Kettering City Schools
Integrated Preschool Parent Handbook
2011-2012
Dear Parents,
Every year as the summer vacation draws to a close an air of excitement surrounds the preschools. The doors of that wonderful kingdom will soon open. Children, parents and teachers have waited with great anticipation for the first day of school.
Then the day arrives at last. Parents depart with one last good-bye kiss, entrusting their little one to the teacher’s care. The child’s day is very full – imaginative play, outdoor adventures, painting or creating, lots of singing and a story to end the morning session. When parents arrive to collect their children, their eager questions about the day’s activities are most often answered by dreamy gazes. “Nothing” seems to be the usual answer to the question “What did you do in school today?”
Once we realize, because of the child’s ability to live in the present moment that the child is unable to recount a day’s events intellectually, we soon learn to interpret their way of sharing them – perhaps we hear a fragment of a song or a line of a verse, or the name of a new friend.
How can we build a healthy bridge between the preschool and the home for the children? It is with this purpose in mind that the Preschool Handbook was created. Parents are invited to share their questions and concerns at parent meetings, in scheduled workshops and conferences, as well as in conversations with their teacher. It is our hope that we can all grow and help our children become eager lifelong learners.
Table of Contents
Sections Page(s)
Preface ix
Philosophy & Beliefs 2
Preschool Sites 3
Contacts 4
Eligibility 5
Program Options/Staff 6-7
Program Description 8
Preschool’s Behavior Management Philosophy 8-12
Medical Information 13-17
Medications
Emergency Cards / Student Information Forms
Emergency Illness and Injury Procedures
Immunizations
Physician’s Report (Physical)
Parents as Partners 18
Communication with Families 20
Parents’ Rights/Whose Idea Is This? 21
Parents’ Rights to Confidentiality and Access to Personal Identifiable Data 22
Transportation 24-25
Family Home Services Program 26-27
Parent Handbook Awareness Statement 28
Preface
The purpose of this handbook is to provide answers to general questions you may have regarding the operation of Kettering’s Integrated Preschool program. We realize that you may have other questions more specific to your child’s educational program and we sincerely invite you to visit your school to obtain further information. Our primary objective is to provide the very best instructional program for young children. We welcome your comments, suggestions or recommendations on how we can best meet your needs. In addition, we welcome your active participation in parent workshops, field trips, school functions and activities. This is your child’s education. We thank you for the opportunity of providing quality education for your child. Our purpose is to help every child become a successful learner.
Debra McCall
Preschool Coordinator
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Philosophy
We believe that every child is special and unique.
We believe that children are born with the potential for great success.
We believe that everyone has special needs; some are just more visible than others.
We believe that children have the right to programs and services that are provided in an
atmosphere that promotes growth, independence, self-esteem and dignity.
We believe that children are natural learners and benefit from an enriched, structured and nurturing learning environment.
Beliefs
· All students can learn when the learning environment appropriately accommodates their unique ways and rates of learning.
· All students have an equal right to an educational opportunity that accommodates their needs and abilities.
· A positive self-concept is critical to achievement.
· Collaboration among staff improves learning.
· Physical and human resources must be used effectively and innovatively.
· Change is inevitable. Everyone needs to learn to accept, prepare for and benefit from change.
