THE MOST IMPORTANT PAGE IN THE ECE HANDBOOK!
To understand and comply with the most significant of licensing requirements, it is critical that everyone understand ratio, group size, and capacity.
RATIO
Minimum Ratio which must be maintained at all times:
AGES OF CHILDREN / NUMBER OF STAFFMixed age group 2-1/2 years to 6 years / 1 staff member to 10 children
A “Mixed age group 2-1/2 years to 6 years”* is required to have
a MINIMUM adult/child ratio of 1 staff member to 10 children
which must be MAINTAINED AT ALL TIMES.
Depending on the funding source of the site, the ACTUAL ratio may be 1:9 or 1:8 or less but it CANNOT be more than 1:10 in ECE. The regulations are unequivocal: “All children must be under direct supervision of a responsible adult at all times.”
WARNING: The Office of Early Childhood is considering the issuance of Administrative Citations with fines ranging from $250 to $1,000 per site per violation for those violations they consider most serious. This would include, in addition to major safety issues, being out of ratio at any time.
GROUP SIZE
Maximum Group Size:
AGES OF CHILDREN / MAXIMUM GROUP SIZEMixed age group 2-1/2 years to 6 years / 20 children
The state Rules Regulating Child Care Centers allow a MAXIMUM group size of 20 children for a “mixed age group 2-1/2 years to 6 years.” Every ECE classroom in DPS is licensed for this standard. However, individual classrooms may have a maximum of (16), (17), (18), or (20) children, depending on funding sources. No classroom will have more than (20). (See below for Montessori’s**.)
DPS has been granted a waiver, which should be posted in all classrooms, allowing the maximum group size to be exceeded daily for 45 minutes during lunch and 45 minutes for planning time by use of specials classes.
Exceeding GROUP SIZE does not allow any site to be out of RATIO at any time.
CAPACITY
The capacity (“Numbers and ages of children cared for at the licensed premises”)
listed on each Permanent Child Care License is the maximum number of children
in all ECE classrooms at any one time. This is based on the total number of ECE
classrooms at the school and a maximum of (20) children per classroom.
While individual classroom capacity is determined by the square footage of the classroom space, (at least 30 square feet per child), not including bathrooms, offices, closets, etc., the capacity is also limited by GROUP SIZE.
*Montessori and ECE/Kindergarten split classrooms are licensed for “Mixed age group 2-1/2 years to 7 years.”
**The capacity of individual Montessori classrooms may be as high as (30) 3-, 4-, and 5-year-old children. However, children must be separated into age-appropriate activities with no group exceeding the maximum group size of (20) children. Each classroom will be staffed by a teacher and no fewer than two paraprofessionals to meet ratios. The teacher and at least one of the paraprofessionals must be Early Childhood Teacher qualified.
ECE HANDBOOK 2015-2016
TABLE OF CONTENTS
Refers to a Colorado Shines Policy
TOPIC OR FORM / PAGE / DISPOSITIONSECTION 1 - Teachers and Paraprofessionals
ABC'S FOR ECE-Teachers and Paras / 28 / Checklist to complete
Attendance / 16 / Handbook
Bus Transportation / 19 / Handbook
Child Abuse Reporting Explanation / 31 / Handbook
Class Size / 7 / Handbook
Classroom Visitors and Volunteers / 17 / Handbook
Criteria for Selection of Pupils / 6 / Handbook
Early Childhood Teacher Qualifications / 23-24 / Handbook
ECE Staff Support / 26 / Handbook
Field Trips / 18 / Handbook
FORM-Child Abuse Reporting Letter / 32 / Read, sign & date, keep in Licensing File
FORM-Emergency Information and Signed Statements / 33 / Read, sign & date, keep in Licensing File
FORM-Personnel Verification for Licensing / 34 / Complete, sign & date, keep in Licensing File
FORM-Physician's Statement of Good Health / 30 / Signed by doctor, keep in Licensing File
Goals/Curriculum & Planning Guides / 4 / Handbook
Instructional Objectives / 5 / Handbook
Last Day to Enroll / 7 / Handbook
PDIS Registration / 22 / Handbook
Personnel Changes / 26 / Handbook
Professional Learning Opportunities 15-16 / 21 / COPY FOR TEACHER AND PARA REFERENCE!!!
