2022-2023
Columbia School District
Preschool Handbook
Columbia GSRP Preschool
Rm. 305
Mary Anne Edwards & Maegen Lewis
(517) 769-8527
[email protected]
[email protected]
Rm. 306
Amanda McDorman & Mara Prater
(517) 769-8526
[email protected]
[email protected]
Thank you for your interest in Columbia Preschool
Welcome Letter
Dear Families,
Welcome to the preschool program at Columbia Elementary School. Please take time to read this handbook carefully. It will help answer many questions you may have about the program.
Working together, we can provide a safe, comfortable, and nurturing environment for your children.
Sincerely,
The Columbia Preschool Team
Columbia School District Mission Statement
The Columbia School District, in partnership with the community, will provide a safe and positive learning environment, which will prepare all students to contribute and compete in a global society.
Required Enrollment Documentation
The following documents are required for licensing by the State of Michigan. They must be completed and on file at the preschool prior to the child's first day of school. They will be provided at the home visit.
Attendance
School attendance is important, even in the early years. Many studies show that attending a high quality early learning program strengthens school readiness and long term academic performance. Regular attendance is critical for children to become successful life-long learners. Not only will good attendance help build good habits for the children, it can help alleviate academic problems later on.
Preschool is a time for building the social, emotional, cognitive, and language skills needed for school readiness. The best way to help us prepare your children for school success is to make sure they are consistently attending so they are able to learn all the necessary skills.
If you have trouble getting your child to school, please contact us so we can help assist you.
Curriculum
The Columbia School District offers tuition based preschool for 3 and 4 year-old children, and the Great Start Readiness Program (GSRP) for 4 year old children. Child development; physical, social-emotional, cognitive and language development, will be addressed through an intentional learning approach. Child-initiated and adult supported play is a component of each child’s daily activities. Classroom planning and assessment are guided by the Michigan Department of Education Early Childhood Standards of Quality for Pre-Kindergarten. Additionally, the Columbia Tuition Preschool will follow the Connect4Learning Curriculum; Columbia GSRP classes will utilize the Teaching Strategies Creative Curriculum. They are research based, comprehensive, and developmentally appropriate curriculums approved by the Michigan Department of Education.
Cultural Competence Plan
The purpose of the cultural competence plan is to respect each child’s cultural and diverse needs.
It is important that children deserve an early childhood education that is responsive to family’s communication, racial, ethical, and cultural backgrounds. All families are treated with respect and sensitivity.
The tools and resources the teachers provide support the early learning program that respects home culture, and promotes and encourages the active involvement of families. We encourage families to volunteer, and share opinions and preferences through surveys and questionnaires. The GSRP preschool leads a parent advisory committee to give families a voice in the program. We provide families with a list of community resources and parent education opportunities. Additional resources include community outreach and programs offered by MSU Extension.
This plan meets the needs of children, families, and staff. We are committed to teaching children about themselves, others, and the world in which they live. Materials will be added to the environment that incorporates each family’s culture and their community. Within the curriculum the children are exposed to art, music, dance, and pretend play from different cultures. The program staff will complete three hours of cultural and special needs training annually.
The information will be shared with children, families, and staff through developmentally appropriate activities, informational fliers, family activities, newsletters, community events, and training.
Developmental Screening
Upon placement into the classroom, families will be provided with the Ages and Stages Questionnaire. This developmental screening is a snap-shop look into the child’s development. It is brief and presented as a fun game for families and teachers to complete together. The results will be presented at the child’s first school conference.
When results indicate a possible developmental concern, teachers will request a meeting with parents to discuss the concerns. With parent/guardian permission, the staff may submit a referral to the JCISD Early Childhood office requesting a more in depth evaluation. Results will be discussed with families as soon as they are available.
Special Needs Plan
The purpose of the special needs plan is to support the inclusion of children with special health care and developmental needs and make sure that those needs are met.
It is important because children with special needs highly benefit from interaction with peeps, children with and without disabilities. Therefore, when children are learning through play, they can interact at a level at which they are comfortable.
The tools and resources being used in the program are lessons, activities, training, and specialized staff focused on special needs. The teachers work closely with the JCISD Early Childhood Specialist and Special Education Department to match children with the appropriate services and in adapting the program and classroom to accommodate children’s special needs.
If a concern arises for a child with developmental and learning needs, the following steps will be taken.
This information will be shared with children, families, and staff through individual written care plans, learning reports, and all other documents needed to support the child.
Parent Involvement Policy
Columbia School District preschool programs are designed to provide children with a positive developmental experience that will enhance and support the family in fostering child growth and development. We believe that each child brings to the programs a history of life experience and cultural heritage.
The Columbia preschool programs strive to create and promote these strong partnerships with families and create a sense of community that is thoughtful, warm and compassionate. Therefore, we strongly encourage positive and consistent communication between staff, parents and children. It is important for parents and staff to share information about events or situations that may have an impact on the child’s day or evening.
When possible, it is best for parents to communicate directly with the child’s teacher. Often communication during arrival and dismissal can be rushed. If scheduling a time to discuss concerns is difficult for families, teachers will give families the choice of how they prefer to receive information, such as; telephone calls, text, face-to-face, e-mail, or written communication.
Communication, education, and information materials and opportunities for families will be provided to meet your individual family needs. Please inform the teacher if you require materials in a different language or extra materials for diverse family structures.