· Parent involvement is crucial for student success
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Kettering Preschool Sites
D.L. Barnes Center
3750 Far Hills
Kettering 45429
(937) 499-1442
Greenmont Elementary School
1 E. Wren Circle
Kettering 45420
(937) 499-1850
Indian Riffle Elementary School
3090 Glengarry Dr.
Kettering 45420
(937) 499- 1720
Oakview Elementary School
4001 Ackerman Road
Kettering 45429
(937) 499-1870
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Kettering Contacts
Superintendent Dr. James Schoenlein
Director Instructional Services Dr. Kyle Ramey
Supervisor of Special Education Druann Miller
Preschool Coordinator Debra McCall
Parent Mentor Linda Benham
D.L. Barnes Contact Deb McCall
Greenmont Principal Lynn Cowell
Indian Riffle Principal Debbie Beiter
Oakview Principal Peg Englehardt
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Eligibility
Kettering City Schools preschool program serves children determined eligible to receive special education services under the Ohio Department of Education Rules for the Education of Children with Handicaps. Kettering preschool staff collaborates with various organizations to help families with the transition process from early intervention to preschool services by assessing individual children for eligibility. The eligibility criterion for 3-5 year olds is different from the eligibility criteria for birth-to-two year olds. A child determined eligible as a birth to two-year-old is not automatically eligible for services as a three year old.
· A child who is at least 3 years of age and not yet 6 years of age and meets the definition of a child with a disability or at the choice of the school district, is a child who is experiencing developmental delays in one or more of the following areas:
· Hearing abilities
· Communication abilities – including form, content and use of language, but is not solely in speech articulation or phonology.
· Motor abilities
· Social-emotional/behavioral functioning
· Vision abilities
· Deficit in cognitive ability with one or more of the above areas or a documented deficit in adaptive behavior
· Deficit in adaptive behavior with one or more of the above areas or a documented
Cognitive ability and adaptive behavior do not stand alone as a deficit, but in conjunction with other areas of development to prevent cultural bias or misidentification.
Ohio Revised Code3323.02 is reflected in Rule 3301-51-02(A). It requires that each school district adopt and implement written procedures ensuring that a free, appropriate public education (FAPE) is made available for all children with disabilities, aged three through 21 years of age.
Districts must have an Individualized Educational Plan (IEP) in effect for each child with a disability within its jurisdiction who is eligible for special education and related service, by the child’s third birthday and the beginning of each subsequent school year (Rule 3301-51-07(D)(4). If a child’s birthday occurs during the summer, the child’s IEP team shall determine the date when services will begin; however, implementation shall occur no later than the beginning of the following school year. (Rule3301-51-02(A) (1))
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Program Options:
Kettering’s preschool program offers a range of service options for students with special needs. This includes both center-based and itinerant service options. Center-based programs operate on a four-day (Monday-Thursday) weekly schedule. Services are provided in two half-day sessions, AM and PM. Each session is two and a half hours long. Related Services such as occupational therapy, physical therapy, speech & language therapy and nursing services are integrated components of the center-based program. The type and amount of related service is determined by the IEP team.
In order to accommodate the spectrum of learning styles, classroom environments provide a high level of structured and intense intervention for students that may require specific strategies to learn basic instructional, behavioral and/or communication skills. The center-based program provides a continuum of integrated opportunities.
Itinerant (traveling intervention specialist/teacher)) services are provided for eligible students for a minimum of four hours monthly. Itinerant services are provided in a variety of settings including the child’s home, public education preschool, or daycare center. In the early childhood setting, the itinerant teacher provides the instructional support necessary for the student with special needs to be successful. The itinerant teacher collaborates with the general early childhood education teacher and parent to meet the needs of the student.
Staff:
Each classroom is staffed with an early intervention specialist instructor certified in early childhood education, one or two teacher assistants, as well as a related service team. This team includes a speech and language pathologist, occupational therapist, physical therapist and nurse. We deliver an integrated therapy classroom model to effectively provide services to young children. The integrated therapy model allows related service staff to function as an integral part of the classroom support team by interacting with all students. The team works with the classroom staff to determine the best way to integrate their recommendations into the entire classroom day. This team uses a procedure called role release. In this procedure, any team member having special skills may train any other team member in need of those skills. The need for a team member to have certain skills is usually dictated by student need. Related service staff cannot always be present when a skill needs to be taught in a natural context. Related service staff cannot release their role to another until that person demonstrates that she/he can perform without prompts. The related service staff must monitor the activity to ensure that the released procedure is performed as taught.
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The role release process usually consists of the following steps:
· The therapist and other team members share information related to the child’s needs.
