PARENT HANDBOOK – ALL YOU NEED TO KNOW

IF I HAD MY CHILD TO RAISE OVER AGAIN

Excerpted from a poem by Diane Loomans

If I had my child to raise all over again,

I’d finger paint more,

And point the finger less.

I’d do less correcting,

And more connecting.

I’d take my eyes off my watch,

And watch with my eyes.

I would be firm less often,

And affirm much more.

I’d build self-esteem first,

And do other things later.

CURRICULUM

Providing for the total well being of each child, our Early Childhood Center creates a loving, nurturing environment, nourishing a natural transition from the home to the outside world. We stimulate our children’s curiosity through appealing to the senses, instilling the confidence to attempt challenges and awakening a lifetime love of learning in a Jewish environment.  We believe that children learn best through play. Children need ample time to grow through each stage of development and learn through exploration and hands-on experiences.  Throughout the year we work toward achieving the following goals:

  • To promote a love of learning and meet the developmental needs of children in a safe, healthy, nurturing and enriching environment,
  • To help children become independent, self-confident and curious learners who can work well with others.
  • To create an atmosphere where children can grow and develop at their own rate in an environment that supports the development of a positive self-concept and competence.
  • To provide a wonderful first school experience that will frame all the child’s future school experiences in a positive way.
  • To encourage a love of Judaism and introduce and enhance Jewish customs, holiday celebrations, Jewish values, prayer and Hebrew vocabulary related to daily preschool activities.
  • To create a developmentally appropriate environment that incorporates emergent curriculum from the child’s ideas and interests with teacher- planned and purposeful learning opportunities.
  • To provide for the total well being of each child in a fun and loving child-centered environment.
  • To enhance the child’s self esteem and provide the child with the tools to develop positive social relationships and problem-solving strategies.

“Every time we teach a child something, we keep him from inventing it himself.  That which we allow him to discover by himself…will remain with him.”  Jean Piaget

To help us meet our goals, we have adopted two well-respected, developmentally appropriate curriculum guides based on the latest research and understanding of how young children learn:  The Creative Curriculum for Preschool, Fourth Edition, by Diane Trister Dodge, Laura Colker and Cate Heroman, The Letter People and Jewish Every Day by Maxine Segal Handelman.  Our Kindergarten program uses McGraw Hill Reading Wonders and Everyday Mathematics.  In addition, to ensure that our program meets the current California State Standards for Kindergarten Readiness, we have also incorporated the Prekindergarten Learning and Development Guidelines published by the California Department of Education.

Separation:

We are sensitive to those of our children and families who are experiencing their first separation. We have lots of experience helping children transition to preschool. We know that separation is a process and does not happen overnight. The following strategies help you and your children prepare for early experiences with separation:

  • Practice “goodbyes” and “hellos”, which help to affirm your child’s trust that you are coming back when you said you would.
  • Practice separation games and playful activities that support positive separation.
  • Tell your child when you are leaving the room or house and tell them you will be back.
  • Read stories or sing songs that address separation and reunion. Please ask for a list of some classics books about separation in the preschool office.

Transitional Objects:

To help your child feel comfortable at school, he/she may bring a transitional object such as a teddy bear or other soft cuddle toy to school.  Your child may keep the transitional object with him/her or place it in your child’s cubby for safe-keeping.

Other Items from Home:

Since we have many curriculum materials for the children to use at school, we request that your children leave their personal toys, other than transitional items, at home. There will be Sharing Time scheduled in class to ensure that children who would like to share certain items have the opportunity to do so.

Play guns and “war toys,” and toys that make loud noises should not be sent to school, as these types of toys can be distracting; if they do make their way to school, they will be stored in cubbies until the end of the day.

We employ a philosophy of Positive Discipline which respects the dignity of the child and which best can be described as loving guidance. Guidance is employed as a positive teaching tool and not as a punitive measure.