Parents/guardians, other family members, or caregivers are encouraged to be involved through volunteer opportunities. Those who can volunteer are required to complete a Background/Clearance Release Form at the beginning of the school year. Volunteer opportunities include the following:
As a volunteer in the Columbia preschool, we ask volunteers to be appropriate in behavior, language, and dress. Volunteers are asked to interact with all children in the classroom. Please make alternative arrangements for siblings. A criminal background check MUST be completed in ample time before the event. Volunteers shall never be alone with a child. Volunteer time cannot exceed four hours a month without health screening.
School Closings & Cancellations
When Columbia School District is closed, all preschool classes will not be in session. When Columbia School District operates on a two-hour delay, the morning tuition preschool class will not be in session. You may sign up to receive our school’s automated messaging system at myeagles.org. School closing information is also available on WKHM, WIBM and WILX-TV as well as the Columbia School District website and Facebook page.
Confidentiality
Columbia Elementary preschool programs will ensure that child information and child files are confidential and kept in a secure location. Records are shared only with parent permission. Sensitive information, such as developmental screening and its results and any referrals are kept confidential. Referral procedures are developed to meet child and family needs equally and discretely. If you have questions or concerns, please speak to your child’s teacher.
Child Health Policy
The purpose of the child health plan is when children are in good health, optimal learning can be achieved.
It is important for children to be seen by a doctor annually to maintain good health.
The Michigan Care Improvement Registry will be used to track child immunizations.
Staff will encourage parents to stay up-to-date on child’s well-child visits and immunizations by giving reminders as needed based on the health appraisals and immunization shot records collected before the beginning of school. Dental, hearing, and vision screening is provided by the community in the school setting.
Family health provider information and other services will be provided during home visits, posted in the parent welcome area, and available upon request. Information regarding development milestones will also be given at parent meetings, such as home visits and conferences.
Health Resources
Illness policy
Children will be monitored daily to assess their health. Parents will be notified by phone when their child’s health has changed, such as fever, diarrhea, vomiting, rash, excessive crying, and complaining for a long time of discomfort.
If a child acquires an illness while at school, they will be placed in a separate area, cared for, and supervised until they are picked up by their responsible adult.
Items and facilities used by an ill child or adult shall not be used by any other person until washed, rinsed, and sanitized.
Parents must notify child’s teacher to report an absence by calling the direct line to the classroom
This will ensure the health and safety of the other children and staff in the classroom
Exclusion Policy for Child Illness
Children who are not well enough to participate in daily classroom activities are required to remain at home until they have completely recovered.
If your child is on antibiotics, they must stay home a minimum of 24 hours after being placed on the antibiotic.
Please keep your child home if they have:
Communicable Diseases
A letter will be sent home notifying parents in the program if their child has been exposed to a communicable disease. Parents will be notified if a staff member, volunteer, or child in care has contracted a communicable disease.
Communicable Diseases, Infectious Diseases, such as:
Chicken Pox – When all blisters have scabs (Usually 6 days after start of rash)
Conjunctivitis (Pink Eye) – 24 hours after start of drainage, specifically if drainage and excessive draining has stopped.
Coxsackie Viruses (Hand, Foot and Mouth) – 72 hours after onset of lesions.
Croup – After illness has subsided
Diarrhea-Gastro Enteritis – 24 hours after loose stool or after normal bowel movement
Impetigo – 24 hours after treatment has started, lesions must be covered.
Influenza – 24 hours after symptoms have subsided.
Strep Throat – 24 hours after treatment has started.
If a child acquires a communicable disease, a doctor’s diagnosis and return date must be presented before a child can return to school.
Children and Staff Hand Washing
All persons will wash their hands before entering the classroom, after using the restroom, before preparing food, before eating, after eating, after sneezing or coughing on their hands, after blowing their nose or helping a child blow their nose, and after cleaning up any bodily fluids. Staff and child hand-washing procedure is as follows:
Staff will always use precaution when there is exposure to blood or blood-containing body fluids and when handling other potentially infectious fluids. The following precautions will be followed:
The 3-step process for cleaning tables will be used before and after children eat at the tables is as follows:
Cleaning/Sanitizing Toys and Mats
All preschool staff are required to complete an annual Red Cross certification in adult & infant CPR/AED and first aid. In the event that your child experiences a minor accident, preschool staff will do the following
Dispensing
If prescription medications are to be administered to a child while they are in attendance, a signed consent form must be on file each time it is necessary to administer the medication. All prescription medications must be in the original container with the pharmacy label intact, indicating the physician’s name, instructions for administering, and strength of medication. The medication will only be given in accordance with those instructions. A signed consent form must be on file along with the School Medication Administration Authorization Form completed by your healthcare provider before medication can be administered.
Over the counter medications must be in their original container with the child’s name on it. Any side effects that could occur from any medication administered must be reported. A signed consent form must be on file along with the Physician Statement completed by your healthcare provider before medication can be administered.
Children are not allowed to transport or administer medications. Parents must transport medications to school. This policy applies to ALL medications, including Tylenol, cough syrup, or any other over the counter medication. .
Storage
We conduct regularly scheduled fire, tornado and lock down drills. The procedures are posted in the classroom.
