EARLY CHILDHOOD PROGRAMS
PARENT HANDBOOK 2017-2018
WelcomeThe staff of LESA Early Childhood Programs welcomes you and your child. This handbook contains information about programs, staff, policies, and procedures. We look forward to partnering with you and your family this year.
LESA Early Childhood Programs include Head Start and the Great Start Readiness Program. These comprehensive child development programs provide preschool options for three year olds up to age eligibility for kindergarten and their families. Classrooms are located throughout Livingston County in both public schools and in community based partner programs. Children have an opportunity to participate in planned activities in all areas of development (social, emotional, language, cognitive and physical) as well as community trips to explore the world around them.
Our PhilosophyLESA Early Childhood staff believe children learn best through play. Research shows the links between play and basic abilities such as memory, self‐regulation, oral language development, social skills and success in school.
Children are active all day long using their entire bodies and senses. Children explore, investigate and discover their natural surroundings, laying the foundation for future learning and success in life.
Table of Contents
Early Childhood Program General Information Page 4
Child Health Safety and Nutrition Page 6
School Calendar Page 11
Learning Page 11
Mental Health and Disabilities Services Page 13
Family Engagement Page 17
Parents As Decision Making Partners Page 19
APPENDIX
1.
Kindergarten Readiness Indicators
Page 23
2.
Frequently Used Numbers
Page 24
3.
Grievance Procedure
Page 27
4.
Mandated Reporting Information
Page 27
LESA Early Childhood Preschool Program General Information
EnrollmentLESA Early Childhood Programs are grant funded by the Federal and State government through the Livingston Educational Service Agency. These programs offer comprehensive preschool programs for children living in Livingston County between the ages of three and age eligibility for Kindergarten.
Documentation needed for enrollment includes: completed application, verification of income, up‐to‐date immunization record, birth certificate or record of birth, medical cards, and developmental documents (ex. IEP, IFSP).
Withdraw PolicyLESA Early Childhood Programs realize unexpected circumstances arise, please contact the Family Service and Enrollment Coordinator, (517) 540‐6847, if your child will no longer attend the program. There are very few reasons why LESA would dismiss a child, these could include nonpayment of fees, the suitability of the program for a particular child and/or specific behaviors that are unacceptable (e.g., excessive biting or aggressiveness, excessive absences).
Cost of ProgramLESA Early Childhood Programs are no cost (or minimal for those families above the 250% poverty threshold), comprehensive preschool programs offered through Livingston Educational Service Agency. There is no enrollment or application fee. For those on the sliding scale, the tuition is due the first of the month by check or cash.
Up to 250% ‐ Free
251% ‐ 300% ‐ $20.00 per month 301% and above $40.00 per month
AttendanceYour child’s attendance is very important. By attending regularly, your child will receive the maximum benefit our program has to offer and it also helps children establish routines. Classroom staff keep careful track of attendance in order to meet Performance Standards requiring an 85% daily attendance rate. When attendance is irregular or exceeds one day with no contact from parents, families will be contacted by the teacher or Family Advocate.
If your child is not going to attend school, it is expected parents call the child’s Teacher to report the absence. Please leave details regarding the absence reason, for example, transportation, illness (nature of illness), family issues, appointments, etc.
WeatherWeather permitting, children play outside during each school day. If your child is not well enough to play outside, he/she is not well enough to be in the classroom.
Each classroom housed in a local district elementary school will follow that district’s weather procedures. For example, if your child attends a preschool classroom in Brighton and Brighton cancels school due to bad weather, your child’s preschool will also be cancelled. Parents should listen to local radio and television news for school cancellations. If your child attends preschool in the Education Center in
Howell, you will be listening for LESA Early Childhood Programs or Howell public school closing information.
Release of Children During Tornado WatchesWhen a tornado WATCH is in effect during the school day, students will remain in their regular school settings, i.e., classrooms, play areas, etc. When a tornado WATCH is in effect at the conclusion of the normal school day, students will be released via regular dismissal procedures and transportation plans. Parents or guardians are discouraged from coming to the school to pick‐up their child(ren) during tornado WATCHES.
Release of Children During Tornado WarningsWhen a tornado WARNING is in effect during the school day, students will be placed in the safest locations available at their school. When a tornado WARNING is in effect at the conclusion of the normal school day, students WILL NOT be released from school until appropriate officials cancel the tornado warning. Children may not leave school, (i.e. school bus, car pools, private vehicles, walking etc.) until the WARNING is cancelled. Our goal is to keep everyone safe during a tornado WARNING. In order to do so, children, staff, and parents will not be released from the shelter during a tornado WARNING.
DrillsTornado drills shall be held in each school during the school year, with at least one of the drills being conducted during the months prior to the normal tornado season.
Fire drills will be conducted at least 4 times during the school year. Information about fire and severe weather drill procedures will be posted in each classroom and explained to the students. Evacuation routes will also be posted.
Lockdown and intruder drill procedures will be with the teacher of each classroom and explained to the students.
Picking up your childOnly you, and people listed on your child’s emergency card, may pick up your child from school. Your emergency contact person MUST be local and have a working phone. If you want someone other than those listed on the card to pick up your child, you must let us know in writing, by phone, or through a personal contact. The person picking up your child will be required to show identification.
It is very important that you are punctual when bringing your child to school and picking your child up from school. Full day programs and the p.m. half-day session run until 4:15 and the a.m. half-day session ends at 11:45. Children are actively learning until the end of their day and our grants require that children attend for the full 7 hours of class. If you find the need to pick up your child prior to 4:15 on a regular basis, please contact the Family Service and Enrollment Coordinator to talk about your issue so that we can help in problem solving. Regular attendance patterns are established early and are very important to school success. Please send your concerns to [email protected].
If you do not want your child picked up by his/her other parent, a written court order must be on file in our office.
Anyone picking up a child from school must report to the classroom and sign the child out.
TransportationThanks to all of you who are transporting your child to one of our centers in the county. You are helping them learn about your commitment to their education and importance of school attendance.
Parents, grandparents, day‐care providers, aunts, uncles, friends, or adult transporting a child can be easily distracted in parking lots. Other drivers cannot see when they back up because the car next to them is too large or they are distracted by their cell phones, or blind spots make it easy for them to overlook small children who may be behind them. Also, children do not always do what they are told or stay where they should, it only takes one second for tragedy to strike.
To help reduce injuries to children in our parking lots, please observe the following:
CHILD HEALTH, SAFETY AND NUTRITIONPatricia Jansen, RN BSN 517‐540‐6845The health, safety and nutrition areas of our program include screening, lab tests and information from parents to determine a child’s health status and identify any issues that affect growth and development. Families and staff work together to complete the required health screenings assuring children are able to take full advantage of their learning experience.
PhysicalsParents must provide a Well Child Physical that is not more than one year old prior to the first day of school.
Screening Services:Schedule of Well Child Visits
Diagnosis
Treatment
Responsibilities of Primary Care Practitioners include:
Health GuidelinesThe LESA Early Childhood Programs encourages safeguarding the health of young children and staff by requesting families to follow these guidelines when deciding if a child is well enough to attend school. If your child is not going to attend school, parents are expected to call the classroom teacher to report the absence.
Symptom
Management
Illness that keeps the child from joining activities
Stay home until the illness gets better and the child can participate in activities
Illness that requires a need for care that is too great for the classroom staff to handle without affecting the health and safety of others.
Stay home until the illness gets better for the child to be properly cared for in the child care setting.
Severe illness suggested by fever and behavior changes, lethargy, irritability, persistent crying, difficulty breathing, or progressive rash with the above symptoms
Medical evaluation and stay home until the symptoms have gone.
Rash with fever, or behavioral change
Medical evaluation and stay home until the illness is determined not to be communicable.
Abdominal pain for 2 hours or more or on and off abdominal pain with fever, dehydration, or other systemic signs and symptoms.
Medical evaluation and stay home until the symptoms have gone.
Vomiting 2 or more times in the previous 24 hours
Stay home until symptoms have gone, unless vomiting is determined to be caused by a non-communicable condition and the child is able to remain hydrated and can participate in activities.
Diarrhea if stool is not contained in a diaper or if the child is toilet trained and is having accidents. For all children if more than 2 stools above normal for that child or stools contain blood or mucus.
Medical evaluation for stools with blood or mucus. Stay home until the stools are contained in the diaper or when the toilet-trained children no longer have accidents and when stool frequency becomes less than 2 stools above that child’s normal frequency or a care plan is put in place.
Oral sores
Stay home if unable to contain drool or if unable to participate for other reasons.
Skin sores
Stay home if lesions are weeping or draining and cannot be covered with a waterproof dressing
Lice
Stay home until treated and all the nits are picked out. Staff will evaluate before returning to class.
If your child becomes ill at school, the parents and/or emergency contact person will be notified. Your emergency contact person must live close enough to pick the child up within 10‐20 minutes
2017-2018 Staff/Volunteer/Parent Exclusion for Illness
Our program serves an at risk population as such it is essential that the following guidelines are followed.
(Please note that if a staff member has no contact with the children, or with anything with which the children come into contact, this standard may not apply to that staff member.)
A facility should not deny admission to or send home a staff member or substitute with illness unless one or more of the following conditions exists. The staff member should be excluded as follows:
Staff/Volunteer/Parent who have herpes cold sores (fever blisters) should not be excluded from the child care facility, but should:
Medication GuidelinesLESA Early Childhood Programs follow the LESA Board adopted medication policy.
When a parent/guardian requests that medication be administered at school, the Health Coordinator must be contacted and arrangements made prior to the medication coming to school.
Over the Counter Medication (OTC)
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Students to Whom Epinephrine Injections May Be AdministeredA licensed, registered, professional nurse or trained and authorized employees under this policy may administer Epi‐Pen injections to
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Lice PolicyStudents are not allowed in the classroom when Head Lice (Pediculosis) or “Nits” are present
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Adopted by Policy Council, February 2007
Menus
Menus with noted food substitutions will be posted in a place visible to parents.
