holidays, or a death in the immediate
family.
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If your child is going to be absent, please call and/or email all
necessary contacts:
- School office 833-4273
- Bus Garage at 836-6806
- Daycares, babysitters, or other care providers
Emergency Dismissal
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See emergency dismissal in school calendar.
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Please, do not call the school directly for information.
The School District Web page will immediately post any cancellation information
and send out automated texts and calls to your house/cell phone. See the web
page “notify me” tab to sign up for this service. Information will also be on local
radio stations and TV stations KHQA (7) and WGEM (10).
Skylert, telephone broadcast system, will contact parents & guardians with
information on school closings and early dismissals. Skylert is provided by
SchoolMessenger.
Skylert will enable school personnel to notify all households and parents by phone,
email, or SMS text message of an emergency or unplanned event that causes early
dismissal, school cancellation, or late start.
Each parent/guardian member that has a Family Access account can individually log in
to their separate account and see the button on the left hand side called, Skylert.
Upon clicking on the Skylert button you will be taken to a page that has each
parent/guardian’s individual contact, which was provided to the school office. The
first field is the Primary Phone which is your home phone number (if you do not have a
home phone your cellular phone is listed). The second field is the Work Phone number.
No notifications will be sent to your Work Phone. The third field is your Cell Phone
and the last field is your Email Address. This information cannot be manipulated by
you. If you need this information to be updated, please contact the school office.
Additional contact information can be added in the “Additional Contact Info for
Family”. If you would like to receive text messages, each family member with a
Family Access account must sign into their account and enter the cell phone
number in the Text Message field. The Cell number listed in “My Skyward Contact
Info” is only for phone calls, not text messages.
We will use phone numbers provided to us during registration times. This information
is stored in our Skyward database and can be checked through your Family Access
account. If you have forgotten your username and password, please call the school.
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It is vital that you keep your phone
numbers updated.
Food Service
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Complete request form for free/reduced meals.
Menus will be posted on the website at the start
of each month showing breakfast and snack
schedules.
Payments should be made online using ePay on the
district website. You can also send weekly or
monthly checks to school in an envelope labeled
with your child and teacher name.
Payment is credited to a family account and you
will be notified when it becomes overdrawn.
Accounts overdrawn up to $5.00, will be frozen.
If your child has a food allergy and needs
substitutions, a note from your doctor must be
on file in the office. Your doctor may fax this
note to 833-5651.
Birthday or special treats sent in by families can
not be homemade. Please check with your child’s
teacher to find out how many treats are needed
and any possible food allergies.
Library Books
• Your child may check out one book per
week until the first week in May.
• Books must be returned in your library
bag before the next book is chosen.
• Please create a special space in your
home to keep library books so they can
be kept clean, away from pets, and easily
found when it’s time to read or return.
• Encourage good book handling skills.
– Keep books off of the floor.
– Turn pages by pulling from top corners to
prevent tearing.
– Teach your child the parts of a
book…pages, spine, cover.
– Read together every day!
Play is Important
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Play is an effective way for children to develop
many skills.
Through toys, children learn about their world,
themselves, and others. Choosing toys that appeal to
your children and foster their learning will help you
make their early years count.
Toys can teach children to:
– figure out how things work
– pick up new ideas
– build muscle control and strength
– use their imagination
– solve problems
– learn to cooperate with others
– control emotions
– learn new vocabulary
Children who have played with parents in the first
three years tend to be more advanced intellectually,
better able to understand others' feelings, and
considered more socially competent by their teachers.
Children benefit most from a balance of activities
adults plan and lead and also activities that children
plan and lead on their own.
Teachers Assessing
Progress
• Our staff is engaged in an ongoing cycle of
observing, guiding learning, and assessing
children's progress.
• During this cycle staff members interact with
children continuously and make decisions about
when and how to respond to meet individual and
group needs. Teachers do this by:
• collecting data
• analyzing and evaluating data
• using what is learned to plan for each
child and the group.
• Teachers track children's progress using
checklists, photography, portfolio collections,
and benchmark testing.
• The assessments are consistent with the goals
and objectives of Creative Curriculum and are
aligned with the Illinois Early Learning
Standards and Illinois Common Core.
Top 10 Discipline Tips
1)
Tell children what to do
Principle: What you focus on, you get more of.
How: Instead of saying, "No pushing! You know better than to push your brother. Pushing is not
nice," Say, "When you want your brother to move, say, 'Move please.' Tell him now." Focus on what
you want your children to do!
2)
Give children useable information, especially when you are upset.
Principle: When you are upset, you are always focused on what you don't want.