Rest Time Guidelines / 13 / Handbook
Routines / 9 / Handbook
Schedules / 10-11 / Handbook
Snack Guidelines / 12 / Handbook
Separation Anxiety / 8 / Handbook
Spending/Budgets / 20 / Handbook
Student Records / 16 / Handbook
Substitute Paraprofessionals / 25 / Handbook
Toileting Guidelines/Sample Toilet Training Plan
Transition to Kindergarten Information / 14-15
27 / Handbook/Copy for parent if needed
Handbook/Copy for parent if needed
Why Fingerprinting? / 29 / Handbook
SECTION 2 - Parents
ABC'S FOR ECE-Parents/Guardians / 35 / Checklist to complete
Child's Statement of Health Status Explanation / 42 / Handbook
FORM-Child's Statement of Health Status (E & Sp) / 43-44 / Completed copy in each Child's Folder
FORM-Interest Survey-Topics for Parent/Guardian Mtgs. (E & Sp) / 47-50 / ECE Classroom to use for Parent Meeting topics
FORM-Parent/Guardian Information and Permissions (E & Sp) / 36-41 / Completed copy in each Child's Folder/Copy for Parent
FORM-Reporting Abuse/Making a Complaint (E & Sp) / 51-52 / Give copy to parents
Immunization Reference Sheet (E & Sp) / 45-46 / Handbook
SECTION 3 - Licensing
ABC'S FOR ECE-Licensing / 53 / Checklist to complete
Classroom Licensing Checklist 2015-2016 / 62 / Checklist to complete
Cooking Policies in ECE / 64-65 / Handbook
Daily Sign-in/out Sheets Explanation / 54 / Handbook
First Aid Fanny Pack Information / 63 / Handbook
FORM-Available upon request… Notice (E & Sp) / 56 / Post in Classroom
FORM-Emergency Numbers
FORM-Fire Drill Log for ECE / 57
70 / Post in Classroom
Record fire drills/Keep in classroom licensing file
FORM-Immunization Notification (E & Sp) / 59 / Post in Classroom
FORM-Licensing Capacity (E & Sp) / 58 / Post in Classroom
FORM-Health Consultant Log / 69 / Use in classroom/Keep in classroom licensing file
FORM-To file a complaint…Notice (E & Sp) / 60 / Post in Classroom
FORM-Tornado Drill Log / 71 / Record tornado drills/Keep in classroom licensing file
FORM-Visitors Welcome/Policy / 61 / Post in Classroom
FORM-Visitors Sign-in Sheet (E & Sp) / 66-67 / Use in classroom
Licensing Inspection Response / 83 / Handbook
Licensing Policies & Procedures A-Z (E & Sp) / 72-79 / Copy for parents; Teachers & paras read
Licensing Violations List / 81 / Handbook
Licensing Waivers Information / 80 / Handbook
Nurse Consultation and Medication Delegation Letter / 68 / Handbook
What is a Full Signature? / 55 / Copy for parents if necessary
What to Expect When You're Expecting a
Licensing Visit / 82 / Handbook
SECTION 4 - Miscellaneous Information
Classroom Technology / 86 / Handbook
Early Education Dept. Staff Directory / 89 / Post by Classroom Phone
Materials & Supplies Memo 2015-2016 / 87-88 / Handbook
Networks/Academic Partners 2015-2016 / 85 / Handbook
Using the Instructional Resource Center (IRC) at Acoma St. / 89 / Handbook
SECTION 5 - Rules Regulating Child Care Centers / Open 7.702 / http://www.coloradoofficeofearlychildhood.com/#!rules-and-regulations/c86y
SECTION 6 - General Rules for Child Care Facilities / Open 7.701 / http://www.coloradoofficeofearlychildhood.com/#!rules-and-regulations/c86y
SECTION 7 - Rules & Regulations Governing
the Health and Sanitation of Child Care
Facilities / http://www.sos.state.co.us/CCR/6%20CCR%201010-7.pdf?ruleVersionId=1057&fileName=6 CCR 1010-7
SECTION 8 – Infectious Diseases in Child
Care and School Settings / https://www.colorado.gov/pacific/sites/default/files/DC_ComDis-Infectious-Diseases-in-Child-Care-School-Settings.pdf
COLORADO SHINES – Appendix
Annual Performance Policy 3.5
Agreement with District Recruitment
Plan 3.9
Continuity of Care 4.5
CSC's 2.9
DAP Assessment Shared with Families
4.10
Ratios (Version for Appendix) 4.3
Recommendations for Special
Education 5.3
Sample Student Enrollment Packet
Salary/Compensation Policy 3.4 / 90-97
98-100
101
102-103
104-106
107
108
109
110-112 / All in Handbook…
SECTION 1 – TEACHERS AND PARAPROFESSIONALS
1. GOALS/CURRICULUM AND PLANNING GUIDES
The goals of the program are:
· to develop children’s cognitive skills to prepare them for school success
· to actively involve parents in the education of their children
Research in the field of early childhood education points to the importance of the early years in a child’s intellectual development and identifies early intervention as the key factor in helping to eliminate potential educational failure. On the basis of this research, the Denver Public School’s (DPS) program is designed to help meet the needs of pre-kindergarten children.