Meal Time in the ClassroomBreakfast (morning sessions snack) and hot lunch (all sessions) are served every day. Our school day programs will be served food 3 times during the day. These servings will be breakfast, lunch, and PM snack. Our part day program will be served breakfast and lunch/lunch and snack. Monthly menus will be provided. Children help set up, serve, and clean up for all meals. Mealtime is considered a learning experience. Children learn about math (how many people at the table), cultures (different types of food), the community (people who help grow the food), nutrition (what food helps your body grow), science (changes in food as it is prepared), and much more during mealtime. Children and adults, including visitors and parents, sit together for all meals. A relaxed atmosphere is promoted through conversation. Food is never used as punishment or reward for any reason. New foods are introduced with cooking activities and children are encouraged to try all of their “creations.” Parents are encouraged to plan and present food activities to broaden a child’s cultural experiences or provide a way to learn about nutrition. Please plan this event with the teacher five weeks prior to the event.
AllergiesIf a physician has diagnosed food allergies for your child, the Health Coordinator needs to be notified to plan meals and snacks. Documentation from your child’s physician is required by the Child and Adult Care Food Program our program runs. Due to the high incidence of peanut allergies our program does not serve peanuts. If your child is allergic to peanuts it is still required that you submit documentation. The food services will be notified to ensure extra precautions are taken to prevent cross contamination.
Special DietsA plan will be worked out between the parents and the Health Coordinator when a physician recommends special diets. Required forms must be completed for the Child and Adult Care Food Program.
Milk With Every MealThe USDA Child Care Food Program requires all children be encouraged to drink milk at breakfast and lunch. A milk substitute will be available for those children who have a diagnosed milk or dairy allergy. A doctor’s note MUST be on file in order to receive this substitution instead of having milk offered at mealtime.
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English. To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) (http://www.ascr.usda.gov/complaint_filing_cust.html) online, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: (1) Mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410 (2) Fax: (202) 690-7442 (3) Email: [email protected] This institution is an equal opportunity provider.
LEARNINGLisa PecorilliEoll, Amy Mason, Nancy Rennie and Kristen Kostielney Early Childhood Specialists
Curriculum
Our teachers use Creative Curriculum to plan learning experiences in an environment where children have opportunities to learn and practice new skills. Creative Curriculum is based on 38 objectives for development and learning, which are fully aligned with the Head Start Child Development and Early Learning Framework as well as early learning standards for every state. It offers daily opportunities to individualize instruction, helping teachers meet the needs of every type of learner. This curriculum addresses all the important areas of learning, from social‐emotional and math to technology and the arts, and incorporates them throughout every part of the day. Creative Curriculum offers support for working with English‐ and dual‐language learners, including information that helps to build teachers’ knowledge about best practices. The curriculum allows every child to bring particular interests, life experiences, and learning styles and help teachers to make accommodations to service all learners.
We also incorporate, “I Am Moving I Am Learning (IMIL)”, which is a proactive approach for addressing childhood obesity in Early Childhood Programs. IMIL seeks to increase daily moderate to vigorous physical activity, improve the quality of movement activities intentionally planned and facilitated by adults, and promote healthy food choices every day.
In addition, the Second Step Early Learning Program, which teaches self‐regulation and thought process, is incorporated daily in every classroom. The purpose is to help children learn skills to manage their feelings, make friends, and solve problems. “Home Links” are emailed weekly making it easier for you to talk with your child about what they learned in class. If you do not have email access, let your teacher know and a paper copy will be sent home with your child.
Measuring GrowthIn order to provide the most successful classroom experiences, teachers gather information from a brief developmental screening called the Early Screening Inventory (completed during the child’s first home visit). In addition, the Ages and Stages: Social Emotional Questionnaire, a screening tool is filled out by the parent and used to provide a brief look into the social emotional development of your preschool child.
Teaching Strategies GOLD is the measurement tool used with Creative Curriculum. It is an organized tool used to observe and document student’s growth and development. GOLD assists teachers in: individualizing instruction, measuring progress, guiding planning and instruction, and communicating with families.
See Appendix for Kindergarten Readiness Indicators
Celebrating Special Occasions and the SeasonsLESA Early Childhood Programs recognize the changing seasons while not promoting any specific holidays. Your teacher will have a very long list of activities related to the seasons and will be happy to talk with you about some ideas you could use at home. Below are a few examples of how we celebrate and learn about the seasons:
FallFall colors
Pumpkins and harvest Changing weather
WinterChanging weather Traditions Friendship
SpringPlants and flowers Baby animals Families
BirthdaysBirthdays can be celebrated in the classrooms. Teachers have different ways of acknowledging each child’s special day. We do not allow food in the classroom as a way to celebrate your child’s special day. Some ways they may celebrate are:
Please see your child’s teacher for more ideas!
MENTAL HEALTH AND DISABILITIES SERVICESJennifer Lange, LMSW (517) 540‐6843 and Holly Carter, LLMSW 517‐540‐6765
Mental Health and Disabilities Coordinators
Special Needs ServicesEnrollment opportunities are available to children with special needs in our Early Childhood Program. The Mental Health and Disabilities Coordinator helps to coordinate services for children with special needs by facilitating communication between families and special education providers.
Parents/caregivers are encouraged to contact the Mental Health and Disabilities Coordinator with any worries or concerns about their child. As an added support, LESA Auxiliary Staff provide direct or consultative services in all Early Childhood classrooms.
Mental Health ServicesOne of the primary roles of the Mental Health and Disabilities Coordinator is to ensure the classroom environment encourages social‐emotional growth. What is social emotional health? It is the child’s growing ability to:
Through social‐emotional screenings, curriculum activities and general classroom observations, which are performed periodically throughout the year, we ensure that our classroom environments are supportive, responsive, and focused on meeting children’s needs. In addition, parents/caregivers complete the Ages and Stages: Social Emotional screening tool. This screening tool is used to provide a brief look into the social emotional development of your preschool child. If concerns are noted on the screening, the Mental Health and Disabilities Coordinator will contact the parent/caregiver to discuss and provide any additional supports.
At times, a teacher or parent may feel a child is experiencing difficulties or showing challenging behaviors in the classroom or at home which may benefit the family to seek out additional supports. Warning
signs include (but are not limited to):
Extremely active Shows no fear of strangers
Has sleeping or eating problems Lacks interest in other people or playthings
Rarely seeks or makes eye contact Has extreme and frequent tantrums
Fearful or Withdrawn Often appears sad
Extreme mood swings Sudden behavior changes
The Mental Health Coordinators are available to meet with the teaching staff or parent to discuss concerns and formulate an individual plan of actions, which may include providing supports in the classroom or providing the family with community referrals. If you have a concern or worry about your child, please contact your Family Advocate, child’s teacher, or the Mental Health Coordinator.
A Resource Library is available to parents and staff on a broad range of topics. Books, videos, and pamphlets may be borrowed for up to 2 weeks. Please contact Jennifer Lange at (517)‐540‐6843 or Holly Carter at (517)540-6765 if you are interested in hearing more about the topics available.
Separation AnxietyOur program is intentional about supporting children with the transition of starting preschool. Our procedure includes: each child receiving a Home Visit and having an orientation time in the classroom. During the Home Visit children are introduced to their teacher in their own environment; by the end of the visit the teacher is no longer a stranger to the child or the child’s family. Furthermore, your child will have a 45 minute orientation time slot which occurs on the first day of school. This orientation takes place in your child’s classroom, they will be able to see their room, meet all staff, become familiar with the building, and are introduced to classmates.
For many children, preschool is their first experience away from their parents. Some children may meet this challenge with a smile and enthusiasm; other children may experience a few adjustment difficulties. There are also other children who may experience tears, screams, panic and genuine separation anxiety problems. Children who experience separation anxiety and are put on the bus are usually feeling much better by the time they walk into the classroom. Please feel free to contact your child’s teacher if you are worried about his/her well‐being.
Here are some suggestions to help you nurture your child’s separation:
If you have any concerns about your child, speak with the teacher, or call the Family Advocate at the LESA Early Childhood Programs central office (517) 548‐2100.
Child Guidance/Discipline●
The LESA Early Childhood Program uses an approach to discipline and guidance that emphasizes respect for each child; developmentally appropriate expectations of children’s behavior; and the use of positive discipline and guidance strategies. Our staff members strive to create a relaxed, positive environment that enables children to explore and experiment while remaining safe and feeling well‐supported.
Through positive guidance strategies and modeling social skills, staff helps children learn pro‐social behaviors, build confidence and self‐esteem, and develop greater respect for others’ rights and feelings, as well as a sense that they are themselves respected.
Discipline concerns are handled by staff in a way that encourages children to solve problems and develop a sense of inner self‐control. Children are given authentic choices and the opportunity to be an active part of decision‐making in their environment, thus fostering a sense of personal responsibility. Staff helps children to understand the reasons for rules and limits and to feel good about the choices they make.
Our staff will use a variety of strategies for positive discipline and guidance in the classroom, including the following:
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Steps to Help Resolve ConflictsHelping children to work their way through conflicts in a positive way is one of our major focuses. A child who is able to negotiate disagreements with peers will experience more success in kindergarten. Below you will find some of the strategies we use at school that also work very well at home. These strategies work even better when parents and school are reinforcing the same things!
Approach calmly, stopping any hurtful actions. Place yourself between the children, on their level; use a calm voice and gentle touch; remain neutral rather than take sides.
Acknowledge children's feelings. Say something simple such as “You look really upset;” let children know you need to hold any object in question.
Gather information. Ask “What's the problem?” Do not ask “why” questions as young children focus on what the problem is rather than understanding the reasons behind it.
Restate the problem: “So the problem is...” Use and extend the children’s vocabulary, substituting neutral words for hurtful or judgmental ones (such as “stupid”) if needed.
Ask for solutions and choose one together. Ask “What can we do to solve this problem?” Encourage children to think of a solution but offer options if the children are unable to at first.
Be prepared to give follow‐up support. Acknowledge children’s accomplishments, e.g., “You solved the problem!” Stay nearby in case anyone is not happy with the solution and the process needs repeating.
Unacceptable Discipline Methods:
Challenging BehaviorMany children struggle to develop social emotional skills. These children often have challenging behaviors. For example, they may have extreme tantrums; or may throw toys, hit or bite. These behaviors challenge us adults, because we are not sure how to handle them and they upset us. These behaviors can get in the way of a child's learning. The sooner we find out what is causing a challenging behavior, the easier it is to help the child. If a child is displaying challenging behavior in the classroom, the teacher may request the Mental Health and Disabilities Coordinator to observe and help find solutions to eliminate the challenging behavior.
A meeting with the teacher, Mental Health Coordinator, and parent will be necessary to make a plan as it is important that staff and parents use a consistent approach to the problem both at the center and at home . If behavior continues to escalate and cause danger to self or others, a plan to modify programming to fit the needs of the child may become necessary.