How: Instead of saying, "Why isn't this homework done? Do you want to fail? How many times do we
have to go over this?" you could say, "You can start with your math homework or reading. Which is
best for you?"
3)
Help children to be successful instead of attempting to make or get them to behave.
Principle: The only person you can make change is yourself.
How: How often have we attempted to make a smoker quit smoking or growing child eat her peas?
There is a better way. Instead of asking yourself, "How am I going to get my child to stay in bed," ask
yourself, "How am I going to help my child be more likely to choose to stay in her bed?" The first
question will give you manipulative, coercive answers. The second question will give you creative,
cooperative solutions.
4)
Use your children as resources to solve their own problems.
Principle: Two heads are better than one.
How: Instead of you trying to figure out what needs to be done, ask your children for input. You could
say, "What would help you finish your homework by 8:00 p.m.?" Help children solve their problems
themselves.
5)
Put your children on your "to do list" and spend time enjoying them.
Principle: The motivation to behave comes from being in relationship with one another.
How: When a child says, "I don't care," she is really saying, "I don't feel cared for." Cooperation
comes from connection. If your child chronically refuses to listen or tells you they don't care, then you
must start by rebuilding your relationship and rekindling family rituals.
Top 10 Discipline Tips
6)
Encourage your children during wonderful times and tough times. Do not attempt to get
children to feel bad in order to behave better.
Principle: Encouragement empowers.
How: Be your children's cheerleader. Constantly tell them, "You did it," "Way to go," "Look at you," or
"Good for you." When your children are struggling you might say, "I believe in you, you can do this."
7)
Take back your power. You are in charge.
Principle: Whoever you believe to be in charge of your feelings, you have placed in charge of you.
How: Instead of saying, "Don't make me have to pull this car over," say, "I'm going to pull this car
over until the seatbelts are fastened and everyone is safe." Instead of saying, "You drive me nuts,"
say, "I'm going to take a few deep breaths and calm myself down. Then I will talk to you." When
children refuse to do what you ask state, "I'm going to show you what I want you to do." Then help
them be successful.
8)
Become the person you want your children to be.
Principle: We must discipline ourselves first and our children second.
How: Instead of screaming, "You better get control of yourself right now," take a deep breath and
calm yourself down. Be a S.T.A.R. (Smile, Take a deep breath, And Relax). Become what you want
your child to be. If you want calmness, demonstrate how to be calm.
9)
Do not save your children from the consequences of their actions.
Principle: Psychological pain is a signal to make changes in your life.
How: Help your child handle disappointing choices. Offer empathy instead of lectures after poor
choices. Instead of saying, "I told you not to take that picture to school. It's your own fault it got torn in
half. That is what you get for not listening to me," say, "How disappointing for you. I know how
important that picture was to you." Empathy allows children to take responsibility for their actions,
while lecturing allows them to blame you for their distress.
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Teach children how to handle their conflicts instead of punishing them for not knowing how.
Principle: Conflict is an opportunity to teach.
How: When one child comes to you tattling on the other, use these moments to teach life skills.
When one sibling says, "He pushed me," you say, "Did you like it?" The child will likely say, "No!" At
this point you can say, "Go tell your brother, 'I don't like it when you push me.'" Use these intrusive
episodes as a way to teach assertiveness skills to your children.
Tips taken from Becky Bailey’s Conscious Discipline @ www.lovingguidance.com
Your child as a hero.
We can honor the firefighters, police, pilots, and other
heroes whose devotion to humankind rose above panic
and indifference on a tragic September morning. Let’s
ensure our children learn the very best the human
heart can offer.
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Courage and compassion are strengths built in small steps from the time your
baby first defied gravity to learn to sit up.
The power to choose between fear and doing the right thing develops in the
first six years of life.
We build heroes when we:
– Encourage a child to “try, try, try again” when a task is difficult
– Give children opportunities to work in groups to solve problems
– Share stories about cooperation and overcoming fear such as “The Little
Engine That Could” and “Where the Wild Things Are”
– Repeatedly give comfort in alarming situations to allow them to learn to
eventually calm themselves down
– Teach children how to resist bias and value the differences between
people as well as the similarities
– Respond to a child’s emotions by naming the feeling and talking about
what happened
– Emphasize the connection between people when an emotional event occurs
– Teach your child to appreciate needs, feelings, and actions of others
– Share stories about compassion such as “The Mightiest Heart” and “A
Story for Bear”
– Remain a devoted, loving, calm, consistent safety net.
Your child as a creative thinker.
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Limit screen time daily. Thinking skills are learned best through
play, and imagination fostered by real world interaction, and
relationships with others.
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Look for good quality educational television and apps that will
help them broaden their experience of the world including gaining
understandings about literacy, numeracy, the environment, people,
and places .