Classroom rules and guidelines created at our school are developed along age appropriate expectations and are designed to help children know what is expected of them, to interact more successfully with others and to deal with conflict. The following are simple “rules” intended to help children know what is expected of them:

  • Keep yourself safe
  • Keep your friends safe
  • Keep your environment safe

Our guidance approach is individually geared to the needs of each child and each situation. As our environment is designed to minimize the creation of behavior problems, our approach is pro-active from the onset. Beyond this, situations which do occur are regarded as teaching opportunities, as we consciously help children find positive ways to solve their problems. By role modeling and providing children with the strategies and verbal tools for positive conflict resolution, we are preparing children for lifelong positive interactions.

Temple Solel Early Childhood Center Biting Policy 

Biting is a very common behavior among children birth to three years of age. Biting is a form of communication and is almost always a response to the child’s needs not being met or coping with a challenge or stressor. At the ECC we believe by understanding the developmental stages of the children in our care and their individual needs, we can proactively prevent many biting behaviors by planning the environment which we create for the children.

We understand that children biting other children is one of the most common and most difficult behaviors to deal with in group child care settings. It can occur without warning, can be difficult to defend against, and provokes strong emotional responses in the biter, thechild who is bitten, the families, and the caregivers involved.

For many toddlers, the biting stage is just a passing problem. Some toddlers try it out as a way to get what they want from another toddler. They are in the process of learning what is socially acceptable and what is not. They discover that biting is a sure-fire way to cause the other child to drop what they are holding so the biter can pick it up. However, they experience the disapproval of the adults nearby and eventually learn other ways of gaining possession of objects or expressing difficult feelings.

For other children, biting is a persistent and chronic problem. They may bite for a variety of reasons: teething, frustration, boredom, inadequate language skills, stress or change in the environment, feeling threatened, or to express emotions they have no words for at this stage of their lives.

In order to alleviate some of triggers for biting, the ECC has many practices in place that are known to help prevent incidences of biting in small children.

  • Quality relationships: Staff develops nurturing relationships with the children and gets to know each child individually. Staff is given many opportunities for professional development to help he/she learn ways to build quality relationships with the children.
  • Environmental influences on child’s behaviors: Children are given opportunities to play in both small and large groups; there is a variety of play and children are taught how to share.
  • Targeted social-emotional supports: Children have a daily routine that they follow which consists of circle time, time to pursue their own interests, and snack time. Children learn early how to navigate classroom transitions in a way that helps them build confidence and alleviate stress. Staff talks with children about emotions/feelings through books as well as through other mediums and strategies such role playing and yoga to help children learn to calm themselves.

No matter what the cause, it is important to be aware of the potential problem

before it happens. Therefore, the ECC, has developed the following plan of action to be used if and when biting occurs in our school.

Before biting occurs: 

  1. Upon initial enrollment or at the start of each school year, the Director will give each family a handout which addresses the issue of biting.
  2. Create an environment which meets the developmental needs of the children. Monitor and supervise all children while working and/or playing. Redirect in situations where a potential biting incident may occur. Maintain an environment that elicits calm, thoughtful behavior.

When a child is bitten: 

For the biter: 

  1. The biter is immediately removed with no emotion, using words such as “biting is not okay – it hurts.” Tone of voice, body language, and facial expression all will clearly express disapproval. We will avoid any immediate response that reinforces the biting or calls attention to the biter. Caring attention will be focused on the child who was bitten.
  2. The biter will temporarily be removed from the activity and will be talked to on a level which he/she can understand. “I can see that you want that truck, but I can’t let you hurt him. We don’t put our teeth on people. Teeth are only for chewing our food. ”
  3. The child will be redirected to other work/play.
  4. A copy of the Ouch report will be written for both children- the other child’s name will not be given out. Both families will receive a copy of the incident.
  5. The family of the biter will be told of the incident when the child is picked up for the day and told the report is in their things.