All staff will discuss topics such as:
FAMILY ENGAGEMENT
Teresa Grostic (517)5406847Family Services and Enrollment Coordinator
Research shows parent engagement supports a child’s success in school. LESA Early Childhood Programs believe that you, as a parent and/or legal guardian, are the most important influence in your child's education and development. You are your child’s first teacher and we look forward to supporting you in this role. Parents can help plan activities in the classroom for children, plan with teachers and staff during home visits and parent/teacher conferences, volunteer in the classroom, attend parent meetings, attend family fun events, or participate on committees such as Policy Council.
In addition to volunteering in the classroom and on committees, there are learning opportunities for families on different topics such as health, nutrition, child development, community resources, and job readiness. Our program may be your child’s first time attending school and our goal is to partner with you to create the best experience for your child. You can:
Reading weekly, “Home Links” from the Second Step Program and try out some of the activities
We want ALL parents, grandparents, and family members to feel welcome to volunteer in our program at any time.
What To Expect When You VolunteerArrival
Calling All FathersMen uniquely contribute to the healthy development of children. Boys and girls that grow up with an involved father and an involved mother have advanced physical and mental skills, better physical mental health, are better problem solvers, and are more confident, curious, and empathetic. They also show greater moral sensitivity and self‐control (U.S. Department of Health and Human Services, 2004).
Moms and LESA Early Childhood Staff can encourage men to become more involved with their children, with their families, and with activities. Fathers, grandfathers, uncles, brothers, other relatives, or other male friends can all be important contributors to your child’s life.
Starting in October, on the 1st Wednesday of each month, is Dad’s Day! This program is designed to involve a male role model in children's lives. We encourage dad, grandpa, uncle, cousin, or even a male family friend to participate with their child. Join your child in his/her classroom and be a part of his/her day. You could:
Come for mealtime Come in and play Read a book
Stop in during your work break
Did you know:
Confidentiality PolicyLESA Early Childhood staff and volunteers are expected to maintain confidentiality at all times. Head Start Performance Standards, Section 1304.3‐8 (b)(4), Confidentiality of Records and the Livingston Educational Service Agency Procedures and Policies, Section D, 1‐5(b) Access to Records.
PARENTS AS DECISION MAKING PARTNERS
Parents have many ways to be involved in their child’s education while enrolled in LESA’s Preschool Programs. One of the ways is to become a member of a committee. The following committees are important components of our program and by being a member, parents have the opportunity to help in our decision making process as we work towards continual improvement. Below you will find contact information for each committee and a brief description of the purpose of the committee:
Center Parent CommitteeContact Lead Teacher or Family Advocate for more information about how to join.
Each Center (or school) has a Center Parent Committee and every family is encouraged and welcome to attend Center Parent Committee meetings. The Center Parent Committee is a group of parents who meet at least 4 times per year to plan events for families and children, talk about Center issues, and hear reports from the Center’s Policy Council/Parent Advisory Committee representatives. Each classroom should have at least one parent representative at the Center Parent Committee meetings.
Purpose:
Policy CouncilCandice Davies (517) 540‐6840 Director, Early Childhood Programs
Policy Council Committee is the advisory and decision making body for LESA Early Childhood Head Start Programs similar to Parent Teacher Organizations in public school. Each Center should have at least one parent represented on the Policy Council. The majority (51%) of the representatives are parents of currently enrolled children. Meetings are generally the every other month beginning in October, held on Fridays from 10:00 a.m. – 11:30 a.m. During the October meeting the new Policy Council will set the schedule for the rest of the year.
Responsibilities of members include, but are not limited to:
Purpose:
School Readiness Advisory Committee/Curriculum CommitteeSean LaRosa (517)540‐6886 Executive Director, Early Childhood Services
Provides an opportunity for people to meet, share information and offer guidance as it relates to school readiness in our county.
Parents are invited to become a member of the School Readiness Advisory Committee. This committee is a work group of the Great Start Collaborative. Members include Great Start Collaborative staff, LESA teachers and administrators, parents whose children attend our programs, personnel from local schools, and other community members. Meetings are held the 2nd Thursday of the month at LESA.
Purpose:
Health & Family Services Advisory CommitteePatricia Jansen (517) 540‐6845; Jennifer Lange (517) 540‐6843 Health Coordinator; Mental Health Coordinator
The Health & Family Services Advisory Committee is a part of the Great Start Pediatric Health
Committee. This committee includes parents, community members and early childhood staff whose task is to advise in the planning, operation and evaluation of health and family services within the LESA Early Childhood Programs and children 0‐5 throughout Livingston County. The group meets to provide input in the development of health and family services policies and procedures. It assists families to find continuous and accessible health care and other family support services.
Meetings are held the second Wednesday of each month 10:00‐11:30 at the Livingston County Health Department. Mileage reimbursement and childcare are provided. The following meetings will focus on LESA Early Childhood Programs health and family service needs although we discuss issues monthly:
October 11 2017 January 10 2018 March 14 2018 May 9 2018
APPENDIX
Domains and Indicators
Livingston Great Start Collaborative Kindergarten Readiness Committee Recommended Indicators
Perceptual, Motor, and Physical Development
Developing age appropriate fine motor skills (ex. developing the ability to work with pencils, scissors)
Growing in hand‐eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.
Demonstrating a growing independence in self‐care when eating, dressing, washing hands, and toileting. (ex. Is able to put on coat and zip it)
Social and Emotional Development
Often or very often exhibits positive social behaviors when interacting with others Developing ability to self‐regulate and manage strong feelings.
Is able to follow simple rules and routines and manage transitions.
Displaying a growing awareness of where his/her body is in relation to others and the consequences of his/her movements and actions.
Approaches to Learning
Approaching tasks with initiative and curiosity (or Is willing and eager to try new things) Displaying a growing capacity to maintain concentration and attention.
Developing ability to transition from one task to another.
Developing an ability to follow directions for individual, small and large group activities.
Language and Literacy
Showing progress in expressing feelings, needs and opinions in a range of situations including conflicts with others. Using expanded vocabulary and language for a variety of purposes.
Progressing in abilities to initiate and respond appropriately in conversations and discussions with peers and adults.
Cognition
Beginning to understand the relationship between numbers, letters, sounds and words. Experimenting with a variety of writing tools and materials, such a crayons, pencils and computers.
Developing a growing understanding of the different functions of forms of print such as books, signs, letters, newspapers, lists, messages, and menus.
Developed by the Kindergarten Readiness Ad Hoc Committee (Great Start Collaborative – Livingston) August, 2009.
Resources: Head Start Outcomes Framework, Work Sampling, ESI – R, Getting Ready – Findings from the National School Readiness Indicators).
LESA Early Childhood Programs
Frequently Used Numbers
Name
Role
Contact Information
Sean LaRosa
Executive Director, Early Childhood Services
517‐540‐6886
[email protected]
Lori Waite
Executive Assistant to the Executive Director
517-540-6808
[email protected]
Candice Davies
Director, Early Childhood Programs
517‐540‐6840
[email protected]
Amy Manosky
Executive Assistant to the Director
517‐540‐6827
[email protected]
Teresa Grostic
Family Services and Enrollment Coordinator
517‐540‐6847
[email protected]
Lisa Pecorilli‐Eoll
Early Childhood Specialist
517‐540‐6844
[email protected]
Nancy Rennie
Early Childhood Specialist
517‐540‐6767
[email protected]
Kristen Kostielney
Early Childhood Specialist
517‐540‐6852
[email protected]
Amy Mason
Early Childhood Specialist
517‐540‐6867
[email protected]
Patricia Jansen
Health Coordinator
517‐540‐6845
[email protected]
Jennifer Lange
Mental Health and Disabilities Coordinator
517‐540‐6843
[email protected]
Holly Carter
Mental Health and Disabilities Coordinator
517‐540‐6765
[email protected]
Dotty Lang
Data Entry Clerk
517‐540‐6841
[email protected]
Tracey Pacza
Data Entry Clerk
517-540-6855
[email protected]
Dawn Hardin
Family Advocate
517‐540‐6828
[email protected]
Lori Gnegy
Family Advocate
517‐540‐6824
[email protected]
Kerri Tomakich
Home Visitor
[email protected]
LESA Preschool Programs Central Office Main Number
Attendance calls after 9:00 before 9:00 call the teacher
General Information Set up Enrollment Appointments
To Reach a Family Advocate
517‐548‐2100
Community Agencies
211
Health, human and community service resource information is available to all community residents, faith based organizations, libraries, governmental agencies and local businesses at 2‐1‐1, 24 hours a day,
seven days a week! Call Specialists assist callers using sophisticated software containing up‐to‐date data on services in the community and surrounding area. The primary goal is to connect residents with available service(s) with one call. Not only are callers able to better access basic needs such as food, shelter, clothing, etc., but also information is available on accessing support groups, recycling, county services, public health service and much more. You can also go to: www.Centralmichigan211.org for more information.