The Curriculum of DPS includes a scope and sequence that serves as a framework for student learning. It provides the basis of instructional activities for the ECE classrooms. Scope and sequence documents define the literacy skills and abilities students need to acquire for later school success. These can be accessed on School Net. Each classroom provides a rich environment with active learning experiences facilitated by the teaching team. These experiences allow the children to build the sound experiential foundation they must possess for future academic success.
SECTION 1 – TEACHERS AND PARAPROFESSIONALS
2. INSTRUCTIONAL OBJECTIVES
The instructional objectives of the program are to provide an environment for:
· the development of cognitive skills
· the expansion of receptive and expressive language
· the demonstration of thinking and reasoning skills
· the development of fine and gross motor skills
· the application of positive social behaviors
· the practice of good nutritional and health care habits
SECTION 1 – TEACHERS AND PARAPROFESSIONALS
3. CRITERIA FOR SELECTION OF PUPILS
DENVER PUBLIC SCHOOLS ECE CLASSROOMS ARE TUITION BASED, regardless of funding source (Head Start funded classes excepted). Family ability to pay is determined by information supplied in the application packet.
Pupils will be selected according to the following criteria:
· The child is four (4) years old on or before October 1, 2015, in order to attend the 2015-2016 school year. In those schools that have ECE programs for 3-year-olds, the child is three (3) years old on or before October 1, 2015, in order to attend the 2015-2016 school year. Special needs 3-year-old children with an IEP are placed into Inclusion Classrooms by Student Services when appropriate regardless of birth date.
· Parent/guardian completes and returns to any school office the DPS ECE/Denver Preschool Program Application and provides the child’s birth verification, immunization record, verification of address, and verification of one month’s household income (4-year-old application only).
· Parent/guardian receives a letter from the Office of Choice and Enrollment Services (OCES) advising whether their child is enrolled at a requested school or wait-listed. The non-refundable registration fee for tuition-paying families is included in the first invoice.
· Applicants to Head Start funded classes must meet Federal income qualification guidelines.
· A child’s need of toilet training cannot be the basis for denying enrollment to an Early Childhood Education student.
SECTION 1 – TEACHERS AND PARAPROFESSIONALS
4. CLASS SIZE/LAST DAY TO ENROLL
Teachers are encouraged to keep class size at maximum throughout the school year. The maximum number of students for a CPP-funded classroom is 16; ECARE is 16; Head Start is 17 (subject to variation annually); Mill Levy is 18; TSP-funded classrooms are 20. HOWEVER, blended funding can alter the numbers AND there may be individual exceptions to these caps. Your school principal can tell you what your ECE funding source(s) is.
Ongoing funding of a program can be affected by class size.
When the classroom allocation is filled, additional qualifying children are placed on a waiting list by the school staff. Wait-listed children are enrolled during the school year as vacancies occur provided the application process is complete. For more information or questions, please call the Early Education office.
Last day to enroll ECE students for 15-16: April 25, 2016
Exceptions will be made for students transferring from another ECE if space is available or for 3-year-olds placed by Student Services.
SECTION 1 – TEACHERS AND PARAPROFESSIONALS
5. SEPARATION ANXIETY
Separation anxiety is a concern for many children and families.
Work with parents/guardians by keeping an open channel of
communication. Consider sharing the following information
with parents (from www.kidshealth.org):
Making Goodbyes Easier
These strategies can help ease kids and parents through this difficult period:
- Practice. Practice being apart from each other, and introduce new people and places gradually. If you're planning to leave your child with a relative or a new babysitter, then invite that person over in advance so they can spend time together while you're in the room. If your child is starting at a new day care center or preschool, make a few visits there together before a full-time schedule begins. Practice leaving your child with a caregiver for short periods of time so that he or she can get used to being away from you.
- Be calm and consistent. Create an exit ritual during which you say a pleasant, loving, and firm goodbye. Stay calm and show confidence in your child. Reassure him or her that you'll be back — and explain how long it will be until you return using concepts kids will understand (such as after lunch) because your child can't yet understand time. Give him, or her, your full attention when you say goodbye, and when you say you're leaving, mean it; coming back will only make things worse.
- Follow through on promises. It's important to make sure that you return when you have promised to. This is critical — this is how your child will develop the confidence that he or she can make it through the time apart.
As hard as it may be to leave a child who's screaming and crying for you, it's important to have confidence that the caregiver can handle it. It may help both of you to set up a time that you will call to check in, maybe 15 to 20 minutes after you leave. By that time, most kids have calmed down and are playing with other things. Don't let yourself give in early and call sooner!
If you're caring for another person's child who's experiencing separation anxiety, try to distract the child with an activity or toy, or with songs, games, or anything else that's fun. You may have to keep trying until something just clicks with the child.
It's Only Temporary
Remember that this phase will pass. If your child has never been cared for by anyone but you, is naturally shy, or has other stresses, it may be worse than it is for other kids.