1. Summer:............................................................................................................................................. 15

2. Fall/Winter.......................................................................................................................................... 15

XII. ACTIVITIES............................................................................................................................................ 16

A. CURRICULUM...................................................................................................................................... 16

B. VIDEOS................................................................................................................................................. 16

C. SWIMMING............................................................................................................................................ 16

D. FIELD TRIPS......................................................................................................................................... 16

XIII. POSITIVE GUIDANCE AND DISCIPLINE.......................................................................................... 17

A. POSITIVE INTERACTIONS................................................................................................................. 17

B. BEHAVIORAL CHARTER................................................................................................................... 17

1. Ground Rules............................................................................................................................... 17-18

2. Misbehavior and Conflict—Using the Peace Rose................................................................. 18-19

3. Time Out and Logical Consequences............................................................................................ 19

XIV. PARENT ACKNOWLEDGEMENT & AGREEMENT...................................................................... 20

XV. 2004-2005 SCHOOL CALENDAR................................................................................................... 21

I. STATEMENTS OF POLICY

A. MISSION

To nurture the full potential of all members of our community—children, parents, and staff—within the Montessori philosophy of establishing a learning environment that encourages the development of respect, responsibility, independence, and achievement.

B. NON-DISCRIMINATORY POLICY

The Circle of Friends Montessori School admits students of any race, color, and national or ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to its students, and does not discriminate on the basis of race in administration of its educational or admissions policies, scholarship programs or any other school administered programs.

C. ELIGIBILITY

The Circle of Friends Montessori School will accept children from the age of 12 months through 3 years, and we attempt to balance our student population by age and sex. We will accept children of all income and ability levels, and will accept children with physical, emotional, developmental, and behavioral disabilities on a two-week trial basis, offering continued care to those to whom we feel we can offer quality care.

D. PARENT ADVISORY BOARD ORGANIZATION

The Circle of Friends Montessori School maintains an Advisory Board that oversees funds used for Montessori learning materials and training and support of staff members to further their knowledge of Montessori teaching techniques. Each family has a vote in decisions made by the Board, and you are strongly encouraged to become involved in the decision –making process during the regularly scheduled meetings. Your registration fee pays membership dues to the Circle of Friends Board, and each family shares a responsibility for the success of the school. The quality of your family's experiences with the center depends on the support, enthusiasm, and participation that you bring to your membership.

E. FUNDRAISING

The Circle of Friends Montessori School is a non-profit corporation, and as such, requires funds other than parent tuition to continue its programs. The Circle of Friends Advisory Board raises funds for purchase of Montessori materials and scholarship and support funds for teachers. We ask each family to help with at least one fundraiser per year, or contribute $50 toward the materials/ staff development fund. If you feel it would be difficult to contribute, please speak to the fundraising coordinator when he calls to arrange to help with another fundraiser. Planned annual fundraisers include Estes Park Duck Race and an auction.

The following policies are designed to give our children care that meets or surpasses the guidelines set by the Colorado Department of Social Services, and to make our approach a satisfying experience for each child and family member. We appreciate your full co-operation with these policies.

II. THE MONTESSORI PHILOSOPHY

Maria Montessori developed her philosophy of education after scientific, objective observation of a group of children she was assigned to work with in Rome in the early 1900’s. Her heritage to us includes continued observation of each child in our care. Through such observation, we have gathered information by which we offer suggestions to you, as parents and partners in the education process. We hope the following suggestions will maximize your child’s experience at Circle of Friends.

It is natural for children to react negatively to separation from their parents. We find that most children will calm down within a very short time if left with a quick, positive good-bye. Staying until a child becomes involved in a task often reassures you, but increases the child’s expectation that you will stay until it’s time for them to leave, too. Show them that you trust us by leaving in a consistent, positive way. Don’t hesitate to ask us to hold the child while you leave, or to call later to find out how the child is doing. You may also use the one- way observation windows in the kitchen to reassure yourself that the child is calming down. We have also noticed that body language is important; it is easier for a child to let go who has walked in on his own than rather than been carried.

Children appreciate consistency, and thrive on order. Keeping a consistent routine at home helps the child know what to expect. Rearranging the child’s schedule for your convenience or keeping them home because you have a day off doesn’t send them a positive message about the value of education.

Children do better when they attend more often. We require a minimum attendance of three days per week, having observed that children are able to better enjoy the benefits of remembering and repeating an activity until; they have mastered it. Those who come less often not only have trouble remembering activities presented, but also the ground rules which enable them to function more independently in the classroom. Please consider scheduling vacations after the child ha had a chance to “normalize”, or learn the ground rules of the classroom, usually at least three months after beginning to attend the program.

The Montessori cycle of education spans a 3-year period. Ideally, a child begins the cycle between the ages of 2 ½ and 3, when they are in a sensitive period for watching and imitating adults and older children, and before they are so social that they must do everything in a group. This enables them to develop skills of concentration and independence. The child’s second year, between the ages of 3½ and 4, will then be a year of refining skills and learning letters and numbers. During the third year, as the child turns 5, writing and reading skills will develop in an environment that is comfortable and familiar. The primary years, after reading skills have been developed, can then be used to solidify writing and research skills and develop independent study skills valuable for lifelong learning. At this time, Circle of Friends offers a Kindergarten program for children who will be entering their third or fourth year of Montessori education, and are eligible for public kindergarten.