For the child who was bitten: 

  1. Staff will separate the child who was bitten from the biter.
  2. Special attention will be given to immediately comfort the child.
  3. Staff will administer appropriate first aid as follows:
  • Assess the wound and if it is bleeding, apply pressure directly to the wound, using a clean, dry cloth, until the bleeding stops.
  • Clean the bite wound with a mild soap and warm running water for approximately 3 – 5 minutes.
  • Rinse thoroughly, and pat dry with a clean, dry cloth.
  • Cover the wound with a clean, dry dressing and apply ice. (The child will be asked if it is all right for their friend, the child who bit them, to help in their care and hold the ice. If the child allows this additional conversation follows explaining our responsibility to care for one another and not to hurt our friends.)
  • Parents will be notified by phone.
  • Should the wound require immediate medical attention, appropriate action will be taken.
  1. Staff will then complete the “ouch” incident report* to notify family of the victim that the child has been bitten.
  2. A copy of the Ouch report will be written for both children- the other child’s name will not be given out. Both families will receive a copy of the incident.
  3. Classroom staff will confer with the director to review the context of the biting incident, whether adequate supervision was present and whether the environment contributed to the biting incident. If changes in supervision and/or environment are warranted, then those changes will be implemented.

The ouch/incident report is a confidential, standardized form that all staff uses to document incidents that happen at school such as first aid notification, child wellness reports, etc. in which pertinent information must be recorded for school records as well as a way to communicate with parents.

If biting continues: 

  1. Classroom staff will meet with the director on a routine basis for advice, support and strategy planning.
  2. Staff will chart every occurrence, including attempted bites, and indicate location, time, participants, behaviors, staff present, and circumstances.
  3. When necessary additional staffing will be used to help in the classroom as an aide to:
  • Head off biting situations before they occur by redirecting behavior.
  • Teach non-biting responses to situations and reinforce appropriate behavior.
  • Adapt the program to better fit the individual child’s needs.
  • Teach responses to potential biting situations: “No. Stop.” or “That hurts!”
  • Act as a buddy in order to prevent biting from occurring by redirecting the child.
  1. Staff will work together as partners with the parents of both biting children and frequent victims to keep all informed and develop a joint strategy for change.
  2. Teachers will hold a conference with the parents of the biting child to develop a written plan of action. Schedule follow-up meetings or telephone conversations as needed.

Biting Confidentialty 

In compliance with NAEYC confidentiality guidelines, the ECC staff will maintain complete confidentiality of all children involved when notifying parents that their child has been bitten or bit another child. Each biting situation will be handled in the manner outlined above. We will not discuss personal information with any parent about a child other than his or her own. Biting is a frightening but normal part of most children’s development, and we ask you to trust that each biting incident will be handled in a developmentally appropriate and professional manner.

Your child must be well enough to take part in the daily class schedule.  Each teacher will visually check children every day.  If the child does not look well enough to participate, parents will be asked not to have their child in school that day.  Please keep sick children home for their sake and the health of all our children.

Please keep your child home if he or she shows signs of the following:

  • Fever
  • Lice
  • Rash
  • Eye infection with discharge
  • Ear or throat infection
  • Cold
  • Diarrhea and/or flu-like symptoms such as vomiting     or headache:
  • Contagious Illnesses:

If your child develops a communicable disease, State regulations require that you notify the school as soon as possible.  For example, please notify the school if your child has measles, rubella, chicken pox, slap cheek, ringworm, scabies, head lice, impetigo, strep throat or conjunctivitis.

Important:

Your child may not be brought to school if he or she:

  • Has a fever or has had a fever within the last 24 hours
  • Is in the early stage of a cold (runny nose, sneezing, coughing)
  • Has heavy nasal discharge or green or yellow nasal discharge
  • Has a constant cough
  • Is acting unusually irritable
  • Has symptoms of a communicable disease (may include sore throat, headache, pain plus fever) or
  • Has an active lice infestation.  A child needs to be fully treated and checked by the ECC office before reentering the classroom.
  • Has had vomiting or diarrhea within the past 24 hours.  A child needs to have been symptom free for 24 hours before returning to school.