ARC 517‐546‐1228
Advocacy agency serving persons with developmental disabilities www.arclivingston.org
CHILD CONNECT FOR FAMILY SUCCESS 517‐548‐9112
Providing child care information for parents, providers, and employers www.childconnectmi.org
CHILDREN’S SPECIAL HEALTH CARE SERVICES 517‐552‐6823
Program through Public Health that provides help to children who qualify.
www.lchd.org
COMMUNITY MENTAL HEALTH (CMH) 517‐546‐4126
Mental health counseling and services for families
www.cmhliv.org 800‐615‐1245
DEPARTMENT OF HUMAN SERVICES (DHS) 517‐548‐0200
GLEANERS COMMUNITY FOOD BANK OF LIVINGSTON 800‐552‐4483
www.fbcmich.org
HOUSE AND CHOICE VOUCHER PROGRAM 517‐548‐9611
LACASA & Family Resource Center 517‐548‐1350
Crisis Line 866‐522‐2725
www.lacasacenter.org
LEGAL AID 800‐968‐0044
LIVINGSTON COUNTY HEALTH DEPARTMENT 517‐546‐9850
www.lchd.org
LIVINGSTON COUNTY CATHOLIC CHARITIES 517‐545‐5944
Provides mental health counseling for adults and children; Substance abuse prevention http://livingstoncatholiccharities.org
LIVINGSTON COUNTY JOB TRAINING SERVICES 517‐546‐7450
Government funded job training and employment services www.michworks.org
LIVINGSTON ESSENTIAL TRANSPORTATION SYSTEM (LETS) 517‐546‐6600
Public Transportation www.co.livingston.mi.us/lets/
MSU EXTENSION 517‐546‐3950
www.msue.msu.edu/portal/
OLHSA 517‐546‐8500
www.olhsa.org
PROTECTIVE SERVICES‐24 HOURS 855‐444‐3911
Adult/Child Abuse/Neglect
SALVATION ARMY 517‐546‐4750
www.salvationarmy.org
UNITED WAY OF LIVINGSTON COUNTY 810‐494‐3000
Help Line, Health and Human Services information 517‐548‐0211 www.lcunitedway.org
LOCAL SCHOOL DISTRICTS
BRIGHTON AREA SCHOOLS 810‐299‐4000
bas.k12.mi.us
FOWLERVILLE COMMUNITY SCHOOLS 517‐223‐6000
fvl.k12.mi.us
HARTLAND CONSOLIDATED SCHOOLS 810‐626‐2100
www.hartlandschools.us
HOWELL PUBLIC SCHOOLS 517‐548‐6200
www.howellschools.com
PINCKNEY COMMUNITY SCHOOLS 810‐225‐3900
www.pcs.k12.mi.us
Annual Notification: PesticidesThe Great Start Pesticide Control Act 171, regulation 637, requires that we inform you that pesticides are occasionally applied. You will be informed prior to any pesticide/herbicide application made to the building and/or grounds. We are required to give two notices prior to any application. You will be notified by a posting on your classroom door, email, and/or district newsletter depending on the which district your classroom resides. The notice will contain information about the pesticide, including the target pest or purpose, approximate location, date of the application, contact information at the center, and a toll‐free number for a national pesticide information center recognized by the Michigan department of agriculture. In certain emergencies, pesticides may be applied without prior notice.
LESA Early Childhood Grievance ProceduresIt is expected that differences, complaints or disagreements will be settled between the involved parties first. If no resolution is reached, issues may be taken up as follows:
So nothing contained herein will be construed to limit the right of any parent or community member having a complaint to discuss the complaint informally with the individual causing the complaint, and to have the complaint addressed without the intervention of the Administrator and Policy Council.
If the parent or the community member is not able to satisfactorily resolve the complaint, he or she shall first discuss the complaint with the Director of Early Childhood Programs within ten (10) days of the event causing the complaint. The Director of Early Childhood Programs shall respond in writing within ten (10) working days of the discussion.
If the parent or community member is not satisfied with the response, they may submit a formal written complaint within ten (10) working days to the Director of Early Childhood Programs. The Director shall respond in writing within ten (10) working days of the receipt of the formal written complaint.
If the parent or community member is still not satisfied with the response, they may submit the formal written complaint within ten (10) working days to the Chairperson of the Policy Council in care of the Livingston Educational Service Agency. The Policy Council will respond in writing within ten (10) working days following their next scheduled Policy Council meeting.
If the parent or community member is still not satisfied with the response, they may submit the formal written complaint within ten (10) working days to the Executive Director of Early Childhood Programs at the Livingston Educational Service Agency. The Executive Director of Early Childhood Programs (LESA Superintendent) will respond in writing within fifteen (15) working days following receipt of the complaint. The decision of the Executive Director of Early Childhood is final.
Child Abuse and Neglect Policy/Mandated ReportingLESA Early Childhood Programs strongly believe that children should grow up in a community where adults care about them and keep them safe. Providing this safe community takes the determination and commitment on the part of everyone involved in your child’s life. The Michigan Child Protection Law requires childcare professionals to report their suspicions of child abuse or neglect to Children's Protective Services (CPS) at the Department of Human Services (DHS). Therefore, all Early Childhood staff members are mandated reporters. Failure to report is a misdemeanor and punishable by law. If you suspect a child is being abused or neglected, please call Child Protection Services at‐855‐444‐3911. Please contact your Family Advocate for more information.
PARENT HANDBOOK 2017-2018
WelcomeThe staff of LESA Early Childhood Programs welcomes you and your child. This handbook contains information about programs, staff, policies, and procedures. We look forward to partnering with you and your family this year.
LESA Early Childhood Programs include Head Start and the Great Start Readiness Program. These comprehensive child development programs provide preschool options for three year olds up to age eligibility for kindergarten and their families. Classrooms are located throughout Livingston County in both public schools and in community based partner programs. Children have an opportunity to participate in planned activities in all areas of development (social, emotional, language, cognitive and physical) as well as community trips to explore the world around them.
Our PhilosophyLESA Early Childhood staff believe children learn best through play. Research shows the links between play and basic abilities such as memory, self‐regulation, oral language development, social skills and success in school.
Children are active all day long using their entire bodies and senses. Children explore, investigate and discover their natural surroundings, laying the foundation for future learning and success in life.
- Each child is a unique individual with an individual pattern of growth and development.
- Each child has unique experiences and interests.
- Each child learns best when experiences and information are meaningful.
- Learning is a life‐long process resulting from the interaction of the individual’s own thinking and experience.
- Parents are a child’s primary teachers; a strong, positive relationship between parents and teachers support a child’s learning and growth.
Table of Contents
Early Childhood Program General Information Page 4
Child Health Safety and Nutrition Page 6
School Calendar Page 11
Learning Page 11
Mental Health and Disabilities Services Page 13
Family Engagement Page 17
Parents As Decision Making Partners Page 19
APPENDIX
1.
Kindergarten Readiness Indicators
Page 23
2.
Frequently Used Numbers
Page 24
3.
Grievance Procedure
Page 27
4.
Mandated Reporting Information
Page 27
LESA Early Childhood Preschool Program General Information
EnrollmentLESA Early Childhood Programs are grant funded by the Federal and State government through the Livingston Educational Service Agency. These programs offer comprehensive preschool programs for children living in Livingston County between the ages of three and age eligibility for Kindergarten.
Documentation needed for enrollment includes: completed application, verification of income, up‐to‐date immunization record, birth certificate or record of birth, medical cards, and developmental documents (ex. IEP, IFSP).
Withdraw PolicyLESA Early Childhood Programs realize unexpected circumstances arise, please contact the Family Service and Enrollment Coordinator, (517) 540‐6847, if your child will no longer attend the program. There are very few reasons why LESA would dismiss a child, these could include nonpayment of fees, the suitability of the program for a particular child and/or specific behaviors that are unacceptable (e.g., excessive biting or aggressiveness, excessive absences).
Cost of ProgramLESA Early Childhood Programs are no cost (or minimal for those families above the 250% poverty threshold), comprehensive preschool programs offered through Livingston Educational Service Agency. There is no enrollment or application fee. For those on the sliding scale, the tuition is due the first of the month by check or cash.
Up to 250% ‐ Free
251% ‐ 300% ‐ $20.00 per month 301% and above $40.00 per month
AttendanceYour child’s attendance is very important. By attending regularly, your child will receive the maximum benefit our program has to offer and it also helps children establish routines. Classroom staff keep careful track of attendance in order to meet Performance Standards requiring an 85% daily attendance rate. When attendance is irregular or exceeds one day with no contact from parents, families will be contacted by the teacher or Family Advocate.
If your child is not going to attend school, it is expected parents call the child’s Teacher to report the absence. Please leave details regarding the absence reason, for example, transportation, illness (nature of illness), family issues, appointments, etc.
WeatherWeather permitting, children play outside during each school day. If your child is not well enough to play outside, he/she is not well enough to be in the classroom.
Each classroom housed in a local district elementary school will follow that district’s weather procedures. For example, if your child attends a preschool classroom in Brighton and Brighton cancels school due to bad weather, your child’s preschool will also be cancelled. Parents should listen to local radio and television news for school cancellations. If your child attends preschool in the Education Center in
Howell, you will be listening for LESA Early Childhood Programs or Howell public school closing information.
Release of Children During Tornado WatchesWhen a tornado WATCH is in effect during the school day, students will remain in their regular school settings, i.e., classrooms, play areas, etc. When a tornado WATCH is in effect at the conclusion of the normal school day, students will be released via regular dismissal procedures and transportation plans. Parents or guardians are discouraged from coming to the school to pick‐up their child(ren) during tornado WATCHES.
Release of Children During Tornado WarningsWhen a tornado WARNING is in effect during the school day, students will be placed in the safest locations available at their school. When a tornado WARNING is in effect at the conclusion of the normal school day, students WILL NOT be released from school until appropriate officials cancel the tornado warning. Children may not leave school, (i.e. school bus, car pools, private vehicles, walking etc.) until the WARNING is cancelled. Our goal is to keep everyone safe during a tornado WARNING. In order to do so, children, staff, and parents will not be released from the shelter during a tornado WARNING.
DrillsTornado drills shall be held in each school during the school year, with at least one of the drills being conducted during the months prior to the normal tornado season.
Fire drills will be conducted at least 4 times during the school year. Information about fire and severe weather drill procedures will be posted in each classroom and explained to the students. Evacuation routes will also be posted.
Lockdown and intruder drill procedures will be with the teacher of each classroom and explained to the students.
Picking up your childOnly you, and people listed on your child’s emergency card, may pick up your child from school. Your emergency contact person MUST be local and have a working phone. If you want someone other than those listed on the card to pick up your child, you must let us know in writing, by phone, or through a personal contact. The person picking up your child will be required to show identification.
It is very important that you are punctual when bringing your child to school and picking your child up from school. Full day programs and the p.m. half-day session run until 4:15 and the a.m. half-day session ends at 11:45. Children are actively learning until the end of their day and our grants require that children attend for the full 7 hours of class. If you find the need to pick up your child prior to 4:15 on a regular basis, please contact the Family Service and Enrollment Coordinator to talk about your issue so that we can help in problem solving. Regular attendance patterns are established early and are very important to school success. Please send your concerns to [email protected].
If you do not want your child picked up by his/her other parent, a written court order must be on file in our office.
Anyone picking up a child from school must report to the classroom and sign the child out.
TransportationThanks to all of you who are transporting your child to one of our centers in the county. You are helping them learn about your commitment to their education and importance of school attendance.
Parents, grandparents, day‐care providers, aunts, uncles, friends, or adult transporting a child can be easily distracted in parking lots. Other drivers cannot see when they back up because the car next to them is too large or they are distracted by their cell phones, or blind spots make it easy for them to overlook small children who may be behind them. Also, children do not always do what they are told or stay where they should, it only takes one second for tragedy to strike.