Your preschool child will spend his/her day exploring, creating and discovering new things both inside and outside of the classroom. The following are suggested items:
We enjoy celebrating all of the milestones in the life of your child, especially birthdays. Families are allowed to bring a store bought treat to the class if they wish. Please be aware of any students with food allergies.
Clothing
We believe that when discipline situations arise, it provides us with an opportunity to help children develop self-control and respect for themselves and others. Our staff believes that discipline should not be used as punishment. Discipline is an opportunity for staff to provide children with choices in order to guide them in creating constructive behavior patterns, increase self-control and develop self-discipline. The following steps will be used by staff when addressing issues with conflict resolution.
Columbia Elementary follows the Nurtured Heart Approach developed by Howard Glasser. This program focuses on encouraging appropriate behavior while building self-esteem in young children. The general procedures in this approach are listed below.
More information on the Nurtured Heart Approach is available at http://www.childrenssuccessfoundation.com/about-us/about-nurtured-heart-approach/.
Through the consistent application of these disciplining techniques the children will learn to handle conflict, respect others, promote problem-solving skills and become responsible citizens. Staff shall be prohibited from using the following means of punishment:
Non-severe discipline or restraint may be used when reasonably necessary, based on a child’s development, to prevent a child from harming him/herself. This would exclude those forms of punishment mentioned above.
Child Protection Law Public Act 238
Abuse and Neglect Reporting Policy
The State of Michigan mandates that childcare staff report suspected child abuse or neglect to the appropriate agencies. This law requires school administrators, teachers, and regulated child care providers who have reasonable cause to suspect child abuse or neglect to report immediately to Child Protective Services. We are mandated reporters. It is the decision of the Child Protective Services whether to begin an investigation.
Field Trip Policy
We encourage parents/guardians to volunteer as chaperones on classroom field trips. Field trips are typically taken in the spring and will occur depending on the GSRP Budget. Parents/guardians must complete a consent form in order for their child to participate in field trips. This form must be signed and on file before the day of the event. Teachers will have a sign-up sheet for parents/guardians to sign. When volunteering as a chaperone, parents/guardians need to follow these guidelines:
Parents, caregivers and siblings over the age of 18 must complete a volunteer form to participate in field trips and in-house literacy events provided by our preschool program. Volunteer forms will be available upon request. A copy of photo ID is required.
Licensing Information Policy
All licensing information is housed at the Columbia Child Care Center during operational hours. Contact Vickie Heaton at (517) 769-8525. Parents must sign a notification document that is kept on file at the site.
In the case that there is a pest infestation, the Columbia School District will notify families at least 48 hours prior to pesticide treatment. A notice will be posted on exterior doors of the building where the classroom is located and a letter will be sent home to families containing the following information:
Liquid spray or aerosol insecticide applications may only be applied if children will not be present for longer than 4 hours. (GSRP students are not in attendance on Fridays)
Preschool Mission Statement
It is our mission to provide your child with a rich and diverse learning experience, for play is the work of childhood. We support research that states parent involvement greatly increases emergent literacy development. Teachers are eager to partner with you to provide positive outcomes at school.
Philosophy of Preschool
A preschool child is a bundle of excitement and potential. Their day is filled with the joy of friendship, discovery and exploration. Our program follows the interests of your child while meeting state standards for age-appropriate development. Your child will make gains in cognitive, social, emotional, language, and physical development while using a wide variety of preschool materials.
“These materials were developed under a grant awarded by the Michigan Department of Education”
Jackson County Great Start Readiness Program
Educational Philosophy Statement
All preschool age children enrolled in Jackson County Intermediate School District (JCISD) Great Start Readiness Program (GSRP) are entitled to early childhood experiences and setting that will prepare him/her for success by ensuring that each child is healthy, thriving and developmentally on track thus developmentally ready to succeed in school at the time of entry.
Critical components to achieve include:
The Columbia GSRP implements the Creative Curriculum, a comprehensive, child-focused curriculum. Creative Curriculum helps teachers create a high-quality learning environment and build a thorough understanding of best practices. Daily Resources help teachers plan and manage every moment of their day. Through studies, which are hands-on, project-based investigations, The Creative Curriculum for Preschool helps teachers build children’s confidence, creativity and critical thinking skills, and promote positive outcomes.
Throughout each classroom session, teaching teams intentionally interact with children to build on their understanding and enhance learning. Play and peer-to-peer interaction are vital to provide children with opportunities to engage in abstract thinking, develop self-regulation skills, problem solving and oral language skills.
Families are encouraged to interact with the curriculum through volunteering, donating recycled materials, and sharing experiences that will enhance learning. Teachers will share aspects of the curriculum with families through newsletters, pictures, and child anecdotes.
Ongoing Child Assessment
Ongoing, authentic, comprehensive child assessment is used to provide data on children’s progress and program effectiveness. Child assessment data is collected daily across the preschool routine. Anecdotal observations are written about what children are learning and doing. Teacher’s also collect work samples and photographs to show learning and development.
The Columbia Elementary GSRP staff will use The Teaching Strategies GOLD™ to authentically assess children throughout the school year. The Teaching Strategies Gold data will be shared with families three times a year during conferences and the final home visit to discuss the child’s development.
Referrals
During the courses of the school year, there may be times where the teachers may need to refer families to outside services. The Columbia teaching staff is committed to helping families.