Here is a short list of things that you can do to help your child become more independent, and blossom into their own personalities:

Allow freedom of movement

Allow the child to separate from you, and to come back to you as they feel the need.

Allow children to choose their own activity.

Allow them to repeat an activity until they are satisfied.

Allow the children to concentrate without interruption. Even a word, a gesture, or a facial expression can distract. Interact when the child initiates interaction.

Try to resist helping; any unnecessary help interferes with learning. You will be shown how truly capable the children can be.

Children should be allowed to help themselves as much as possible, including dressing & undressing themselves, hanging up & putting away their own things, and making their own choices.

Spills, mistakes, and frustration are opportunities for learning. Let the children handle their own problems as much as possible. (step in, however, if someone may be hurt)

Relax, be here now, and focus on the amazing child in front of you!

Helping Your Child Overcome Separation Anxiety

The most important factor in helping your child to feel confident about going to school is consistency. Order helps your child to know that today is going to be just like yesterday, and the morning routine is crucial to communicating this to your child. No matter how verbal the child, beginning each day in the same way at the same time communicates much more to them about your routine than any words you can say. In reverse, if each day begins differently, it is easy for the child to think that maybe the day will end differently, as well, and maybe Mommy will not come back this time. Be consistent. The more you’re tempted towards giving in to a lapse in routine, the more you need to maintain order. If you choose to break the routine even once, it will take as many as 50 more repetitions of the routine before your child gains back the confidence lost.

If your child refuses to cooperate, pull out the creative choices! If they need to put their shoes on, and this is not a choice, make it into one: “Do you want to put on this shoe or this shoe?” If your child is being picky at breakfast time, and it seems as if they won’t eat: “Do you want to eat breakfast now, or wait for snack time at school?” or “Do you want cereal or oatmeal?” Again, be firm with your choices, letting your child know that these are the only choices available. He/she may choose not to choose as well, in which case you may choose for them: “Do you want to choose your breakfast or would you like me to choose?” In most cases, they enjoy choosing for themselves, and will prefer this over your choice.

1. Have your child choose their clothes and set out snow boots,etc., the night before, to reduce stress and help them look forward to the morning. Consistent bedtime routines also help.

2. Set the alarm for a little earlier, so you are not in a hurry and can be patient with your child. Give yourself a few extra minutes before you wake your child to get yourself ready for the day.

3. Be positive. Talk about what was fun yesterday (ask your child’s teachers for suggestions, if necessary).

4. Be firm. Focus on the next step in getting ready. If your child is dwelling on negative things, and tries to draw you in to that sort of conversation, just repeat the routine of the morning (singing about what comes next will help to lighten the mood).

5. Don’t carry your child into school! Walking in is a confidence booster. Being carried communicates to the child that protection is needed.

6. Our Circle Time begins by 8:45. If your child arrives by 8:30, it is easier for them to make a smooth transition from home to school.

7. Plan ahead, and give your child enough time to do as much as possible on his own. This includes putting her things away at school upon arrival.

8. Let your child know that you need their help and say, “I would appreciate anything you could do to help us get to school before circle time.” This lets your child know that you intend to arrive at school each day on time, no matter what. It also signals that your approximate arrival at the end of the day will be the same, too.

9. Try to arrange for your child to leave school at the same general time each day. Say, “I’ll see you after nap time (play time, outside time, craft time, etc.)” It really helps for those first few weeks of transition to be consistent with pick up times.

10. Above all, trust the staff. We have helped many sad children cope with this transition, and know what to expect. If you have questions or concerns, call us or bring them up when the child is not around. We can help, but a child whose parent is worried knows, and worries that there may be something to worry about.

Applying Montessori Principals at Home

1. Supply the child with limited choices: “Would you like ‘this’ or ‘that’?” Remember that children are just learning to make appropriate choices and freedom within limits provides a foundation from which to make these decisions.

2. Teach the child with real things. Take time to show him/her how to handle objects with care.

3. Encourage and empower the child to do for himself. The child is far more capable than one may realize and this builds self-esteem and independence, as well as concentration, coordination and responsibility. Dr. Montessori stated, “Any unnecessary aid is a hindrance to learning.”

4. When you teach a child a new skill, break it down into small, precise steps: “Clean your room” is overwhelming, show the child how to organize a specific shelf, item or area.

5. Whenever possible, arrange your home so that the child can manage on his/her own: accessible dishes, personal items, clean up supplies, manageable clothing.

6. Respect the child’s slower sense of time and allow the child time to do a task without hurrying. The child needs to repeat activities often even after it appears to be mastered. Also, remember improvement comes with practice.

7. Make discipline interesting: “See how quietly you can close the door.” Rather than “Don’t slam the door!” Positive language is very important.

8. Use precise language when speaking to the child. Concise speech and new vocabulary assist the child in expressing him/herself and the power of clear communication.

9. Don’t try to improve any activity your child has done while he/she is watching. Next time show the child first.

10. Protect the child from interruptions while he/she is concentrating.

11. When the child plays on the floor, supply the child with a rug or towel for activity to be placed on. This shows ownership of space and is more manageable to clean up.