To help reduce injuries to children in our parking lots, please observe the following:
- ALWAYS hold your child’s hand in the parking lot and while crossing the street.
- NEVER leave your child or any other young child unattended in the car. It is ILLEGAL.*
- DRIVE SLOWLY while entering and exiting school property.
- OBSERVE posted signs for parking. Cars parked in designated handicapped areas will be ticketed.
- ALWAYS have your child exit onto the sidewalk, not the street ‐ safely if no sidewalks
- BUCKLE UP! It is the LAW! Both you and your child need to be buckled in the car.
CHILD HEALTH, SAFETY AND NUTRITIONPatricia Jansen, RN BSN 517‐540‐6845The health, safety and nutrition areas of our program include screening, lab tests and information from parents to determine a child’s health status and identify any issues that affect growth and development. Families and staff work together to complete the required health screenings assuring children are able to take full advantage of their learning experience.
PhysicalsParents must provide a Well Child Physical that is not more than one year old prior to the first day of school.
Screening Services:Schedule of Well Child Visits
- A comprehensive health history including assessment of both physical and mental health development
- Comprehensive unclothed physical exam
- Appropriate immunizations using the Advisory Committee on Immunization Practices (ACIP) for pediatric vaccines schedule
- Laboratory tests
- Health Education includes guidance regarding safety, nutrition, exercise and physical and mental development and counseling for children, parents/guardians. The purpose of health education is to assist the parent/guardian in understanding what to expect relative to their child’s development and provide information on the benefits of healthy lifestyles and practices, accident and disease prevention.
- Vision Services (Due 45 days after enrollment for Head Start) includes the diagnosis and treatment of defects in vision. Must be provided according to the periodicity schedule (yearly).
- Hearing Services (Due 45 days after enrollment for Head Start) includes a yearly screening. Includes the diagnosis and treatment of defects in hearing, including hearing aids. LESA Early Childhood Programs are visited by the Livingston County Health Department to meet this requirement.
- Dental Services (Due 90 days after enrollment for Head Start) in accordance with the “well child” schedule. Parents must provide a Dental Exam that is not more than 6 months old on or before the first day of school.
- Services to be provided:
- relief of pain and infections
- restoration of teeth
- maintenance of dental health
- direct referral to a dentist by age 3 or sooner if indicated
Diagnosis
- Order diagnostic services based on needs identified during the examination
- Provide for immediate referral when indicated
- Follow‐up to assure the services are received
Treatment
- LESA Early Childhood Programs require documents for completed follow up care
- Provide treatment for all of the child’s health care needs.
- Provide treatment or other measures to correct or improve defects, physical and mental illnesses, or any other condition(s) discovered through the screening services.
Responsibilities of Primary Care Practitioners include:
- Arrange or provide well child check‐ups and document the care provided.
- Arrange referral for other preventative health care and medically necessary services to treat identified conditions.
- Report outcomes to the Department of Community Health and/or the appropriate health plan.
Health GuidelinesThe LESA Early Childhood Programs encourages safeguarding the health of young children and staff by requesting families to follow these guidelines when deciding if a child is well enough to attend school. If your child is not going to attend school, parents are expected to call the classroom teacher to report the absence.
Symptom
Management
Illness that keeps the child from joining activities
Stay home until the illness gets better and the child can participate in activities
Illness that requires a need for care that is too great for the classroom staff to handle without affecting the health and safety of others.
Stay home until the illness gets better for the child to be properly cared for in the child care setting.
Severe illness suggested by fever and behavior changes, lethargy, irritability, persistent crying, difficulty breathing, or progressive rash with the above symptoms
Medical evaluation and stay home until the symptoms have gone.
Rash with fever, or behavioral change
Medical evaluation and stay home until the illness is determined not to be communicable.
Abdominal pain for 2 hours or more or on and off abdominal pain with fever, dehydration, or other systemic signs and symptoms.
Medical evaluation and stay home until the symptoms have gone.
Vomiting 2 or more times in the previous 24 hours
Stay home until symptoms have gone, unless vomiting is determined to be caused by a non-communicable condition and the child is able to remain hydrated and can participate in activities.
Diarrhea if stool is not contained in a diaper or if the child is toilet trained and is having accidents. For all children if more than 2 stools above normal for that child or stools contain blood or mucus.
Medical evaluation for stools with blood or mucus. Stay home until the stools are contained in the diaper or when the toilet-trained children no longer have accidents and when stool frequency becomes less than 2 stools above that child’s normal frequency or a care plan is put in place.
Oral sores
Stay home if unable to contain drool or if unable to participate for other reasons.
Skin sores
Stay home if lesions are weeping or draining and cannot be covered with a waterproof dressing
Lice
Stay home until treated and all the nits are picked out. Staff will evaluate before returning to class.
If your child becomes ill at school, the parents and/or emergency contact person will be notified. Your emergency contact person must live close enough to pick the child up within 10‐20 minutes
2017-2018 Staff/Volunteer/Parent Exclusion for Illness
Our program serves an at risk population as such it is essential that the following guidelines are followed.
(Please note that if a staff member has no contact with the children, or with anything with which the children come into contact, this standard may not apply to that staff member.)
A facility should not deny admission to or send home a staff member or substitute with illness unless one or more of the following conditions exists. The staff member should be excluded as follows:
- Chickenpox, until all lesions have dried and crusted, which usually occurs by six days;
- Shingles, only if the lesions cannot be covered by clothing or a dressing until the lesions have crusted;
- Rash with fever or joint pain, until diagnosed not to be measles or rubella;
- Measles, until four days after onset of the rash (if the staff member or substitute is immunocompetent);
- Rubella, until six days after onset of rash;
- Diarrheal illness, stool frequency exceeds two or more stools above normal for that individual or blood in stools, until diarrhea resolves; if E. coli 0157:H7 or Shigella is isolated, until diarrhea resolves and two stool cultures are negative, for Salmonella serotype Typhi, three stool cultures collected at twenty-four hour intervals and resolution of diarrhea is required;
- Vomiting illness, two or more episodes of vomiting during the previous twenty-four hours, until vomiting resolves or is determined to result from non-infectious conditions;
- Hepatitis A virus, until one week after symptom onset or as directed by the health department;
- Pertussis, until after five days of appropriate antibiotic therapy;
- Skin infection (such as impetigo), until treatment has been initiated; exclusion should continue if lesion is draining AND cannot be covered;
- Tuberculosis, until noninfectious and cleared by a health department official or a primary care provider;
- Strep throat or other streptococcal infection, until twenty-four hours after initial antibiotic treatment and end of fever;
- Head lice, from the end of the day of discovery until after the first treatment;
- Scabies, until after treatment has been completed;
- Haemophilus influenzae type b (Hib), prophylaxis, until antibiotic treatment has been initiated;
- Meningococcal infection, until appropriate therapy has been administered for twenty-four hours;
- Respiratory illness, if the illness limits the staff member’s ability to provide an acceptable level of child care and compromises the health and safety of the children.
- Any other illness where you are not sure if you should come to work contact the Health Coordinator at 517-540-6845.
Staff/Volunteer/Parent who have herpes cold sores (fever blisters) should not be excluded from the child care facility, but should:
- Cover and not touch their lesions;
- Carefully observe hand hygiene policies.
Medication GuidelinesLESA Early Childhood Programs follow the LESA Board adopted medication policy.
When a parent/guardian requests that medication be administered at school, the Health Coordinator must be contacted and arrangements made prior to the medication coming to school.
Over the Counter Medication (OTC)
1.TheaorThispermissionincludes:
- The name of the medication
- Date, time, dosage and route to be administered (must comply with the written instructions on the label of the OTC medication, if different, physician documentation must be provided)
- Phone number where the parent can be reached in case of an emergency
2.beintheoriginal(labeledwithfullname)andschooltheorthebusaide(orotheradult).
3.ChildhoodwilltheasintheofanothermemberandthenontheLog.
- All medications will be stored in a locked box during the school day.
- The parent/guardian must have the doctor complete an Authorization for Prescribed Medication or Treatment form.
2.added“health”(astheHealthsignandtheTheincludethe
- The name of the medication
- Date(s), time, dosage and route to be administered
- Instructions, restrictions/side effects and storage requirements
- Phone number where the parent can be reached in case of an emergency
- Dated Physician and Parent signatures
3.beintheoriginal(theapharmacylabelwithfullname)andschooltheorthebusaide(orotheradult).
4.ChildhoodwilltheasintheofanothermemberandthenontheLog.
- All medications will be stored in a locked box during the school day. Emergency medications will not be locked but they will be secured by staff for easy access in case of an emergency situation.
Students to Whom Epinephrine Injections May Be AdministeredA licensed, registered, professional nurse or trained and authorized employees under this policy may administer Epi‐Pen injections to
1.whohasaonfilewiththeinwiththeinsuchand
- any individual on school grounds who is believed to be having an anaphylactic reaction.
Lice PolicyStudents are not allowed in the classroom when Head Lice (Pediculosis) or “Nits” are present
1.Uponofeitherliceorwill
- Restrict child from activities involving close contact with other children.
- Verbally notify parent/guardian and request immediate pick‐up.
- Send notification letters and head lice information sheets home to classmates’ parents.
- Classroom staff will complete Checklist for Head Lice form and submit the form to the Central Office upon completion.
3.Priortheandwillinspectlicenits.Ifeitherischildwillnotbeschool.
- After 7 calendar days of short‐term exclusion the child is still not clear to return to school, parent/guardian will be sent a letter notifying them that the child will be dropped from the program if there is no response or resolution within an additional 7 days.
- The Family Advocate and/or classroom staff will provide follow‐up (i.e. person‐to‐person phone contact, face‐to‐face contact, or home visit) and assistance to family to insure student’s timely return to the classroom.
5.liceisnot14perincidence.
6.IfdueliceChildhoodwillSec.
1305.8 of the Head Start Program Performance Standards and the child’s slot will be considered a vacancy.
Adopted by Policy Council, February 2007
Menus
Menus with noted food substitutions will be posted in a place visible to parents.