Developmental Concerns: If the teachers have concerns about the child’s development, the teachers will document those concerns, set up a meeting with the family, and keep the family updated through regular communication. Helpful organizations: JCISD, Lifeways, Highfields
Family Welfare Concerns: If a family has financial, housing, etc. concerns, the teachers will direct them to Central Michigan 211, Community Action Agency, or the Columbia Homeless Liaison. Columbia Elementary School connects families with holiday and food help.
Sample GSRP Daily Schedule
Schedule may vary slightly from room to room
7:50 – 8:30
Arrival/Breakfast/Greeting Time: Children enter the classroom at their own pace. Parents/guardians are encouraged to stay until children are ready for them to leave. Children have choices about whether to eat, spend time with books, answer question of the day, or interact with adults and one another. Once all the children have arrived, adults share the daily announcements.
8:30 – 9:15
Outside Play: Teachers supervise, observe and interact with children using playground toys and equipment and engage in nature discovery. Teachers and children put away or carry in toys or materials, hang up jackets, and use the bathroom.
9:15 – 9:30
Large Group: All adults and children participate in activities planned around children’s interests, developmental levels, music and movement, cooperative play, projects, and events meaningful to children.
9:30 – 9:50
Small Group: Children gather for small group activities to introduce new concepts and reinforce skills that children are developing. An adult initiated learning experience based on children’s interests and development where children explore, play, work with materials, and talk about what they are doing. Individual children explore the same set of materials in their own way.
9:50 – 10:00
Planning: Children express their ideas of where, what, and with whom they will play.
10:00 – 11:00
Choice Time: Children initiate and carry out their own intentions. Children make many choices about where and how to use materials. During Choice Time, adults participate as partners in child-initiated play and encourage children’s problem solving both with materials and during times of social conflict.
11:00 – 11:20
Clean Up: Teachers and children work together to return materials to interest areas.
11:20 - 11:30
Recall: Children reflect/share with the group what they did during choice time.
11:30 – 11:40
Bathroom/Wash Hands/Prepare for Lunch: Children assist in participation and set up. Children choose where they would like to sit and are encouraged to serve themselves.
11:40 – 12:30
Lunch: Family style meals support children doing things for themselves. Children choose whether to eat, what to eat, and how much to eat. Adults eat and have meaningful conversations with the children. Children are encouraged to clean their snack space including disposal of leftovers, wiping the tables, and pushing in their own chairs.
12:30 – 12:45
Read Aloud: Children are engaged in a read aloud, led by the teacher, through the enjoyment of early literacy development.
12:45 – 1:45
Rest Time: Resting is a time for sleeping or quiet activities. The teachers will help children relax and get comfortable, supervise, and provide quiet activities for children who do not sleep.
1:45 – 2:00
Snack: Children wash hands, gather and serve themselves afternoon snack. They go to the bathroom and prepare to go outside.
2:00 – 2:55
Outside Play: Teachers supervise, observe and interact with children using playground toys and equipment and engage in nature discovery. Teachers and children put away or carry in toys or materials, hang up jackets, and use the bathroom.
2:55 – 3:00
Dismissal: One teacher greets/communicates with families at the door while the second teacher is with children at the rug while families sign-out for the day.
Rest Time Policy
Children enrolled in a full-day program will have an opportunity to rest during the day. Children are provided a mat and families can send a beach towel, small blanket and small pillow to support this time of the day. This time period is no longer than 1 hour, while accommodating for the individual needs of children. Children who do not sleep are provided with quiet alternative activities (puzzles, books, small manipulative toys). As children transition in and out of rest, teachers support children in taking care of their own materials, playing soft music, and gently awaken children with conversation.
Nutrition and Food Service Policy
The purpose of the nutrition and food service policy is for children to be able to receive a nutritious breakfast, lunch, and snack every day.
It is important to follow the Child and Adult Care Food Program nutrition guidelines to help promote and maintain a healthy weight for children while reducing the chance of heart disease.
The tools and resources available to parents are materials provided by CACFP, nutrition information in newsletters and handouts, and lessons during the school day.
The plan meets the needs of children, families, and staff by providing free nutritious breakfast, lunch, and snack during the school day. Children are encouraged to try new foods that are served. Food is served “family style” where children serve themselves and enjoy mealtime as a classroom community.
Breakfast, lunch, and snack menus are shared monthly with families. Menus are posted in the classroom. Meals are discussed with children daily during morning meeting and meal time.
More nutrition information is available to view online at www.nutrition.gov
See Appendix A for CACFP Information Sheet
See Appendix B for CACFP Civil Rights
Parent involvement
Children who are successful in school have many healthy interconnections between family, school, and community. Parent involvement in the learning process strengthens learning at home and is directly linked to the positive child outcomes at school.
Home Visits
There will be two home visits which are planned to be at least 60 minutes.
The initial home visit takes place after the child is enrolled but before the child begins the classroom program. The purpose of this home visit is to create a foundation for the beginning of a positive partnership between home and school. The teachers will help ease the transition into GSRP. Activities might include:
There will be two parent/teacher conferences that will last a minimum of 45 minutes. Activities might include:
We invite families to be active decision makers by participating in the Columbia GSRP Advisory Committee. The committee meets three times a year, once per trimester to discuss our program.
Great Start Collaborative (GSC) Parent Coalition
The Great Start Collaborative Parent Coalition works with parents to support early childhood practices in the community. Visit www.greatstartjackson.org for more information.