12. Encourage hand washing after using bathroom, wiping nose, and before eating.

13. Remind child to clean up or put away immediately following activity. It’s important to finish one thing before moving on.

14. Be consistent with requests and expectations.

III. APPLICATION

1. When a space that matches your schedule request becomes available, we will contact you, and decide on a date for your child to start school.

2. We will set up an appointment for you to visit the school with your child.

3. If parents and teachers feel confident at this visit that the child is ready, you will be asked to fill out a registration information form and turn it in to the registrar, with a check for $40 made out to Circle of Friends (registration fee and yearly AMS affiliation fee).

4. Your registration form and check will be turned in to the registrar’s office, where it will be copied. The original registration form and a copy of your deposit check will be returned to the Circle of Friends Director.

Other forms to be completed for child to attend school: medical information form (requires doctor’s signature) and Colorado State Dept. of Health Immunization card.

A Parent Handbook, Behavioral Charter, and Volunteer Information forms will also be given to you upon registration. Please look over all these carefully and contact the Circle of Friends Director with any questions you have concerning our policies.

A two-week trial registration is possible on a space-available basis. Please ask the director for details.

IV. VACATION AND ABSENCE

Monthly tuition is figured based on an average of 20 days per month for 5-day students. Since some months have more days, but none have less, during an average 9-month school year most families receive 9 days free of charge, depending on your schedule. Therefore, you will receive no reimbursement or make-up days for absence.

A. SCHEDULE CHANGES

If you need to temporarily OR permanently change your child’s schedule, please fill out a Schedule Change Request Form. Any added days or half days will be billed the following month. Please note: any added days need to be requested through the director to be sure of availability.

B. WITHDRAWAL OF CHILD FROM THE PROGRAM

As stated in the tuition agreement, written notice must be given 30 days prior to a child leaving the program. You are responsible for tuition charged during the notification period whether or not the child attends. Please use the Request for Schedule Change Form to notify us of your intent to withdraw your child.

V. PAYMENT POLICY

Each family will receive a statement at the beginning of each month, in the Parent Mailbox file, reflecting the past month's activity and the bill for the coming months-requested schedule. Payment for the month is due by the tenth. You may make payments by placing your check (payable to COF Montessori School) in the tuition file at the back of the Parent Mailbox files. We reserve the right to deny admittance to any child whose tuition is not paid by the due date. Please call Kay to make other arrangements if this is not possible.

A. TUITION

Tuition is based on a fee of $26 per day for full day students, and $13 per day for half day students. A number of scholarships are available. YMCA staff members receive a 50% discount. Colorado State CCAP funding is also accepted.

B. ADDITIONAL FEES

A one-time registration fee of $25 is paid to the Circle of Friends Advisory Board. Board money is used to purchase Montessori materials, provide scholarships for staff members wishing to further their training, and for a teacher appreciation fund.

The school is affiliated with the American Montessori Society. A yearly, per-child fee of $15 is collected from each family by the Circle of Friends Advisory Board, who then pay the affiliation fee to the AMS.

Occasionally, small fees will be collected from each child for field trips or special activities.

Late Pick Up

A late charge will be assessed for children picked up after 5:30. The fee is $1 per minute per child, to be paid to the staff member(s) who are assigned to stay with the children until they are picked up. Please note that staff under age 21 are not allowed to stay with the children alone, and that each staff member who must stay until the child is picked up will receive the late fee.

VI. SCHOOL HOURS AND CLOSURE

The center hours of operation are 7:00 a.m. to 5:30 p.m. Monday through Friday.

A. HOLIDAYS AND IN-SERVICE DAYS

The center will be closed for the following holidays: Thanksgiving, the Friday after Thanksgiving, Christmas Day, New Year's Day, and a total of no more than four other days during the weeks before and after Christmas; Memorial Day, and Labor Day. In addition, during the month of June, childcare will be offered by the day camp program. For one week at the end of August, plus three other days during the fall through spring session, the school will be closed for staff development work days. Please see the attached school calendar for dates for closures for this school year.

B. CLOSURES DUE TO INCLEMENT WEATHER

The center will be on a two- hour delay if a weather emergency closes the Park R-3 schools. This information is made available on KRKI, 1480 AM. If the weather deteriorates further, Circle of Friends closure will be announced on KRKI by 8 a.m.

C. SCHEDULE

7:00 -- Director or Head Teacher arrives. An assistant will arrive at 7:45 if necessary.

8:00 -- Second full time adult arrives.

7:00 - 8:30 -- Arrival. Children may choose activities they are familiar with indoors or help the adults with snack preparation. Morning snack available from 9:00-10:30.

8:30-- Morning Circle time and greeting.

8:45 – 10:45 -- All children involved in individual and small group lessons and independent activities in Montessori learning environment.

10:45 - 11:30 -- "Fresh air" time. All children will be outside or near open window during this time.

11:30 – 12:00 -- Group games and songs, "sharing" time. Lunch preparation (handwashing and table setting). Half day a.m. children depart.

12:00 - 12:30 -- Lunch

12:30 - 1:15 -- Toothbrushing and preparation for nap or rest.