Meal Time in the ClassroomBreakfast (morning sessions snack) and hot lunch (all sessions) are served every day. Our school day programs will be served food 3 times during the day. These servings will be breakfast, lunch, and PM snack. Our part day program will be served breakfast and lunch/lunch and snack. Monthly menus will be provided. Children help set up, serve, and clean up for all meals. Mealtime is considered a learning experience. Children learn about math (how many people at the table), cultures (different types of food), the community (people who help grow the food), nutrition (what food helps your body grow), science (changes in food as it is prepared), and much more during mealtime. Children and adults, including visitors and parents, sit together for all meals. A relaxed atmosphere is promoted through conversation. Food is never used as punishment or reward for any reason. New foods are introduced with cooking activities and children are encouraged to try all of their “creations.” Parents are encouraged to plan and present food activities to broaden a child’s cultural experiences or provide a way to learn about nutrition. Please plan this event with the teacher five weeks prior to the event.
AllergiesIf a physician has diagnosed food allergies for your child, the Health Coordinator needs to be notified to plan meals and snacks. Documentation from your child’s physician is required by the Child and Adult Care Food Program our program runs. Due to the high incidence of peanut allergies our program does not serve peanuts. If your child is allergic to peanuts it is still required that you submit documentation. The food services will be notified to ensure extra precautions are taken to prevent cross contamination.
Special DietsA plan will be worked out between the parents and the Health Coordinator when a physician recommends special diets. Required forms must be completed for the Child and Adult Care Food Program.
Milk With Every MealThe USDA Child Care Food Program requires all children be encouraged to drink milk at breakfast and lunch. A milk substitute will be available for those children who have a diagnosed milk or dairy allergy. A doctor’s note MUST be on file in order to receive this substitution instead of having milk offered at mealtime.
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English. To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) (http://www.ascr.usda.gov/complaint_filing_cust.html) online, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: (1) Mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410 (2) Fax: (202) 690-7442 (3) Email: [email protected] This institution is an equal opportunity provider.
LEARNINGLisa PecorilliEoll, Amy Mason, Nancy Rennie and Kristen Kostielney Early Childhood Specialists
Curriculum
Our teachers use Creative Curriculum to plan learning experiences in an environment where children have opportunities to learn and practice new skills. Creative Curriculum is based on 38 objectives for development and learning, which are fully aligned with the Head Start Child Development and Early Learning Framework as well as early learning standards for every state. It offers daily opportunities to individualize instruction, helping teachers meet the needs of every type of learner. This curriculum addresses all the important areas of learning, from social‐emotional and math to technology and the arts, and incorporates them throughout every part of the day. Creative Curriculum offers support for working with English‐ and dual‐language learners, including information that helps to build teachers’ knowledge about best practices. The curriculum allows every child to bring particular interests, life experiences, and learning styles and help teachers to make accommodations to service all learners.
We also incorporate, “I Am Moving I Am Learning (IMIL)”, which is a proactive approach for addressing childhood obesity in Early Childhood Programs. IMIL seeks to increase daily moderate to vigorous physical activity, improve the quality of movement activities intentionally planned and facilitated by adults, and promote healthy food choices every day.
In addition, the Second Step Early Learning Program, which teaches self‐regulation and thought process, is incorporated daily in every classroom. The purpose is to help children learn skills to manage their feelings, make friends, and solve problems. “Home Links” are emailed weekly making it easier for you to talk with your child about what they learned in class. If you do not have email access, let your teacher know and a paper copy will be sent home with your child.
Measuring GrowthIn order to provide the most successful classroom experiences, teachers gather information from a brief developmental screening called the Early Screening Inventory (completed during the child’s first home visit). In addition, the Ages and Stages: Social Emotional Questionnaire, a screening tool is filled out by the parent and used to provide a brief look into the social emotional development of your preschool child.
Teaching Strategies GOLD is the measurement tool used with Creative Curriculum. It is an organized tool used to observe and document student’s growth and development. GOLD assists teachers in: individualizing instruction, measuring progress, guiding planning and instruction, and communicating with families.
See Appendix for Kindergarten Readiness Indicators
Celebrating Special Occasions and the SeasonsLESA Early Childhood Programs recognize the changing seasons while not promoting any specific holidays. Your teacher will have a very long list of activities related to the seasons and will be happy to talk with you about some ideas you could use at home. Below are a few examples of how we celebrate and learn about the seasons:
FallFall colors
Pumpkins and harvest Changing weather
WinterChanging weather Traditions Friendship
SpringPlants and flowers Baby animals Families
BirthdaysBirthdays can be celebrated in the classrooms. Teachers have different ways of acknowledging each child’s special day. We do not allow food in the classroom as a way to celebrate your child’s special day. Some ways they may celebrate are:
- Have the child share a family photo during large group time
- Make a special birthday symbol in class for the child to wear on his/her special day
- Have a family member volunteer in the classroom
- Sing happy birthday
- Make the child a special helper for the day
Please see your child’s teacher for more ideas!
MENTAL HEALTH AND DISABILITIES SERVICESJennifer Lange, LMSW (517) 540‐6843 and Holly Carter, LLMSW 517‐540‐6765
Mental Health and Disabilities Coordinators
Special Needs ServicesEnrollment opportunities are available to children with special needs in our Early Childhood Program. The Mental Health and Disabilities Coordinator helps to coordinate services for children with special needs by facilitating communication between families and special education providers.
Parents/caregivers are encouraged to contact the Mental Health and Disabilities Coordinator with any worries or concerns about their child. As an added support, LESA Auxiliary Staff provide direct or consultative services in all Early Childhood classrooms.
Mental Health ServicesOne of the primary roles of the Mental Health and Disabilities Coordinator is to ensure the classroom environment encourages social‐emotional growth. What is social emotional health? It is the child’s growing ability to:
- express feelings in healthy ways (without hurting self or others)
- develop close relationships with others
- explore his/her surroundings and learn
Through social‐emotional screenings, curriculum activities and general classroom observations, which are performed periodically throughout the year, we ensure that our classroom environments are supportive, responsive, and focused on meeting children’s needs. In addition, parents/caregivers complete the Ages and Stages: Social Emotional screening tool. This screening tool is used to provide a brief look into the social emotional development of your preschool child. If concerns are noted on the screening, the Mental Health and Disabilities Coordinator will contact the parent/caregiver to discuss and provide any additional supports.
At times, a teacher or parent may feel a child is experiencing difficulties or showing challenging behaviors in the classroom or at home which may benefit the family to seek out additional supports. Warning
signs include (but are not limited to):
Extremely active Shows no fear of strangers
Has sleeping or eating problems Lacks interest in other people or playthings
Rarely seeks or makes eye contact Has extreme and frequent tantrums
Fearful or Withdrawn Often appears sad
Extreme mood swings Sudden behavior changes
The Mental Health Coordinators are available to meet with the teaching staff or parent to discuss concerns and formulate an individual plan of actions, which may include providing supports in the classroom or providing the family with community referrals. If you have a concern or worry about your child, please contact your Family Advocate, child’s teacher, or the Mental Health Coordinator.
A Resource Library is available to parents and staff on a broad range of topics. Books, videos, and pamphlets may be borrowed for up to 2 weeks. Please contact Jennifer Lange at (517)‐540‐6843 or Holly Carter at (517)540-6765 if you are interested in hearing more about the topics available.
Separation AnxietyOur program is intentional about supporting children with the transition of starting preschool. Our procedure includes: each child receiving a Home Visit and having an orientation time in the classroom. During the Home Visit children are introduced to their teacher in their own environment; by the end of the visit the teacher is no longer a stranger to the child or the child’s family. Furthermore, your child will have a 45 minute orientation time slot which occurs on the first day of school. This orientation takes place in your child’s classroom, they will be able to see their room, meet all staff, become familiar with the building, and are introduced to classmates.
For many children, preschool is their first experience away from their parents. Some children may meet this challenge with a smile and enthusiasm; other children may experience a few adjustment difficulties. There are also other children who may experience tears, screams, panic and genuine separation anxiety problems. Children who experience separation anxiety and are put on the bus are usually feeling much better by the time they walk into the classroom. Please feel free to contact your child’s teacher if you are worried about his/her well‐being.
Here are some suggestions to help you nurture your child’s separation:
- Before school, talk about what each of you will be doing that day.
- Always take time to say good‐bye.
- Remind your child that you will be home when they return home from school, or remind them where they will be going after school if they are not going straight home (e.g., daycare; grandmothers; friends; etc.)
- Let your child see that you and the teacher are building a relationship (for example talk to your child’s teacher: call, attend meetings, volunteer).
- Volunteer in the classroom.
- When your child returns home, share your day and ask about his/hers. Be specific with your questions, for example…Tell me one thing you played with today. I wonder what you had for snack? Did come to school today? Did you play outside?
- Congratulate yourself for sending your child to preschool. He/she is increasing their self‐confidence, making new friends and preparing for Kindergarten.
If you have any concerns about your child, speak with the teacher, or call the Family Advocate at the LESA Early Childhood Programs central office (517) 548‐2100.
Child Guidance/Discipline●
The LESA Early Childhood Program uses an approach to discipline and guidance that emphasizes respect for each child; developmentally appropriate expectations of children’s behavior; and the use of positive discipline and guidance strategies. Our staff members strive to create a relaxed, positive environment that enables children to explore and experiment while remaining safe and feeling well‐supported.
Through positive guidance strategies and modeling social skills, staff helps children learn pro‐social behaviors, build confidence and self‐esteem, and develop greater respect for others’ rights and feelings, as well as a sense that they are themselves respected.
Discipline concerns are handled by staff in a way that encourages children to solve problems and develop a sense of inner self‐control. Children are given authentic choices and the opportunity to be an active part of decision‐making in their environment, thus fostering a sense of personal responsibility. Staff helps children to understand the reasons for rules and limits and to feel good about the choices they make.
Our staff will use a variety of strategies for positive discipline and guidance in the classroom, including the following:
- Plan ahead in order to anticipate problems.
●athanthemchoicesofthethingsdo.
- Talk about children’s positive behavior: “Thank you for giving the truck to Daniel when you were finished with it.”
- Set a few simple, clear rules, focused around health and well being, safety, respect for property, and respect for others.
- State rules positively rather than negatively: “Please walk” instead of “Don’t run.” Offer reasons for rules: “I know you really want to paint, but it is not safe to run inside the classroom. I don’t want you to slip and fall. Please use your walking feet when you are inside.”
- Model behaviors that we wish children to use, e.g. always being courteous and attentive. Give children clear, simple directions and positive reminders.