Returning to School

If your child continues to have symptoms of illness, such as persistent cough, sneezing, or runny nose, he or she may return to school ONLY if a physician writes a note saying that he or she is not contagious.  To ensure a healthy environment for all our children, sick children belong at home.  If your child develops symptoms of illness during the day, you will be contacted to pick up your child.  If you cannot be reached, names on your Emergency List will be called. Please remember to keep your emergency information up to date. For further information, see the Illness Policy Form you received with your back to school information packet.

ACCIDENTS

In case of accidental injury requiring the aid of a physician or paramedic, the Center will immediately attempt to contact a parent.  If unable to make reach a parent, other authorized persons listed on child’s Medical/Emergency form will be contacted.

It is essential to keep all information current and up-to-date. Please inform the center of all changes immediately.

MEDICATION

Please notify your child’s teacher if he/she is taking any medication.

State regulations require the following procedure before any medication can be given to your child by school personnel:

  1. A written request signed by a parent giving permission to school personnel to administer medication as prescribed.

2. Method, dosage, schedule and name of the medication must be on file.  This must be on the Rx label of the medication.

ALLERGIES

Please notify the Center of any allergies, particularly food allergies, since food is served at school.  Temple Solel ECC strives to be a Nut Free environment.  If your child uses an Epipen please bring in TWO LABLED EPIPENS WITH YOUR CHILD’S NAME (one will remain in classroom and one in office).

EXTENDED CARE POLICIES AND PROCEDURES

We offer extended care from 7:30 a.m. – 9:00 a.m. before school, and after school from 1:00 p.m. – 5:00 p.m., Monday through Friday. p.m.  As are all other programs, our extended care programs are subject to minimum enrollment.   Extended Care is provided by pre-purchase of an extended day card or pre-registration using our YEARLY YELADIM option.  Please visit the ECC office to purchase a Yeladim card, reserve a permanent space on a regular schedule or register for Yearly Yeladim.

Yeladim is provided by advanced sign-up. We must know if your child will be staying so that we can make provisions for him/her, and make sure that staffing is adequate.

It is essential to adhere to scheduled pick up times.  We reserve the right to charge a late fee of $1.00 per minute if a child is picked up after closing time. (5:00 pm)

Yeladim must be purchased in advance and kept current at all times.  Yeladim cards must be used by your child’s last year at Temple Solel, as it is non-refundable and non-transferable.

POLICIES REGARDING ARRIVALS AND DEPARTURES

Mornings (9:00 a.m.) We encourage parents to respect the starting time of the day.  Young children benefit from consistent routines and being present for the start of the day helps us create a smooth and gentle transition from home to school.

Afternoon (1:00 p.m. – 5:00 p.m.) Similarly, we encourage your prompt arrival at the end of the day. Your child is excited to see you at the end of the day, and any unexpected delay can cause moments of upset. Late pick ups will be charged a Yeladim fee after children’s scheduled classes have ended.

NO DOGS ALLOWED ON CAMPUS

To ensure the safety of our children, staff and visitors, there are absolutely no dogs allowed on campus, with the only exception being service dogs.  If you must bring your dog to school in your car, please leave it in your car (with the windows cracked for ventilation, of course).

NO CELL PHONES BEYOND THE ECC GATE

To ensure your child and staff have your full attention please have your cell phone put away once you enter the ECC classroom gate.

SIGN IN AND SIGN OUT PROCEDURES

We are required by State regulations to have a legal transfer of responsibility for your child from home to school on arrival, and from the school back to the parent, guardian or designated responsible adult on departure. You are required to sign your child in and out on our daily attendance sheet on arrival and upon leaving.  Your legible full signature is required by lawanything else is not acceptable for state licensing and a school can be fined accordingly. Please note any unusual pick-up arrangements (different time, different person) on the sign-in sheets and be sure to tell one of your child’s teachers. Also, if someone who is not on the authorized list filed in the office will be picking up your child, please add their name to this list and leave written communication for the teachers. For your child’s safety, any new person picking up your child will be asked for identification.