School Readiness Advisory Committee (SRAC)
The School Readiness Advisory Committee is committed to increasing the number of children who enter school ready to learn because children who start ready will be more likely to graduate, go on to higher education, and become more productive member of the community. Visit www.greatstartjackson.org for more information.
Jackson County Sliding Fee Scale for GSRP
Based on Public Act 60 changes effective in June 2013 focused eligibility for GSRP based on family income. Legislation further requires that each applicant be ranked by families Federal Poverty Level (FPL) and that programs enroll children with families with the lowest income first. Additional risk factors are considered. Effective June 2013, any family with an income in excess of 250% FPL must pay “tuition” based on the Jackson County Intermediate School District (JCISD) district-wide common sliding fee scale (SFS).
Admission Requirements
For admission to the Great Start Readiness Program complete the interest form at http://www.greatstartjackson.org. There is no application fee.
Qualification requirements include
Income At Or Below
2
$45.775
3
$57,575
4
$69,375
5
$81,175
6
$92,975
7
$104,775
Families will be notified of eligibility. For more information about the work of the Great Start in your community please contact:
Great Start Collaborative of Jackson County
Kelly Sheppard, Coordinator
6700 Browns Lake Road Jackson, Michigan 49201
Phone: 517-768-5281
www.greatstartjackson.org
Exclusion Policy
No child will be excluded or expelled from the GSRP program because of the need for additional development, medical or behavioral support, and assistance with toileting or staff attitudes and/or apprehensions.
Withdraw Policy
If you need to withdraw your child from Columbia GSRP program, please inform your child’s teacher and notify the JCISD GSRP office at 517-768-5281
Program Evaluation
During the year, parents will be asked to evaluate the programming that your child receives. Your feedback is important to us, and used to assess and improve our practices. The JCISD Early Childhood Specialist uses the Program Quality Assessment (PQA) a minimum of two times per year.
PARENT NOTICE OF PROGRAM COLLABORATION AND INFORMATION SHARING
The Michigan Department of Education (MDE) distributes funds to Intermediate School Districts throughout the state for the purposes of implementation of the Great Start Readiness Program (GSRP). The Jackson County Intermediate School District (JCISD) collaborates with school districts and community based partners to oversee the operation of the Great Start Readiness Program for the children and families of Jackson County.
Columbia GSRP Preschool is required to work with the Jackson County Intermediate School district to fully implement the GSRP program in which your child is enrolled. As a result, select, authorized employees of the JCISD have access to children and family information for the purposes of:
● Meeting program meeting requirements with the MDE.
● Child and family support which may include (child program placement, assisting families with coordination of services, providing individual child classroom support.)
Questions? Please contact Jackson County Early Childhood Contact:
● Kelly Sheppard
● [email protected]
● 517-768-5281
Revised: September 2021
Appendix A
Michigan Department of Education
Child and Adult Care Food Program
Where Healthy Eating Becomes a Habit
Program Information Sheet
This care center is a participant in the Child and Adult Care Food Program (CACFP), a United States Department of Agriculture (USDA) program. The CACFP provides cash reimbursement to child and adult day care centers for nutritious meals and helps children and adults develop and maintain healthy eating habits. The CACFP is administered by the Michigan Department of Education (MDE).
Through the Child and Adult Care Food Program you can be assured each participant is getting balanced, nutritious meals and developing/maintaining healthy lifelong eating habits. Proper nutrition during throughout life ensures fewer educational and physical problems later in life.
As a participant in the CACFP, your care center receives reimbursement for serving nutritious meals and snacks. Meals and snacks must meet the USDA meal pattern requirements listed below (Child Meal Pattern).*
Breakfast
Lunch and Supper
Snack
(serve 2 different food items from the 5 food component groups below)
Milk
Milk
Milk
Fruit, Vegetable, or a combination of both
Meat or Meat Alternate
Vegetable
Fruit (or second Vegetable)
Meat or Meat Alternate
Vegetable
Fruit
Grain
Grain
Grain
*Children less than one year old and Adults Day Services: Foods in the infant and adult meal pattern vary. Please request the applicable infant or adult meal pattern requirements from our center.
MDE is required to verify the enrollment, attendance and meals/snacks typically consumed by children while they are in care. MDE staff may contact you regarding your child’s participation in our day care center.
If you have any questions about the Child and Adult Care Food Program, please contact:
Insert name of child/adult care center Child and Adult Care Food Program
Insert address of child/adult care center Michigan Department of Education
Insert phone number of child/adult care center or P.O. Box 30008
Lansing, Michigan 48909
517-241-5353
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; or (3) email: [email protected]. This institution is an equal opportunity provider.
Rev. 6/2019
Appendix B
Michigan Department of Education Child and Adult Care Food Program
Civil Rights
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:
1400 Independence Avenue, SW Washington, D.C. 20250-9410
This institution is an equal opportunity provider.
Please note the Spanish version of the 2015 nondiscrimination statement (https://fnsprod.azureedge.net/sites/default/files/cr/nondiscrim-spanish.pdf) is available.
• Requirements for reasonable accommodation of persons with disabilities: Entrances and exits to accommodate the disabled, Braille signage, and alternative arrangements for service must be available when needed including accommodations for food-related disabilities.