- Pay close attention to children in order to prevent and/or intervene in challenging behaviors. (Especially important with children who are likely to escalate, hit or bite.)
- Redirect children from unacceptable to acceptable behavior: “I am going to help you stop kicking. We’ll find something else for you to do.” Share our own feelings about certain behaviors: “I get worried when you climb on the bookshelf.”
- Help children deal with frustration and anger through words or pretend play. Focus on the child’s behavior, not on the child’s value as a person.
Steps to Help Resolve ConflictsHelping children to work their way through conflicts in a positive way is one of our major focuses. A child who is able to negotiate disagreements with peers will experience more success in kindergarten. Below you will find some of the strategies we use at school that also work very well at home. These strategies work even better when parents and school are reinforcing the same things!
Approach calmly, stopping any hurtful actions. Place yourself between the children, on their level; use a calm voice and gentle touch; remain neutral rather than take sides.
Acknowledge children's feelings. Say something simple such as “You look really upset;” let children know you need to hold any object in question.
Gather information. Ask “What's the problem?” Do not ask “why” questions as young children focus on what the problem is rather than understanding the reasons behind it.
Restate the problem: “So the problem is...” Use and extend the children’s vocabulary, substituting neutral words for hurtful or judgmental ones (such as “stupid”) if needed.
Ask for solutions and choose one together. Ask “What can we do to solve this problem?” Encourage children to think of a solution but offer options if the children are unable to at first.
Be prepared to give follow‐up support. Acknowledge children’s accomplishments, e.g., “You solved the problem!” Stay nearby in case anyone is not happy with the solution and the process needs repeating.
Unacceptable Discipline Methods:
- The following methods are prohibited by staff at all times, under any circumstances:
- Corporal punishment, including hitting, spanking, swatting, beating, shaking, pinching, squeezing and other measures intended to induce physical pain or fear
- Threatened or actual withdrawal of food, rest, or use of the bathroom
- Use of food as reward
- Abusive or profane language
- Any form of public or private humiliation, including threats of physical punishment or emotional abuse, including shaming, humiliating, rejecting, terrorizing, or isolating a child
- Punishment for soiling, wetting, or not using the toilet
- Bribes, false threats or false choices
- Retaliating or doing to the child what s/he did to someone else
- Labeling a child as “bad” or otherwise implying that s/he is a problem, rather than the behavior
Challenging BehaviorMany children struggle to develop social emotional skills. These children often have challenging behaviors. For example, they may have extreme tantrums; or may throw toys, hit or bite. These behaviors challenge us adults, because we are not sure how to handle them and they upset us. These behaviors can get in the way of a child's learning. The sooner we find out what is causing a challenging behavior, the easier it is to help the child. If a child is displaying challenging behavior in the classroom, the teacher may request the Mental Health and Disabilities Coordinator to observe and help find solutions to eliminate the challenging behavior.
A meeting with the teacher, Mental Health Coordinator, and parent will be necessary to make a plan as it is important that staff and parents use a consistent approach to the problem both at the center and at home . If behavior continues to escalate and cause danger to self or others, a plan to modify programming to fit the needs of the child may become necessary.
All staff will discuss topics such as:
- child management, guidance, discipline, techniques to modify behavior.
- distribute literature on discipline, child management, stress.
- inform parents of agency workshops on stress, discipline and behavior management techniques.
- make referrals to mental health services when needed.
FAMILY ENGAGEMENT
Teresa Grostic (517)5406847Family Services and Enrollment Coordinator
Research shows parent engagement supports a child’s success in school. LESA Early Childhood Programs believe that you, as a parent and/or legal guardian, are the most important influence in your child's education and development. You are your child’s first teacher and we look forward to supporting you in this role. Parents can help plan activities in the classroom for children, plan with teachers and staff during home visits and parent/teacher conferences, volunteer in the classroom, attend parent meetings, attend family fun events, or participate on committees such as Policy Council.
In addition to volunteering in the classroom and on committees, there are learning opportunities for families on different topics such as health, nutrition, child development, community resources, and job readiness. Our program may be your child’s first time attending school and our goal is to partner with you to create the best experience for your child. You can:
- Attend parent activities throughout our Early Childhood Community
- Volunteer in the classroom, encourage grandparents, other family members, and members of the community to volunteer
- Participate in Center Parent Meetings and learning opportunities throughout the year
- Serve on the Early Childcare & Community Partner Committee, Health and Family Services Advisory Committee, or Policy Council/Parent Advisory Committee
- Plan classroom activities
- Drive your child to school and school related activities
- Encourage learning and exploring at home by:
Reading weekly, “Home Links” from the Second Step Program and try out some of the activities
- Help plan parent trainings and ways to help other parents to be involved.
- Work with preschool staff when you think there may be an issue that may require referral for outside support services
- Participate fully in home visits, conferences, and family fun events.
We want ALL parents, grandparents, and family members to feel welcome to volunteer in our program at any time.
What To Expect When You VolunteerArrival
- Encourage children to take off coats, put away their belongings and help when necessary
- Direct children to get name tags, use the bathroom and wash hands
- Direct children to large group area Snack (same as meal time)
- Sit with children at large group area
- Sing with the children; tell stories, talk, etc.
- Help children follow directions. Assist teacher to make this a successful part of the day Small Group
- During this time the classroom is divided into 2 groups and students participate in hands on activities that reflect a particular learning objective. Adults are encouraged to play with the materials, imitate the children’s actions, encourage the children to use the materials, discuss what they are doing, and keep the conversation going
- During this time volunteers are encouraged to participate in appropriate play activities with the children. Let children choose and lead the activity. Make sure play is safe for all children and volunteers
- Encourage everyone to clean up: give children containers that need to be filled with toys
- As children finish cleaning up, direct them to an adult at the next scheduled activity (i.e., large group/small group time, table, line‐up)
- Encourage children to dress themselves and help them when necessary
- Send children to line up to go outside Outside
- Help children walk to the playground. Position yourself in the middle of the group
- Help watch the children especially when we walk next to a road or cross the street
- Help children follow road and safety rules
- On the playground, participate in child led activities or assist in watching children’s play Meal Time
- Sit at the tables with students and staff
- Model table manners and family style eating
- If quantities allow, take a small amount of food to encourage healthy eating habits Prepare To Go Home
- Encourage children to put on their coats and collect their belongings
- Line up to go home Dangerous Situations
- Immediately alert a teacher or other staff when there is a dangerous situation
- It is beneficial for you to have a basic understanding of first aid and choking procedures
- Universal Precautions (wearing gloves, hand washing, etc.) are used at all times when dealing with blood or body fluids
- Emergency evacuation and tornado safety plans are posted in every classroom. Please take a moment to look these over
Calling All FathersMen uniquely contribute to the healthy development of children. Boys and girls that grow up with an involved father and an involved mother have advanced physical and mental skills, better physical mental health, are better problem solvers, and are more confident, curious, and empathetic. They also show greater moral sensitivity and self‐control (U.S. Department of Health and Human Services, 2004).
Moms and LESA Early Childhood Staff can encourage men to become more involved with their children, with their families, and with activities. Fathers, grandfathers, uncles, brothers, other relatives, or other male friends can all be important contributors to your child’s life.
Starting in October, on the 1st Wednesday of each month, is Dad’s Day! This program is designed to involve a male role model in children's lives. We encourage dad, grandpa, uncle, cousin, or even a male family friend to participate with their child. Join your child in his/her classroom and be a part of his/her day. You could:
Come for mealtime Come in and play Read a book
Stop in during your work break
Did you know:
- Children are most successful at school when the family and the school work as partners.
- Children whose fathers take an active role in school earn better grades, score higher on tests, enjoy school more and are more likely to graduate from high school and attend college.
- Children with involved parents are more likely to have better social skills, show improved
Confidentiality PolicyLESA Early Childhood staff and volunteers are expected to maintain confidentiality at all times. Head Start Performance Standards, Section 1304.3‐8 (b)(4), Confidentiality of Records and the Livingston Educational Service Agency Procedures and Policies, Section D, 1‐5(b) Access to Records.
- When volunteering, you agree to maintain confidentiality by never divulging any information or records concerning any of the children or families without proper written authorization.
- The unauthorized release of confidential information may result in disqualifying you from spending time in the classroom. (Head Start Performance Standards Section 1304.3‐8(B)(4) LESA Board Policy)
PARENTS AS DECISION MAKING PARTNERS
Parents have many ways to be involved in their child’s education while enrolled in LESA’s Preschool Programs. One of the ways is to become a member of a committee. The following committees are important components of our program and by being a member, parents have the opportunity to help in our decision making process as we work towards continual improvement. Below you will find contact information for each committee and a brief description of the purpose of the committee:
Center Parent CommitteeContact Lead Teacher or Family Advocate for more information about how to join.
Each Center (or school) has a Center Parent Committee and every family is encouraged and welcome to attend Center Parent Committee meetings. The Center Parent Committee is a group of parents who meet at least 4 times per year to plan events for families and children, talk about Center issues, and hear reports from the Center’s Policy Council/Parent Advisory Committee representatives. Each classroom should have at least one parent representative at the Center Parent Committee meetings.
Purpose:
Policy CouncilCandice Davies (517) 540‐6840 Director, Early Childhood Programs
Policy Council Committee is the advisory and decision making body for LESA Early Childhood Head Start Programs similar to Parent Teacher Organizations in public school. Each Center should have at least one parent represented on the Policy Council. The majority (51%) of the representatives are parents of currently enrolled children. Meetings are generally the every other month beginning in October, held on Fridays from 10:00 a.m. – 11:30 a.m. During the October meeting the new Policy Council will set the schedule for the rest of the year.
- Held at the LESA Education Center in Howell, parents are reimbursed for mileage
- Free childcare is provided at each meeting
Responsibilities of members include, but are not limited to:
- Approval of grant applications
- Review and acceptance of quarterly budgets
- Approval of recommendations for staffing of programs
- Approval of service plans
- Participating in the annual self‐assessment and data analysis
- Planning for staff recognition
- Assisting with recruitment of children
- Approval of program options
Purpose:
School Readiness Advisory Committee/Curriculum CommitteeSean LaRosa (517)540‐6886 Executive Director, Early Childhood Services
Provides an opportunity for people to meet, share information and offer guidance as it relates to school readiness in our county.