1:15 – 2:00 -- Preparation for nap, story, quiet time for all day "resters." Kindergarten extended day projects and group time.

2:00 - 3:00 -- Free choice and small group lessons in Montessori environment

for Kindergarteners and non-nappers.

3:00 – Outdoor time. Nappers awake and join others as ready. P.M. snack and group time.

3:30 - 5:00 -- Children have choice of outdoors play or free choice of quiet activity (weather permitting). A group activity such as art or gymnastics may be available from 4:00 until 5:00.

5:00 - 5:30 -- Cleanup and prepare to go home. Reading time.

VII. HEALTH AND SAFETY

A. CHILDREN’S HEALTH FORMS

Each child must have an authorization and registration form on file before attending the center.

This authorization allows us to obtain medical treatment for the child in the event of a medical emergency. We will make every effort to notify the parent as soon as possible of such an event.

B. ILLNESS GUIDELINES

Any child, who arrives at the center with a discharge from eyes and/or nose, or any child who has had fever over 100, or vomiting or diarrhea within the previous 24 hours, should not be at school, and may be asked to leave the center. Children developing those symptoms after arrival will be isolated, and the parents will be contacted to make arrangements for the child to leave the center. Children exposed to head lice who have not been treated, or those who have been treated but are not nit-free, may be asked to leave the center. If you have given your child medicine before coming to school, please inform a staff member so that we can be aware in case side effects develop. Please inform staff if you are made aware that your child has been exposed to a communicable disease in another setting.

Staff illness guidelines are the same as those stated above.

1. IMMUNIZATION REQUIREMENTS

Each child is required to have on file at the center a record of immunization, recorded on the card provided by the Colorado state Board of Health. The center director has these cards available and is authorized to sign them.

Under Colorado law, parents may request exemption from immunization requirements. The Circle of Friends Montessori School reserves the right to refuse admission to the center to any child not immunized for a disease during an outbreak of said disease within the region. Also, children will be refused admission if displaying symptoms of a disease for which they have not been immunized.

Staff is required to have documented proof of health, signed by a physician, (including a negative test for tuberculosis), on file.

2. GIVING MEDICATION

The center is authorized to administer medication prescribed by a physician with written authorization from the physician and parents. A copy of this form is attached to Parent Handbook to make it convenient for the parent to take the form when the child is ill and goes to see the doctor. The medication must be stored in the original labeled container. We recommend that parents store the full amount in another container at home and transport each day’s dosage in the prescription container. The chart for written authorization to dispense medication is kept in each child’s file until needed. Ask a staff member who has been trained for help to complete the chart and store the medication.

C. FIRST AID KITS

Kits are stored above the kitchen sink. They contain the following for away from the center use: Band-Aids; wet wipes; cold pack; latex gloves; emergency contact list; copy of daily sign-in sheet; incident reports; pencil or pen; eye patch; gauze; Resuci-shield; and first aid tape. By Colorado law, all topical antiseptics, sunscreen, and other skin preparations may be applied only with prior medical authorization. We clean wounds with antibacterial soap, unless otherwise directed by parent, with authorization from a licensed health care provider.

D. HANDWASHING

Handwashing is encouraged after using the bathroom; wiping your nose; changing clothes after a toileting accident; before eating, serving or preparing food; and whenever you are sneezed or coughed upon.

E. DIAPER CHANGING/TOILET TRAINING

Although most children will be using the toilet by the time they attend Circle of Friends, we will assist children with using the bathroom and changing clothes after an accident. New children will be reminded to use the bathroom for the first few days before occasions for handwashing, such as lunch and snack, after nap, and before going outside to play.

*The following are the steps that we use when helping children with toilet learning. We encourage you to use the same process at home when preparing your child to enter school.

- Have the child do as much of the dressing and undressing as possible.

- Have the child stand or sit on toilet for changing; do Not have them lie down.

- Talk to the child about the process while you are helping them. Younger children may need you to touch the foot you would like them to raise, but also give verbal cues.

- Direct child to wash hands when finished changing.

- Disposable Pull-ups are discouraged.

F. NAP PROCEDURE

Children under 5 are required to rest on a mat of at least 2” thickness for a minimum of 20 minutes, as per state guidelines. We try to make the time pleasant and restful by dimming the room, playing soft music, and letting the children look at books. We can begin the rest period by reading a book to the children as a group, if possible. Before beginning to read, we make sure all children have gone to the bathroom and gotten a drink of water. After the book is read, the children are reminded that it is Silent reading time and there is no talking. We may rub backs, tummies, or legs of children who are restless, in a smooth, slow, clockwise circle, asking permission first.

Set up: Any mat may be used for any child, but the child’s own labeled nap mat cover, or a clean Substitute, must be used. Mats will be arranged with at least 24” between mats.

G. INCIDENT REPORTS

Will be completed whenever there is an injury to the head, a fall that could be serious,

or when a wound, scratch, or bruise occurs that requires first aid; when discipline other than redirection is called for; when a child becomes ill at school; or when a child raises a tantrum, has a bad dream, or requires serious concern.

Please check the Parent Mailboxes at the end of each day for reports or other pertinent information.

H. PLAYGROUND SAFETY RULES

Monitored areas and their rules:

Porch stairs: monitor children going in and out; oversee playhouse, grounds, porch activities and fences.