The Michigan Department of Education (MDE) developed a Civil Rights on-line course. To register and take the class, visit CACFP website (www.michigan.gov/cacfp), scroll down to the training section, and click on Civil Rights E-Learning Course.
S:CACFP/Forms/Civil Rights.doc
Rev. 5/2018
Columbia School District
Preschool Handbook
Columbia GSRP Preschool
Rm. 305
Mary Anne Edwards & Maegen Lewis
(517) 769-8527
[email protected]
[email protected]
Rm. 306
Amanda McDorman & Mara Prater
(517) 769-8526
[email protected]
[email protected]
Thank you for your interest in Columbia Preschool
Welcome Letter
Dear Families,
Welcome to the preschool program at Columbia Elementary School. Please take time to read this handbook carefully. It will help answer many questions you may have about the program.
Working together, we can provide a safe, comfortable, and nurturing environment for your children.
Sincerely,
The Columbia Preschool Team
Columbia School District Mission Statement
The Columbia School District, in partnership with the community, will provide a safe and positive learning environment, which will prepare all students to contribute and compete in a global society.
Required Enrollment Documentation
The following documents are required for licensing by the State of Michigan. They must be completed and on file at the preschool prior to the child's first day of school. They will be provided at the home visit.
- Heath Appraisal - The report needs to contain a statement that participation in preschool will not be detrimental to the child's health. The physical must report any restrictions on activity and be signed by the child's parent/guardian and physician.
- Immunization record - Proof of up to date immunizations or a signed waiver given by the Health Department.
- Child Information Record
- Copy of the child's birth certificate
- Medication Permission and Instructions (if necessary)
- Asthma/Allergy Alert Information (if necessary)
- Registration Form
- Parent Survey
- Licensing Notebook Form
- Photo/Social Media Waiver
- Volunteer Form (if necessary)
- Signed Illness Policy Form
- Signed Handbook Acknowledgement Form
Attendance
School attendance is important, even in the early years. Many studies show that attending a high quality early learning program strengthens school readiness and long term academic performance. Regular attendance is critical for children to become successful life-long learners. Not only will good attendance help build good habits for the children, it can help alleviate academic problems later on.
Preschool is a time for building the social, emotional, cognitive, and language skills needed for school readiness. The best way to help us prepare your children for school success is to make sure they are consistently attending so they are able to learn all the necessary skills.
If you have trouble getting your child to school, please contact us so we can help assist you.
Curriculum
The Columbia School District offers tuition based preschool for 3 and 4 year-old children, and the Great Start Readiness Program (GSRP) for 4 year old children. Child development; physical, social-emotional, cognitive and language development, will be addressed through an intentional learning approach. Child-initiated and adult supported play is a component of each child’s daily activities. Classroom planning and assessment are guided by the Michigan Department of Education Early Childhood Standards of Quality for Pre-Kindergarten. Additionally, the Columbia Tuition Preschool will follow the Connect4Learning Curriculum; Columbia GSRP classes will utilize the Teaching Strategies Creative Curriculum. They are research based, comprehensive, and developmentally appropriate curriculums approved by the Michigan Department of Education.
Cultural Competence Plan
The purpose of the cultural competence plan is to respect each child’s cultural and diverse needs.
It is important that children deserve an early childhood education that is responsive to family’s communication, racial, ethical, and cultural backgrounds. All families are treated with respect and sensitivity.
The tools and resources the teachers provide support the early learning program that respects home culture, and promotes and encourages the active involvement of families. We encourage families to volunteer, and share opinions and preferences through surveys and questionnaires. The GSRP preschool leads a parent advisory committee to give families a voice in the program. We provide families with a list of community resources and parent education opportunities. Additional resources include community outreach and programs offered by MSU Extension.
This plan meets the needs of children, families, and staff. We are committed to teaching children about themselves, others, and the world in which they live. Materials will be added to the environment that incorporates each family’s culture and their community. Within the curriculum the children are exposed to art, music, dance, and pretend play from different cultures. The program staff will complete three hours of cultural and special needs training annually.
The information will be shared with children, families, and staff through developmentally appropriate activities, informational fliers, family activities, newsletters, community events, and training.
Developmental Screening
Upon placement into the classroom, families will be provided with the Ages and Stages Questionnaire. This developmental screening is a snap-shop look into the child’s development. It is brief and presented as a fun game for families and teachers to complete together. The results will be presented at the child’s first school conference.
When results indicate a possible developmental concern, teachers will request a meeting with parents to discuss the concerns. With parent/guardian permission, the staff may submit a referral to the JCISD Early Childhood office requesting a more in depth evaluation. Results will be discussed with families as soon as they are available.
Special Needs Plan
The purpose of the special needs plan is to support the inclusion of children with special health care and developmental needs and make sure that those needs are met.
It is important because children with special needs highly benefit from interaction with peeps, children with and without disabilities. Therefore, when children are learning through play, they can interact at a level at which they are comfortable.
The tools and resources being used in the program are lessons, activities, training, and specialized staff focused on special needs. The teachers work closely with the JCISD Early Childhood Specialist and Special Education Department to match children with the appropriate services and in adapting the program and classroom to accommodate children’s special needs.
If a concern arises for a child with developmental and learning needs, the following steps will be taken.
- A meeting with parents to discuss the child’s needs, referring to the program’s screening and assessment tools.