Parents are invited to become a member of the School Readiness Advisory Committee. This committee is a work group of the Great Start Collaborative. Members include Great Start Collaborative staff, LESA teachers and administrators, parents whose children attend our programs, personnel from local schools, and other community members. Meetings are held the 2nd Thursday of the month at LESA.
Purpose:
Health & Family Services Advisory CommitteePatricia Jansen (517) 540‐6845; Jennifer Lange (517) 540‐6843 Health Coordinator; Mental Health Coordinator
The Health & Family Services Advisory Committee is a part of the Great Start Pediatric Health
Committee. This committee includes parents, community members and early childhood staff whose task is to advise in the planning, operation and evaluation of health and family services within the LESA Early Childhood Programs and children 0‐5 throughout Livingston County. The group meets to provide input in the development of health and family services policies and procedures. It assists families to find continuous and accessible health care and other family support services.
Meetings are held the second Wednesday of each month 10:00‐11:30 at the Livingston County Health Department. Mileage reimbursement and childcare are provided. The following meetings will focus on LESA Early Childhood Programs health and family service needs although we discuss issues monthly:
October 11 2017 January 10 2018 March 14 2018 May 9 2018
APPENDIX
Domains and Indicators
Livingston Great Start Collaborative Kindergarten Readiness Committee Recommended Indicators
Perceptual, Motor, and Physical Development
Developing age appropriate fine motor skills (ex. developing the ability to work with pencils, scissors)
Growing in hand‐eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.
Demonstrating a growing independence in self‐care when eating, dressing, washing hands, and toileting. (ex. Is able to put on coat and zip it)
Social and Emotional Development
Often or very often exhibits positive social behaviors when interacting with others Developing ability to self‐regulate and manage strong feelings.
Is able to follow simple rules and routines and manage transitions.
Displaying a growing awareness of where his/her body is in relation to others and the consequences of his/her movements and actions.
Approaches to Learning
Approaching tasks with initiative and curiosity (or Is willing and eager to try new things) Displaying a growing capacity to maintain concentration and attention.
Developing ability to transition from one task to another.
Developing an ability to follow directions for individual, small and large group activities.
Language and Literacy
Showing progress in expressing feelings, needs and opinions in a range of situations including conflicts with others. Using expanded vocabulary and language for a variety of purposes.
Progressing in abilities to initiate and respond appropriately in conversations and discussions with peers and adults.
Cognition
Beginning to understand the relationship between numbers, letters, sounds and words. Experimenting with a variety of writing tools and materials, such a crayons, pencils and computers.
Developing a growing understanding of the different functions of forms of print such as books, signs, letters, newspapers, lists, messages, and menus.
Developed by the Kindergarten Readiness Ad Hoc Committee (Great Start Collaborative – Livingston) August, 2009.
Resources: Head Start Outcomes Framework, Work Sampling, ESI – R, Getting Ready – Findings from the National School Readiness Indicators).
LESA Early Childhood Programs
Frequently Used Numbers
Name
Role
Contact Information
Sean LaRosa
Executive Director, Early Childhood Services
517‐540‐6886
[email protected]
Lori Waite
Executive Assistant to the Executive Director
517-540-6808
[email protected]
Candice Davies
Director, Early Childhood Programs
517‐540‐6840
[email protected]
Amy Manosky
Executive Assistant to the Director
517‐540‐6827
[email protected]
Teresa Grostic
Family Services and Enrollment Coordinator
517‐540‐6847
[email protected]
Lisa Pecorilli‐Eoll
Early Childhood Specialist
517‐540‐6844
[email protected]
Nancy Rennie
Early Childhood Specialist
517‐540‐6767
[email protected]
Kristen Kostielney
Early Childhood Specialist
517‐540‐6852
[email protected]
Amy Mason
Early Childhood Specialist
517‐540‐6867
[email protected]
Patricia Jansen
Health Coordinator
517‐540‐6845
[email protected]
Jennifer Lange
Mental Health and Disabilities Coordinator
517‐540‐6843
[email protected]
Holly Carter
Mental Health and Disabilities Coordinator
517‐540‐6765
[email protected]
Dotty Lang
Data Entry Clerk
517‐540‐6841
[email protected]
Tracey Pacza
Data Entry Clerk
517-540-6855
[email protected]
Dawn Hardin
Family Advocate
517‐540‐6828
[email protected]
Lori Gnegy
Family Advocate
517‐540‐6824
[email protected]
Kerri Tomakich
Home Visitor
[email protected]
LESA Preschool Programs Central Office Main Number
Attendance calls after 9:00 before 9:00 call the teacher
General Information Set up Enrollment Appointments
To Reach a Family Advocate
517‐548‐2100
Community Agencies
211
Health, human and community service resource information is available to all community residents, faith based organizations, libraries, governmental agencies and local businesses at 2‐1‐1, 24 hours a day,
seven days a week! Call Specialists assist callers using sophisticated software containing up‐to‐date data on services in the community and surrounding area. The primary goal is to connect residents with available service(s) with one call. Not only are callers able to better access basic needs such as food, shelter, clothing, etc., but also information is available on accessing support groups, recycling, county services, public health service and much more. You can also go to: www.Centralmichigan211.org for more information.
ARC 517‐546‐1228
Advocacy agency serving persons with developmental disabilities www.arclivingston.org
CHILD CONNECT FOR FAMILY SUCCESS 517‐548‐9112
Providing child care information for parents, providers, and employers www.childconnectmi.org
CHILDREN’S SPECIAL HEALTH CARE SERVICES 517‐552‐6823
Program through Public Health that provides help to children who qualify.
www.lchd.org
COMMUNITY MENTAL HEALTH (CMH) 517‐546‐4126
Mental health counseling and services for families
www.cmhliv.org 800‐615‐1245
DEPARTMENT OF HUMAN SERVICES (DHS) 517‐548‐0200
GLEANERS COMMUNITY FOOD BANK OF LIVINGSTON 800‐552‐4483
www.fbcmich.org
HOUSE AND CHOICE VOUCHER PROGRAM 517‐548‐9611
LACASA & Family Resource Center 517‐548‐1350
Crisis Line 866‐522‐2725
www.lacasacenter.org
LEGAL AID 800‐968‐0044
LIVINGSTON COUNTY HEALTH DEPARTMENT 517‐546‐9850
www.lchd.org
LIVINGSTON COUNTY CATHOLIC CHARITIES 517‐545‐5944
Provides mental health counseling for adults and children; Substance abuse prevention http://livingstoncatholiccharities.org
LIVINGSTON COUNTY JOB TRAINING SERVICES 517‐546‐7450
Government funded job training and employment services www.michworks.org
LIVINGSTON ESSENTIAL TRANSPORTATION SYSTEM (LETS) 517‐546‐6600
Public Transportation www.co.livingston.mi.us/lets/
MSU EXTENSION 517‐546‐3950
www.msue.msu.edu/portal/
OLHSA 517‐546‐8500
www.olhsa.org
PROTECTIVE SERVICES‐24 HOURS 855‐444‐3911
Adult/Child Abuse/Neglect
SALVATION ARMY 517‐546‐4750
www.salvationarmy.org
UNITED WAY OF LIVINGSTON COUNTY 810‐494‐3000
Help Line, Health and Human Services information 517‐548‐0211 www.lcunitedway.org
LOCAL SCHOOL DISTRICTS
BRIGHTON AREA SCHOOLS 810‐299‐4000
bas.k12.mi.us
FOWLERVILLE COMMUNITY SCHOOLS 517‐223‐6000
fvl.k12.mi.us
HARTLAND CONSOLIDATED SCHOOLS 810‐626‐2100
www.hartlandschools.us
HOWELL PUBLIC SCHOOLS 517‐548‐6200
www.howellschools.com
PINCKNEY COMMUNITY SCHOOLS 810‐225‐3900
www.pcs.k12.mi.us
Annual Notification: PesticidesThe Great Start Pesticide Control Act 171, regulation 637, requires that we inform you that pesticides are occasionally applied. You will be informed prior to any pesticide/herbicide application made to the building and/or grounds. We are required to give two notices prior to any application. You will be notified by a posting on your classroom door, email, and/or district newsletter depending on the which district your classroom resides. The notice will contain information about the pesticide, including the target pest or purpose, approximate location, date of the application, contact information at the center, and a toll‐free number for a national pesticide information center recognized by the Michigan department of agriculture. In certain emergencies, pesticides may be applied without prior notice.
LESA Early Childhood Grievance ProceduresIt is expected that differences, complaints or disagreements will be settled between the involved parties first. If no resolution is reached, issues may be taken up as follows:
So nothing contained herein will be construed to limit the right of any parent or community member having a complaint to discuss the complaint informally with the individual causing the complaint, and to have the complaint addressed without the intervention of the Administrator and Policy Council.
If the parent or the community member is not able to satisfactorily resolve the complaint, he or she shall first discuss the complaint with the Director of Early Childhood Programs within ten (10) days of the event causing the complaint. The Director of Early Childhood Programs shall respond in writing within ten (10) working days of the discussion.
If the parent or community member is not satisfied with the response, they may submit a formal written complaint within ten (10) working days to the Director of Early Childhood Programs. The Director shall respond in writing within ten (10) working days of the receipt of the formal written complaint.
If the parent or community member is still not satisfied with the response, they may submit the formal written complaint within ten (10) working days to the Chairperson of the Policy Council in care of the Livingston Educational Service Agency. The Policy Council will respond in writing within ten (10) working days following their next scheduled Policy Council meeting.
If the parent or community member is still not satisfied with the response, they may submit the formal written complaint within ten (10) working days to the Executive Director of Early Childhood Programs at the Livingston Educational Service Agency. The Executive Director of Early Childhood Programs (LESA Superintendent) will respond in writing within fifteen (15) working days following receipt of the complaint. The decision of the Executive Director of Early Childhood is final.
Child Abuse and Neglect Policy/Mandated ReportingLESA Early Childhood Programs strongly believe that children should grow up in a community where adults care about them and keep them safe. Providing this safe community takes the determination and commitment on the part of everyone involved in your child’s life. The Michigan Child Protection Law requires childcare professionals to report their suspicions of child abuse or neglect to Children's Protective Services (CPS) at the Department of Human Services (DHS). Therefore, all Early Childhood staff members are mandated reporters. Failure to report is a misdemeanor and punishable by law. If you suspect a child is being abused or neglected, please call Child Protection Services at‐855‐444‐3911. Please contact your Family Advocate for more information.