ADMISSION POLICIES AND PROCEDURES

Children will be accepted for enrollment in the Temple Solel Early Childhood Center on a first come, first served basis, with priority registration for returning students and their siblings, and then for members of Temple Solel.  A waiting list will be maintained when classes reach capacity.  Admission is open to all children regardless of race, religion or national origin.  The Center serves children from the ages of 18 mos. to kindergarten age with additional Parent Participation programs for infants and toddlers.

WITHDRAWALS

Families wishing to withdraw from the program are required to furnish notice.  We reserve the right to ask a parent to withdraw their child from the program if, after sincere effort and a reasonable length of time, the staff concludes that the program is unable to meet the needs of the child, or if the child is unable to adjust to the program.  This policy is necessary to protect the health and well being of all children in the program, and to enable us to provide an environment free from safety hazards or excessive disruption.  In the rare instance of such a case, parents will be given notice whenever possible, and any remaining tuition will be refunded.

Examples of situations, which may cause the need for a child to be withdrawn from the program:

1.Aggression, which does not cease after a reasonable period of time despite teacher’s efforts to redirect the behaviors, e.g.: hitting, scratching, pinching, and kicking;

2. Verbal abuse and inappropriate interaction towards other children or staff, e.g.: taunting, teasing, cursing, and threatening;

3.Inability to adjust to school routines and schedules, or to follow directions to an extent that the functioning of the class is disrupted; and/or

  1. Behaviors, which endanger the child to himself/herself, or unwillingness to follow the safety rules or the school.

In the event that any of the above situations occur, we will establish a systematic procedure of timely intervention.  Parents will be notified of the timeline, which will be employed. You may be asked to pick up your child. It is imperative you have a back-up person in case you are unavailable.

PROCEDURE OR IMPLEMENTING A PLAN OF INTERVENTION

  1. 1. Teacher intervenes with child. Teacher works with child using positive techniques in an attempt to guide and redirect the behavior.
  2. Teacher conference with parent. Teacher conferences with parent to inform parent of the situation and the steps taken to redirect the behavior, so that both parents and teacher can work cooperatively to support resolution of the problem.
  3. Director/Teacher conference with parent. If the child is not responding to the intervention program established by the teacher, a director conference with parent and teacher may be required in a continuing effort to resolve the situation. A further plan of intervention or alternative method may be suggested to support the situation.  The director may request that the parent consult with a professional expert if further intervention is needed.  A clear and definitive time period will be established in which the problem needs to be resolved.
  4. Request for withdrawal. If, after continued reasonable effort, or if the parents are unwilling to comply with, or support the plan of intervention, the school reserves the right to request the withdrawal of the child.

NOTE: Steps 1-4 may need to be taken simultaneously only if the immediate safety or health of the children is jeopardized.  In every instance, the Center staff will work with a sincere and dedicated effort to resolve any problems and to work with each family individually.  It is only when any of these situations have become extreme, posing a risk to the child involved or other children, or the parent is unwilling to work with the Temple Solel Early Childhood Center to achieve resolution, that the last resort will be called upon.

The ECC Director may request the child’s withdrawal from the program if the parents are unwilling to cooperate with the procedures and policies of the program, as outlined in this Parent Handbook.

LUNCH/SNACK

Please send lunch for your child each day unless arrangements have been made for hot lunch.  To sign-up for hot lunch do so at www.templesolel.net.  Snack will be provided daily by the Center.  Nutritious foods selected from at least 2 food groups are served as snacks.

Please note: Out of respect for those who observe Kashrut (Jewish dietary tradition) the school observes the policy of Dairy lunches-i.e. No meat or poultry products. Fish (e.g.tuna) products are allowed (no shellfish) as these are considered parve (neither milk nor meat).  For school activities or functions we ask that care be taken in checking ingredients on purchased items and home baked goods so NO LARD is included.