The porch is for sitting, walking, and doing activities at a table.

Toys and chairs are always returned there after use.

Toys and balls are CARRIED, NOT THROWN up and down stairs.

Playhouse: 4 children maximum

NO BANGING or CLIMBING on walls, windows, or roof;

NO SWINGING or SITTING on door or table; 2 chairs may be brought in, and

returned after use.

Fences: Should not be climbed on; things may not be thrown over.

Trees, sticks, rocks, living things on playground: Sticks and rocks may be observed where they are found, but NOT carried or thrown.

Flowers and grass should be left for others to enjoy.

Downed pine needles and cones MAY be used as brooms and toys.

Trees may be hugged or played under, but NOT hit, climbed, or pulled on.

Things MAY NOT be thrown into trees.

Games: Tag is fine; grabbing or pushing is NOT.

Fighting games are NOT ALLOWED; hiding and adventure games are good.

Climber and Adjacent Sandbox: One child at a time on fire pole and swinging bar.

Stand to the side, NOT under, fire pole and swinging bar.

DO NOT TOUCH other people who are climbing.

Kids who can climb up can climb down; DON’T help someone go higher than

they can climb

NO JUMPING FROM CLIMBER

NO Throwing things at people – especially on climber!

Teeter-totter: only one child at each end; others wait for a turn along fence; keep hands away from under seats and crossbar. NO STANDING

Sandbox: Sand stays in buckets, shovels and sandbox.

Bare hands, feet and legs may be buried; clothing may NOT.

THROWING SAND IS AN IMMEDIATE LOSS OF PRIVILEDGE OFFENSE. (Child

must leave sandbox and try again later)

Toys are for sandbox ONLY. Each child is responsible for putting away what

he or she uses when they are finished.

Swings: Stand in designated waiting area to wait for a turn (under slide platform or at picnic table nearest swings)

Keep swings straight (NO TWISTING or SWINGING SIDE-TO-SIDE)

Sit on swings.

One child OR adult only.

NO CLIMBING ON TOP CROSSMEMBER OF SWINGS OR SLIDE PLATFORM, OR OUTSIDE STAIR RAIL.

Slide: Go UP the stairs, DOWN the slide, FEET FIRST, one child at a time.

Stand to the side of the slide, NOT at the bottom.

DO NOT TOUCH the person going down the slide OR those waiting at the top;

NO PUSHING

Thanks for helping us have a safe and happy playground!

I. TAKING ATTENDANCE

Our sign-in sheet is located on a clipboard on top of the cubbies nearest the entrance. Parents should sign their children in as they arrive at the school each day with the time of arrival and initials of who brought the child. Any changes in the child’s schedule or pick up person should be noted in writing on the sign-in sheet.

We check attendance during set up for lunch and nap, before nap, after nap, and periodically throughout the afternoon. Children are monitored coming in and out of the bathroom, and when we play outdoors, an adult is assigned to monitor the porch and door area for children going in and out. Upon going inside, we check for children hiding in playhouses or other areas of the playground.

J. RELEASE OF CHILDREN

1. AUTHORIZED RELEASE OF CHILDREN TO NON –PARENTS

We will release children only to persons for whom the center has written authorization. We will make exceptions only if the parent speaks directly, in person or by phone, with the teacher responsible for the child at dismissal time. In this case the child may be released to someone the child knows, provided that person produces valid photo identification. We will not make exceptions with a child for whom a court restraining order has been issued.

2. VISITORS

Visitors will be asked to sign in and state in writing the nature of their visit, except as associated with

YMCA maintenance visits, which go on record as a work order.

K. EMERGENCY PROCEDURES

The staff is instructed to handle emergency situations as follows:

· Accidental injury: First aid given, child stabilized and other children calmed (call for help with this). 222 is emergency number at the Y. Parents called as soon as possible, if medical attention is required. Accident report filed. USE RUBBER GLOVES!

· Blizzard or thunderstorm (power failure) Children kept inside at quiet, safe activities. Get out blankets for warmth in winter; call maintenance or switchboard for help. Repair or evacuate to other building; parents will call switchboard for information on their children, so inform them (dial 0) of evacuation. Take children's emergency info.

· Flood See Above.

· Lost child. Look for child for 5 minutes more; check sign-out sheet. Inform director. Director will inquire at Sweet, other offices in immediate area. Parents notified in 15 min., law enforcement in 30.

· Fire. Evacuate building (see blizzard). If small fire, fight for 5 minutes, or until out or bigger. Call 222 and get out.

Person unauthorized to take child (kidnapping). If all policies in parent handbook regarding identification have been followed, you say, "I'm sorry, I'm not authorized to release this child to you." If the person insists, and threatens you or the child in any way, go ahead and release the child, get name, description, and license number if possible, call authorities and then custodial parent (and director if not on premises).

L. CHILD ABUSE

The staff has an obligation under law to report to authorities any suspicion of child abuse or neglect.

Likewise, any licensing complaints against the center may be registered by the parents with the Division of Child Care, Colo. Dept. of Human Services, 1575 Sherman St., Denver, CO 80203-1714, (303) 866-5958.