· The therapist teaches the designated person(s) a specific procedure to address the need.
· The therapist supervises the implementation of the procedure and makes adjustments as needed.
· Classroom staff document progress on IEP goals and objectives weekly. Documentation is shared and reviewed with the specialists on a regular basis.
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Program Description
Class Size
Our integrated classrooms have an enrollment maximum of 16 students. There are generally 6 – 8 students on IEP’s with remaining openings for typically developing peers, per session.
Description of Curriculum
The Ohio Department of Education provides Early Learning Content and Standards for all of Ohio’s preschools. We adapt curriculum as needed to meet individual needs of children. The curriculum the Kettering Integrated preschool has chosen to use is called The Creative Curriculum for Preschool published by Teaching Strategies.
Early Learning Content Standards
The Early Learning Content Standards describe essential concepts and skills that young children should know in order to be ready for kindergarten. Our teachers modify and adapt these pre-kindergarten standards so that they are relevant to all early learning experiences. The Early Learning Content Standards are aligned to the K-12 standards, so that there is a seamless continuum of learning for children in preschool through kindergarten and primary grades. Parents are given a copy with this handbook and can also assess an electronic copy at:
http://www.ode.state.oh.us/ece/Standards1/default.asp.
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Preschool’s Behavior Management Philosophy
Our preschool program advocates the use of positive instructional strategies that will support and assist students in managing their own behavior. We support the use of techniques and strategies that promote growth toward independence of each child. Strategies will be used which promote responsible individual choice and emphasize self-control and the development of appropriate social skills.
Discipline Policy
Discipline measures used in the Kettering Preschool program shall be constructive and developmentally appropriate for the age and development of the child. Child guidance and behavior techniques will include such measures as redirection, separation from problem situations, talking with the child about the situation and using praise for appropriate behavior.
All staff members will receive a copy of the program’s discipline policies and procedures before the program year begins, or before the staff member(s) begin working with children. Each staff member will be responsible for the discipline of all children in his/her care. All discipline will be constructive and educational in nature. Exclusion from the program for disciplinary reasons shall be addressed in the policies and procedures.
This program shall not abuse or neglect children and shall protect children from abuse while in attendance in the program.
The program’s actual methods of discipline shall apply to all persons on the premises and shall be restricted as follows:
1. There shall be no cruel, harsh, corporal punishment or any unusual punishments such as but not limited to, punching, pinching, shaking, spanking or biting;
2. No discipline shall be delegated to any other child
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3. No physical restraints shall be used to confine a child by any means other than holding a child for a short period of time, such as in a protective hug, so the child may regain control;
4. No child shall be placed in a locked room or confined in an enclosed area such as a closet, box or similar circle;
5. No child shall be subjected to profane language, threats, derogatory remarks about either the child or the child’s family, or other verbal abuse;
6. Discipline shall not be imposed on a child for failure to eat, failure to sleep or for toileting accidents;
7. Discipline shall not include withholding food, rest or toilet use;
8. Techniques of discipline shall not humiliate, shame or frighten a child; and
9. Separation, when used as discipline, shall be brief in duration and appropriate to the child’s age and developmental ability. The child shall be within sight and hearing of a staff member in a safe, lighted and well-ventilated space.
10. The center shall not abuse or neglect children and shall protect children from abuse while in attendance in the preschool program.
The parents of all children enrolled in a program shall receive copies of the program’s written discipline policies.
All preschool staff members shall receive a copy of the discipline policy upon employment.
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General Strategies for Appropriate Discipline and Behavior Management for the Classroom
Classroom instruction involves maintaining “order” as well as teaching children how to behave appropriately. To achieve both of these components, the following key strategies are to be utilized as a matter of daily practice:
· The selection of classroom environment, materials and activities should maximize the success children will experience and minimize opportunities for frustration or aggression. Every opportunity to “catch the child being good is taken advantage of, while undue attention to the disruptive child is discouraged.