- Interventions and referrals will be made as needed with the help of the Jackson County Intermediate School District, Columbia Elementary School staff, and families.
- If the child is receiving services prior to enrollment, they will continue to receive those services throughout the school year. The preschool staff will work closely with the special education staff.
- There will be an individual written care plan for children with special health needs.
- A variety of teaching strategies will be used to meet the individual needs of the child.
- The program will accommodate children’s needs by adding materials, equipment, etc. when appropriate.
This information will be shared with children, families, and staff through individual written care plans, learning reports, and all other documents needed to support the child.
Parent Involvement Policy
Columbia School District preschool programs are designed to provide children with a positive developmental experience that will enhance and support the family in fostering child growth and development. We believe that each child brings to the programs a history of life experience and cultural heritage.
The Columbia preschool programs strive to create and promote these strong partnerships with families and create a sense of community that is thoughtful, warm and compassionate. Therefore, we strongly encourage positive and consistent communication between staff, parents and children. It is important for parents and staff to share information about events or situations that may have an impact on the child’s day or evening.
When possible, it is best for parents to communicate directly with the child’s teacher. Often communication during arrival and dismissal can be rushed. If scheduling a time to discuss concerns is difficult for families, teachers will give families the choice of how they prefer to receive information, such as; telephone calls, text, face-to-face, e-mail, or written communication.
Communication, education, and information materials and opportunities for families will be provided to meet your individual family needs. Please inform the teacher if you require materials in a different language or extra materials for diverse family structures.
Parents/guardians, other family members, or caregivers are encouraged to be involved through volunteer opportunities. Those who can volunteer are required to complete a Background/Clearance Release Form at the beginning of the school year. Volunteer opportunities include the following:
- Classroom participation in reading to children, participating in choice time, class parties, after school functions.
- Columbia Preschool Home and School Connection Family Projects
- PTO Meetings
- Family Fun Days or Preschool Literacy Nights
- Columbia School District board meetings, which are held on the second Monday of each month in the boardroom of the administration office at Columbia Central High School. Please remember to sign in.
As a volunteer in the Columbia preschool, we ask volunteers to be appropriate in behavior, language, and dress. Volunteers are asked to interact with all children in the classroom. Please make alternative arrangements for siblings. A criminal background check MUST be completed in ample time before the event. Volunteers shall never be alone with a child. Volunteer time cannot exceed four hours a month without health screening.
School Closings & Cancellations
When Columbia School District is closed, all preschool classes will not be in session. When Columbia School District operates on a two-hour delay, the morning tuition preschool class will not be in session. You may sign up to receive our school’s automated messaging system at myeagles.org. School closing information is also available on WKHM, WIBM and WILX-TV as well as the Columbia School District website and Facebook page.
Confidentiality
Columbia Elementary preschool programs will ensure that child information and child files are confidential and kept in a secure location. Records are shared only with parent permission. Sensitive information, such as developmental screening and its results and any referrals are kept confidential. Referral procedures are developed to meet child and family needs equally and discretely. If you have questions or concerns, please speak to your child’s teacher.
Child Health Policy
The purpose of the child health plan is when children are in good health, optimal learning can be achieved.
It is important for children to be seen by a doctor annually to maintain good health.
The Michigan Care Improvement Registry will be used to track child immunizations.
Staff will encourage parents to stay up-to-date on child’s well-child visits and immunizations by giving reminders as needed based on the health appraisals and immunization shot records collected before the beginning of school. Dental, hearing, and vision screening is provided by the community in the school setting.
Family health provider information and other services will be provided during home visits, posted in the parent welcome area, and available upon request. Information regarding development milestones will also be given at parent meetings, such as home visits and conferences.
Health Resources
- Jackson County Health Department: 517-788-4420.
- State of Michigan: http://www.michigan.gov/som.
- Center for Disease Control: http://www.cdc.gov.
- World Health Organization: http://www.who.int.
Illness policy
Children will be monitored daily to assess their health. Parents will be notified by phone when their child’s health has changed, such as fever, diarrhea, vomiting, rash, excessive crying, and complaining for a long time of discomfort.
If a child acquires an illness while at school, they will be placed in a separate area, cared for, and supervised until they are picked up by their responsible adult.
Items and facilities used by an ill child or adult shall not be used by any other person until washed, rinsed, and sanitized.
Parents must notify child’s teacher to report an absence by calling the direct line to the classroom
This will ensure the health and safety of the other children and staff in the classroom
Exclusion Policy for Child Illness
Children who are not well enough to participate in daily classroom activities are required to remain at home until they have completely recovered.
If your child is on antibiotics, they must stay home a minimum of 24 hours after being placed on the antibiotic.
Please keep your child home if they have:
- Fever of 100 degrees or more. We require children to be fever free, without medication, for 24 hours before they return to preschool.
- Diarrhea – two loose or watery stools, even if there is no other sign of illness. The child should have no loose stools for 24 hours prior to returning to school, unless a health care provider has determined it not to be infectious, i.e. caused by antibiotics or food.
- Vomiting – The child should have no vomiting episodes for 24 hours prior to returning to school, unless a health care provider has determined it not to be infectious.
- Rash – The child develops a rash and has a fever or a change in behavior. Exclude until rash subsides or a health care provider has determined it not to be infectious.
- Certain Communicable Diseases – Consult a health care provider. A note with diagnoses and return date must be provided by a healthcare provider before returning to school.