VIII. PERSONAL BELONGINGS

Please label all belongings the child brings to school with the child's name, including shoes and underwear. Each child will be provided with a cubby for storing personal items, but as space is limited, please try to limit your child to necessary items only.

A. THINGS TO BRING TO SCHOOL THE FIRST DAY

· Complete change of clothes labeled and kept at school

· All children will be asked to supply a recent photo upon enrollment so that we may label their cubby with a photo as well as their name. A family photo is also requested for our display.

For Full Day Students:

· Blanket and small pillow labeled and kept at school in nylon or canvas bag (or extra pillowcase)

· Toothbrush and toothpaste labeled and kept at school in zipping plastic storage bag.

Please note: children are permitted to wear sandals indoors only, due to irregular playground surfaces.

B. WINTER CLOTHING CHECKLIST

Your child needs the following items for outdoor play and after:

jacket-- one that's easy to fasten and move in

hat or hood that ties

mittens or gloves-- waterproof on snowy days, please!

warm boots

shoes--your child can put on with little assistance for indoor time, preferably ones that can stay in their cubby.

snow pants-- or wind pants for snowy days

Things NOT to bring to school: toys (other than for sharing day), money (if a child has money with them we will put it in the parent mailbox), gum, candy, medicine that is not given to a staff member to administer, “sippy cups”, baby bottles, pacifiers.

C. SHARING

Children may bring a special item from home on their special “sharing” day, when they are on the calendar to bring snack. Other items that correspond to our cultural study area may be brought to the “sharing table” on any day. Please check with a staff member regarding the appropriateness of the child’s choices. Live animals and special guests are welcomed with prior notice.

IX. BIRTHDAYS

We celebrate birthdays with a special “birthday walk” at circle time. As part of this celebration, we invite you to work with your child in making a photographic timeline of his/her life, which they can share at circle. This timeline should include pictures from each year of their life with captions. You may bring in a special treat for the child to share at lunch or snack time.

X. PARENT PARTICIPATION

A. CONFERENCES

We believe that communication is essential, and encourage every family to speak with their child's teacher or the school director whenever a problem arises or something occurs in the child's life that may be significant. Every day is conference day at Circle of Friends, and we will be giving you feedback on your child whenever we can. Formal conferences will be scheduled in November and March, and you may also schedule a time to observe your child in the learning environment any time between November and April. Other conferences may be scheduled at your convenience when problems arise.

B. VOLUNTEER PARTICIPATION

Parents are encouraged to become part of Circle of Friends in many ways. We have a parent board that helps with decision- making and organization, a fund-raising committee, a materials committee, a public relations committee, an education committee, and a volunteer committee. Please let Kay know if you are interested in serving on any of the committees or the board.

Parents may assist at the school and are especially welcome. For security reasons, we require that each parent or community member who wishes to volunteer with the children complete a YMCA employment application. These are available at the school. You may be asked to join the children for lunch, assist with swimming, art, music, or reading; or present a special project or topic you enjoy. Please note your preferences and interests on the parent registration form.

For a list of volunteer opportunities, click here!

C. PARENT MAILBOXES

Parents receive daily communications, such as incident reports, and other information, such as handouts, monthly newsletters, billings, and Parent Advisory Board information, through the family mailboxes. These are hanging files labeled with your child’s name that are kept near the sign in sheets on top of the cubbies closest to the entrance. In addition, you may use these files to deliver messages to the director, make tuition payments, or deliver birthday party invitations.

D. SNACKS

Each family will be asked to provide food for snack once every 4-6 weeks during the school year on your child’s sharing day. Your food list and date will be included on your monthly newsletter.

XI. MEALS AND SNACKS

Lunches will be provided by the YMCA cafeteria during the school year, and served at the school. A vegetarian option is available daily. Please note any special dietary concerns on your registration form.

Morning and afternoon snack will be prepared by the staff and children from foods provided by the parents. Each family will be asked to provide food for snack once every 4-6 weeks. Your food list and date will be included on your monthly newsletter.

During summer program, the YMCA will provide snacks, but children will be asked to bring a sack lunch each day.

Children arriving before 8:15 may bring breakfast to school to eat at the snack table. Nutritious snacks are offered after that time.

A. SNACKS

Morning snack: Usually set up for self-service by child throughout morning.

Types of food:

· Always a fruit or vegetable cut into manageable pieces.

· Always a bread product. Examples: Bagels, crackers, cereal, pretzels, tortillas.

· Protein

Afternoon snack:

Types of Food:

· Fruit Juice

· Bread product

· Protein

a) Fall/Winter

Snack food provided by families. We make an effort to include at least some of the food the child brings in one of the snacks provided for that day.

b) Summer

Snack food provided by YMCA.

B. LUNCH

1. Summer:

Children bring sack lunches and eat outside on the picnic tables.

2. Fall/Winter

Designated adult goes to cafeteria to pick up food for children.