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Playing make-believe seems to strengthen a wide variety of mental
abilities, including memory, language, logical reasoning, imagination
and creativity.
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Digital drawing, painting and graphic computer programs can be
used in addition to more conventional drawing materials to allow
children to draw, paint and place images on paper. Examples are
KidWorks 2 , KidPix Studio or MS Paint.
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Go on a walk and collect objects of interest (all the green things
you can find) to develop observation and language skills.
Your child as a creative thinker.
One of the most useful ways you can support
your child to apply their early thinking
skills is to teach them how to critically
examine the media to which they are
exposed. Put these messages simply for
very young children, and build on them as
they grow and mature:
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Be an active TV viewer. Think about what you are watching
and ask yourself questions such as: What is the message of
this show? Do I agree with it? If not, why?
Question all sources of information. Just because it is on
TV or on the internet, it doesn’t mean that it is true.
Expect tricks in advertisements. What are the unstated
messages about attractiveness, popularity, etc
Watch out for racial and gender stereotypes.
Discuss which groups of people are totally left out of TV
programs and movies.
Use media as creative tools for self expression.
Experiment with digital cameras, camcorders or web design
software to help your child be more critical of what they see.
Information in the section has been adapted from PBS Parents,
Your child as a writer.
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The ability to read and write does not develop naturally.
Children need regular and active interactions with print.
The single most important activity for building these skills essential for
success appears to be reading aloud to children.
Talk about the pictures, retell the story, discuss their favorite actions. It
is the talk that surrounds the storybook reading that gives it power, helping
children to bridge what is in the story and their own lives.
Help your child write down ideas, keeping in mind the balance between doing
it him/herself and asking for help. In the beginning, the writing likely will
be pictures with few attempts at writing letters or words. Encourage your
child to experiment with writing.
Have fun with rhyming and word play. Use nursery rhymes, finger plays, and
songs to help them hear repeated sounds in language.
Build muscle strength and control in hands, arms, and shoulders together
with your child by playing tug-o-war with a towel, make play dough snakes,
string beads on yarn laces, fold laundry, trace around your hand and other
objects, and practice dressing with snaps, zippers, and buttons.
Model purposeful writing by making time to involve your child in making
shopping lists, birthday and thank you cards, notes, and email.
Give your child different kinds of paper and writing materials to scribble
with. Tape a large piece of butcher paper onto a tabletop and scribble away!
Don't "fix up" your child's drawings. It will take lots of practice before you
can recognize what he has drawn-but let him be creative! Invite your child
to talk to you about what he is drawing and to identify objects by name.
Use things all around you to:
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point out individual letters in signs, billboards, posters, food
containers, books and magazines.
– Play "I Spy." Look around the room and say, "I spy something that
starts with /s/. Add clues such as "We use it to cook our food."
(stove) "It's where we wash the dishes." (sink) You can also play “I
Spy” with colors or shapes in the environment.
Accept all writing and drawings. The process is what is important.
Kindergarten
Readiness Skills
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We all prepare children for school success throughout
our everyday life or by planning fun activities. If your
child lags behind, don’t worry. Remember that each
child is unique. They grow and develop at different
rates. Give your child a healthy and balanced diet,
daily exercise, plenty of rest and work on these skills:
Can say whole name, age, and parent names
Uses spatial concepts (in, out, top, over, under)
Recognizes, names, and prints letters in first name
Listens to a story being read and answers simple questions
Speaks in sentences to talk about wants, needs, and feelings
Uses empathy/sympathy to comfort self and others
Patiently solves problems
Takes turns and shares
Counts to 10
Can cut a line with scissors
Dresses self (zip, button, tie shoes)
Uses proper pencil grasp
Hops and jumps in place, and runs
Matches objects by size, shape, and color
Follows two or three part directions
Can name at least 8 colors
Can go without a nap during day
Is able to clean up when a task/play is finished
“All learning has an emotional base. “
-Plato, Greek philosopher (BC 427-BC 347)
“What is a hero without love for mankind.”
-Doris Lessing, British writer
(1919-?)
“We can have facts
without thinking but we
cannot have thinking
without facts.”
-John Dewey,
US educator, Pragmatist
philosopher, & psychologist
(1859-1952)
“There is no friendship, no love, like that of the parent
for the child.”
-Henry Ward Beecher, American politician (18131887)
“Power is of two kinds. One is obtained by the fear of
punishment and the other by acts of love. Power based on
love is a thousand times more effective and permanent then
the one derived from fear of punishment.”
-M. Ghandi, Indian ascetic & nationalist leader (1869-1948)