We ask that lunches also reflect a nutritious selection so we may work together to encourage the development of good eating habits.

As the health and safety of each child is our number one concern, we also request that all lunches and special snacks be Nut Free.

CLOTHING

Please dress your child in comfortable play clothes.  Children come to school to play with sand, water, paint, etc.  Children must wear safe, well-fitting, shoes with rubber soles to protect them when running and climbing on the playground.

  • EXTRA CLOTHING:It is essential that children have an extra set of clothes at school at all times.  Please label each item with your child’s name and place in a labeled bag to be stored in his/her cubby.

RECOMMENDED ITEMS:

  • 1 pair of shorts/pants
  • 1 shirt
  • 2 pairs of socks and underpants
  • 1 sweater or jacket (for unexpected changes in the weather)

SUNSCREEN 

Please apply sunscreen to your own child before coming to school.  This reduces confusion and stress at transition times.  If you would like sunscreen to be reapplied throughout the day please fill out a sunscreen waiver in the office.  Send a hat for outdoor play.

NEWSLETTER 

A regular newsletter from your child’s teacher will keep you informed as to classroom activities, school-wide activities and special events.  Please be sure to read the newsletter, as important information will be included in it! 

BIRTHDAY CELEBRATIONS 

We enjoy celebrating your child’s birthday.  Parents are invited to participate in the birthday child’s special day.  The preschool has established an all-school policy regarding birthday celebrations. If you would like to send special treats for the class, please only send nutritious muffins or mini-muffins, like banana, pumpkin or zucchini, fruit, vegetables, or yogurt parfaits, or we can make smoothies which your child enjoys.  Please refrain from sending any sugary over-sized treats, cupcakes, brownies etc as well as any items with nuts. 

Each teacher has established birthday celebrations most appropriate for the age of her class.  We agree it is also a good policy not to include expensive paper goods or party favors.  Your cooperation is appreciated.

IMPORTANT FOR YOUR BIRTHDAY PARTIES AT HOME:

Parents may place invitations in the cubbies at school only when inviting the entire class. This is in the interest of sensitivity to avoid hurting children’s feelings. 

We would also appreciate that when planning your child’s birthday party, you plan it for a day other than Shabbat. 

BIRTHDAY BOOK

As an ongoing reminder of your child’s special day, parents are encouraged to donate a book or other item to the class or Temple Solel library in honor of their child’s birthday.  This is a way to teach children the pleasure in giving as well as receiving.  Our children’s program benefits greatly from such donations.

HOLIDAYS

Please remember that we are a Jewish Preschool, and we do not observe Halloween, Christmas, St. Valentine’s Day, St. Patrick’s Day, or Easter.  Please be respectful.

ABSENCES

For the benefit of your child and for the other children in your child’s class, please make the school aware if your child will be absent from school and if he or she has been exposed to or has contracted a communicable illness. Each child’s presence is missed when absent and an explanation for the rest of the children in the program helps to set their minds at ease.

CONFERENCES

Conferences between teachers and parents will be set up by appointment for all programs twice a year. They are designed to allow parents and teachers the opportunity to discuss each child’s individual progress with regard to developmental stages, involvement in school, and observed behaviors. The conferences also provide an excellent opportunity for discussion of parental questions, comments and concerns.

In addition, to better understand and meet your child’s behavior and needs, if there are any important events or developments in your child’s life outside of school, please feel free to share this information with us. We, in turn, will share any significant events that we observe about your child during his or her day.  Lastly, please do not hesitate to schedule an appointment with your child’s teacher and/or director at any time throughout the year.

ROOM PARENT

Each classroom will have one or two room parent volunteer/s that help the teachers with classroom responsibilities such as: organizing classroom projects; distributing emails and letters; helping with Scholastic book orders and collections; planning for teacher appreciation times and gifts; and if interested, helping with the implementation of our annual fund-raising event.

SPECIAL PROGRAMS 

Special programs will also be included periodically to add richness to the program.  Some examples of these are: children’s singers, actors, storytellers, community workers and musicians. Throughout the year, the children also participate in enriching Jewish holiday programs through dance and other festivities, and parents are invited to attend.