Types of Food:

Protein The meat dish of the day—cheese or vegetarian option for children who need it –or peanut butter Ham and cheese is a good substitute ½ c per child

Vegetable A cooked vegetable or plain raw vegetable in addition to salad ¼ c

per child

Bread Unless tortillas or pizza are part of main dish, bread and butter 1 slice per

child

Fruit A fruit salad or pieces of fruit ½ c. per child

Dessert Half of a cookie or cookie bar per child

Milk ¾ carton per child 2%

XII. ACTIVITIES

A. CURRICULUM

We work with the children on an individual and small group basis in the following areas: Practical Life (includes care of self, care of environment); Sensorial; Math; Language and literacy; Science; Geography; Art; Music and foreign languages. If you have skills or interests in any area we are studying, please share your expertise and enthusiasm!

B. VIDEOS

We occasionally (less than once a month) show a G- rated literary or educational video. We will post the titles on the sign-in table on or before the day they are to be shown.

C. SWIMMING

Swim days are scheduled weekly during the fall- spring session (except December, when the pool is closed for cleaning). During the summer, we go swimming every other week. Children are asked to bring a swimsuit labeled with their name in a plastic bag large enough to hold their street clothes. A comb or lotion may be brought. We walk to the pool, so a hat or hood and other warm clothing are encouraged.

Children are encouraged to explore the water in the wading pool. Games are played which encourage movement in the water, putting one’s face in the water, blowing bubbles in the water, and enjoying the water safely. Children are encouraged to explore the main swimming pool (at a depth of 3.5 ft.) as soon as they demonstrate an ability to blow bubbles with their face in the water and feel comfortable at that depth. We do not give swim lessons; however, the pool staff periodically offers lessons in which your child is welcome to participate for a small fee. A staff/ child ratio of 1:6 is maintained during swim time in the pool area. Lifeguards are included in this ratio.

D. FIELD TRIPS

Due to our location, many of our field trips are on the YMCA grounds. Staff ratios will be maintained during on grounds trips, and a written itinerary will be left at the center on the white info board.

Trips away from the grounds are limited for the children under age five, due to their need for consistency in their environment and routine. The Kindergarten group makes more and longer trips. Transportation is provided by YMCA vans. Children are transported in appropriate car seats. During van trips, an extra adult accompanies each van, and is responsible for the children’s welfare while the driver is responsible for safe driving and care of the vehicle. Health forms with emergency information accompany the children on off- grounds trips; the school is notified first in an emergency, and then the parents are notified. Drivers are responsible for making sure that a cell phone is available during the trip.

Parents are notified of field trips by the monthly newsletter or the message board located next to the sign-in sheet.

Part of the parent authorization statement gives us permission to take your child on field trips as scheduled. If you would like to grant permission on an individual basis, please request individual permission slips upon registration.

XIII. POSITIVE GUIDANCE AND DISCIPLINE

A. POSITIVE INTERACTIONS

All staff members are asked to interact with children respectfully, according to the philosophy of Maria

Montessori. The following are descriptions of positive ways to interact with children:

Follow the child: let the child initiate activity or interaction whenever possible. Let your observations of the child lead you in choosing what activities to present. When in doubt, ask a lead teacher or other staff member.

Entice or invite the child to engage in an activity: never force the issue, but always give a choice.

All unnecessary help becomes a hindrance. Show confidence in the child’s ability by allowing him to do as much as possible for himself.

Help child to achieve independence by:

· Showing a child how instead of doing for

· Suggesting solutions instead of solving problems by dictating answers

· Respecting the child’s right to do it himself

· Know children’s names, and how to spell them correctly

· Know children’s favorite activities, what they’ve enjoyed on a particular day, know or ask another staff member for suggestions about appropriate direction to new activities

· Show uniform interest in all the children (avoid playing favorites)

· Be friendly, warm and interested

· Clearly define boundaries of acceptable behavior

· Confront misbehavior early, and redirect instead of disciplining when appropriate

· Make appropriate choices of discipline vs. instruction;

· Structure appropriate consequences, which help a child accept responsibility for his behavior, for misbehavior

· Avoid roughhousing and over-stimulating behavior

· Engage with children in activities when appropriate. Avoid interrupting a child who is engaged in an activity or conversation

· Communicate with children appropriately and respectfully

B. BEHAVIORAL CHARTER

· A behavioral charter is a document that outlines the ground rules of an organization, and the way all parents and staff agree to redirect misbehavior.

1. GROUND RULES:

1) Respect for others—you may not hurt another child OR disturb the child’s work. Treat others with courtesy.

2) Respect for self—you may not do things which might endanger your safety.

3) Respect for equipment—you must use the equipment with care and return it to its place ready for someone else to use.

Each adult in the environment is a teacher who sets the ground rules and tone by his or her example. The adult is expected to model these rules and to assist the child in following them. Suggestions:

1) Respect for others—Show respect for the children by coming down to their eye level when speaking to them. Respect their work by not interrupting them to give direction or greetings when they are working. Use “Please”, “thank you”, and “excuse me”. Use a soft voice, slow and careful movements, and tap on the shoulder instead of calling across the room to encourage non- disruptive behavior in the environment. Help two children in disagreement to talk it over. Enter classroom quietly and do not interrupt activity in progress.

2) Respect for self—Always make sure child knows the proper and safe way to use something: show again before making the decision to remove child from a situation, unless the child seems out of control. Then child may be redirected to another activity, a “watching” chair, or removed from the room entirely.

3) Respect for equipment—As above, show the child how to use the equipment properly. Present careful handling of toys and equipment if you see a child being destructive or careless. Use care in carrying and moving equipment, modeling a safe way to carry it that the children may also use, i.e., don’t carry two trays at once, carry chairs with legs pointing toward floor, etc.

Children use a rug to contain their work on the floor to show ownership and keep all the pieces together. We walk around rugs and do not sit on them, but put our work on them.

2. MISBEHAVIOR AND CONFLICT—Using the Peace Rose

The “Peace Rose” is a silk flower placed in a quiet corner of the classroom. The children are shown how to use it—a child may bring it to another child if that child has hurt or disturbed him, tell the other child how that makes him feel, and then it is the other child’s turn to talk. The first child hands over the rose, and the second may respond by offering an apology or an explanation. The exchange continues until both children are satisfied, and both hold the flower together and say, “I declare Peace!” or until adult intervention is required to get to that point. The adult may suggest options, or even suggest that the children take a break from the process, but should avoid dictating the outcome.

The following are suggestions for ways in which an adult in the environment should handle difficult situations with a child:

1. GIVE THE CHILD A CHOICE. If a situation is potentially dangerous or harmful to the child, others, or the materials or facility, say, “You might hurt _______ doing that. Can you please stop or would you like me to help you?” Make sure that both choices you give a child are acceptable to you. (Stop that or you’ll get hurt is not an example or giving a child a choice.) Be ready to set a time limit (by the time I show you five fingers) and then choose for the child.

If the child continues to misbehave, you may gently remove him from the situation. DO NOT HESITATE TO REMOVE THE CHILD BEFORE YOU GIVE CHOICES IF YOU FIND THE SITUATION IMMEDIATELY THREATENING TO THE CHILD OR OTHERS.

2. UPON REMOVING A CHILD FROM A SITUATION, TAKE A MOMENT TO REDIRECT HIM TO A MORE POSITIVE ACTIVITY. Suggest two activities the child may choose between. If the child can’t make a choice, find a quiet spot for him to sit until he comes up with a plan of what to do next. Always have the child explain his plan in words or by showing you before you allow him to rejoin the group. Sometimes we use a timer for the child to watch, as a calming “time out” tool. Please note: Often children misbehave with the goal of getting individual attention from an adult. Try to give attention to every child for positive behavior. If you feel you are being used in this way, redirect the child’s behavior with very minimal eye contact and language. Then you can come back a few minutes later to praise the child for “making a better choice” or “calming yourself down”.

3. PUT YOURSELF IN THE CHILD’S PLACE. Always approach a situation from the child’s point of view: What is behind the misbehavior? Why would the child feel it is necessary?

What logical steps could the child follow to correct the situation?

What logical, acceptable choices can I offer the child for changing the behavior?

Will the child’s dignity remain intact?

4. IF YOU’RE NOT SURE, ASK. What can the children involved tell you about the situation? To be effective in this process, you must create an atmosphere of calm mediation. Have the children get the Peace Rose, and take turns speaking. Model respectful listening by not interrupting. Your role as an adult is to let each child voice his feelings, and direct them toward a mutually satisfying conclusion.

5. CONFLICTS BETWEEN CHILDREN: If the children are handling the process using the Peace Rose, be an observer. Suggest the Peace Rose if a child comes to you with a complaint of a conflict, and facilitate the process if necessary.

6. NEVER ARGUE WITH A CHILD (YOU’LL LOSE!) If a child wishes to argue, cut the conversation short with, “I’ll be happy to talk about this when we’ve both calmed down. Please bring me the Peace Rose when you are ready to speak calmly to me.”

ALWAYS COMPLETE THE DISCIPLINE CYCLE WITH A SMILE OR HUG OF FORGIVENESS. Use that time to make sure child understands why your actions were necessary, and to ask the child what he can do next time to avoid an unpleasant situation.

Staff Note: REPORT TO PARENTS AND DIRECTOR: If you intervene in a situation, make sure the adult in charge is aware of it. If you feel it is necessary to talk to the child’s parents, or they ask you about a situation, PLEASE WRITE A NOTE IN STAFF LOG ABOUT IT. See Incident Reports

3. TIME OUT AND LOGICAL CONSEQUENCES

SECOND AND THIRD REMINDERS ABOUT THE SAME MISBEHAVIOR: When a child repeatedly engages in the same misbehavior, consequences are in order.

1. When a child becomes out of control, time out is recommended. Time out has many negative connotations for some children, and so we say “Please sit here until you’re feeling peaceful enough to talk to me about this.” Time should only be until the child has calmed down enough to discuss the situation, or until the adult has handled any upset or injury caused another child by the misbehaving child’s actions. Talk to the child about the problem when the child is calm, and ask what he thinks should be done. It is recommended that the adult or child bring the Peace Rose for this discussion. Often a child will have a reasonable consequence in mind. Be ready with a logical consequence in case the child is not ready. Logical consequences include cleaning up after a mess has been made; losing playtime if out of control on playground; taking care of a friend who’s been hurt by his or her carelessness (including an apology), losing the privilege of using a piece of equipment because of careless use; being isolated if behaving rudely, and asking to apologize.

2. If after time out and logical consequences have been used, a child continues to misbehave in the same way, a team approach should be discussed with staff and parents of the child.