SCHOOL CALENDAR

Please see the Temple Solel Early Childhood Calendar enclosed in your Back to School packet.  Please refer to this calendar when planning for your child’s school weeks throughout the year.  This calendar is also available in the ECC front office.

CHILDREN’S RIGHTS AND PERSONAL RIGHTS

Parents will be informed of students’ rights as contained in Section 101223 of Community Care licensing Regulations and we pledge to uphold all students’ rights as detailed.

Thank you for your consideration of these policies and procedures. Please contact the office if you have any additional questions. 

ECC STAFF

The teachers who spend their time planning for and interacting with your children each day are a knowledgeable and nurturing staff.  Our Teachers and Center Staff are carefully selected for their dedication to the needs of the young child, for their educational expertise and for their experience. These dedicated and caring professionals follow an enriching and seamlessly integrated secular and Judaic program.

We believe that our varied experiences and backgrounds allow for a wealth of rich and creative ideas that benefit your child, and our truly unique personalities and teaching styles allow for a well-rounded and interdependent faculty body. We take real pride in our jobs and have high standards for ourselves, our environment and for the quality of your child’s day. We continually look for ways to improve, revise and expand our own education and the program as a whole, and welcome ideas and suggestions from our Preschool families.

We look forward to our association with you and your child this year.  Thank you for sharing your children with us.

YOUR CHILD’S HEALTH 

Your child must be well enough to take part in the daily class schedule.  Each teacher will visually check children every day.  If the child does not look well enough to participate, parents will be asked not to have their child in school that day.  Please keep sick children home for their sake and the health of all our children.

Please keep your child home if he or she shows signs of the following:

  • Fever
  • Lice
  • Rash
  • Eye infection with discharge
  • Ear or throat infection
  • Cold
  • Diarrhea and/or flu-like symptoms such as vomiting     or headache:
  • Contagious Illnesses:

If your child develops a communicable disease, State regulations require that you notify the school as soon as possible.  For example, please notify the school if your child has pertussis, measles, rubella, chicken pox, hand/foot and mouth, slap cheek, ringworm, scabies, head lice, impetigo, strep throat or conjunctivitis.

Important:

Your child may not be brought to school if he or she:

  • Has a fever or has had a fever within the last 24 hours
  • Is in the early stage of a cold (runny nose, sneezing, coughing)
  • Has heavy nasal discharge or green or yellow nasal discharge
  • Has a constant cough
  • Is acting unusually irritable
  • Is displaying symptoms of being ill
  • Has an active lice infestation.  A child needs to be fully treated and subsequently checked by the ECC office before re-entering the classroom. 
  • Has had vomiting or diarrhea within the past 24 hours.  A child needs to have been symptom free for 24 hours before returning to school. 

Returning to School

If your child continues to have symptoms of illness, such as persistent cough, sneezing, or runny nose, he or she may return to school ONLY if a physician writes a note saying that he or she is not contagious.  To ensure a healthy environment for all our children, sick children belong at home.  If your child develops symptoms of illness during the day, you will be contacted to pick up your child.  If you cannot be reached, names on your Emergency List will be called. Please remember to keep your emergency information up to date. For further information, see the Illness Policy Form you received with your back to school information packet.

CHILDREN LEARN WHAT THEY LIVE

If a child lives with criticism,

She learns to condemn.

If a child lives with hostility,

He learns to fight.

If a child lives with ridicule,

She learns to be shy.

If a child lives with shame,

He learns to feel guilty.

If a child lives with tolerance,

She learns to be patient.

If a child lives with encouragement,

He learns confidence.

If a child lives with praise,

She learns to appreciate.

If a child lives with fairness,

He learns justice.

If a child lives with security,

She learns to have faith.

If a child lives with approval,

He learns to like himself.

If a child lives with acceptance and friendship,

She learns to find love in the world.