Communicable Diseases
A letter will be sent home notifying parents in the program if their child has been exposed to a communicable disease. Parents will be notified if a staff member, volunteer, or child in care has contracted a communicable disease.
Communicable Diseases, Infectious Diseases, such as:
Chicken Pox – When all blisters have scabs (Usually 6 days after start of rash)
Conjunctivitis (Pink Eye) – 24 hours after start of drainage, specifically if drainage and excessive draining has stopped.
Coxsackie Viruses (Hand, Foot and Mouth) – 72 hours after onset of lesions.
Croup – After illness has subsided
Diarrhea-Gastro Enteritis – 24 hours after loose stool or after normal bowel movement
Impetigo – 24 hours after treatment has started, lesions must be covered.
Influenza – 24 hours after symptoms have subsided.
Strep Throat – 24 hours after treatment has started.
If a child acquires a communicable disease, a doctor’s diagnosis and return date must be presented before a child can return to school.
Children and Staff Hand Washing
All persons will wash their hands before entering the classroom, after using the restroom, before preparing food, before eating, after eating, after sneezing or coughing on their hands, after blowing their nose or helping a child blow their nose, and after cleaning up any bodily fluids. Staff and child hand-washing procedure is as follows:
- Wet hands with clean running water and apply soap. Use warm water if it is available.
- Rub hands together to make a lather and scrub all surfaces.
- Continue rubbing hands for 15-20 seconds (about the time it takes to sing “Happy Birthday” through twice)
- Rinse hands well under running water.
- Dry hands using a paper towel or air dryer.
- Use a paper towel to turn off the faucet.
- Throw away the paper towel without touching the garbage can.
Staff will always use precaution when there is exposure to blood or blood-containing body fluids and when handling other potentially infectious fluids. The following precautions will be followed:
- Keep children away from exposed fluids. If needed, create a temporary barricade and notify the building custodian of bodily fluids that need to be cleaned up (tables, chairs, floor, etc.) Custodians have received proper training for handling the clean-up of bodily fluids
- Put on gloves to assist the child in cleaning him/herself.
- All paper towels used for cleaning need to be double-bagged before disposing of them in a covered garbage can.
- Remove gloves by grasping the cuffs on the inside of your wrist and pulling the cloves off inside-out. Discard disposable gloves in the garbage container.
- Wash hands with warm water and soap for at least 20 seconds.
The 3-step process for cleaning tables will be used before and after children eat at the tables is as follows:
- Clean the table with soapy water (remove any food particles first).
- Rinse/wipe the table with plain water
- Spray with commercial food-contact safe sanitizer or bleach water solution (made fresh daily) and allow to air dry.
Cleaning/Sanitizing Toys and Mats
- Toys should be sprayed with sanitizer/bleach solution and allowed to air dry weekly.
- It is recommended that toys be sanitized prior to putting them out on the shelves.
- If a child becomes ill while at school, the toys/items that he/she used while at school that day need to be removed and sanitized with the 3-step process before other children use them.
- Cots will be cleaned with the 3-step process as outlined.
- It is recommended that cots be cleaned and sanitized every week.
- If a child becomes ill during the week, his/her cot will be sanitized before the child returns to school.
All preschool staff are required to complete an annual Red Cross certification in adult & infant CPR/AED and first aid. In the event that your child experiences a minor accident, preschool staff will do the following
- Staff members will administer basic first aid. First aid kits are available to staff in the preschool room, and a mini first aid pouch is taken to the playground.
- Minor scrapes, cuts and bruises will be carefully washed and bandaged. We are not allowed to apply antiseptics. Any minor injuries will be verbally reported at the time of pick up by a staff member working at the time.
- Administer basic first aid
- Comfort the child
- Parents will be notified
- If needed, an injury report will be filed
- Parents/guardians will be notified immediately with a phone call from the lead teacher.
- Appropriate first aid will be given until the family arrives.
- Preschool staff will follow the Columbia School District Preschool Program Plan for serious injuries as stated below.
- 911 will be called for an ambulance if necessary.
- The child's family will be notified with a phone call from the child's lead teacher. The parents will be notified which hospital their child is being transported to.
- The lead teacher will accompany the child to the hospital. The associate teacher will remain in the classroom and assume the lead teacher's responsibilities.
- The program director will be notified.
- An incident form will be completed.
- This form will be copied, sent home, and a copy will be kept on file at the preschool administrative office.
Dispensing
If prescription medications are to be administered to a child while they are in attendance, a signed consent form must be on file each time it is necessary to administer the medication. All prescription medications must be in the original container with the pharmacy label intact, indicating the physician’s name, instructions for administering, and strength of medication. The medication will only be given in accordance with those instructions. A signed consent form must be on file along with the School Medication Administration Authorization Form completed by your healthcare provider before medication can be administered.
Over the counter medications must be in their original container with the child’s name on it. Any side effects that could occur from any medication administered must be reported. A signed consent form must be on file along with the Physician Statement completed by your healthcare provider before medication can be administered.
Children are not allowed to transport or administer medications. Parents must transport medications to school. This policy applies to ALL medications, including Tylenol, cough syrup, or any other over the counter medication. .
- Sunscreen and lotion may only be applied by a child’s parent or guardian. There is a permission form available for you to fill out if you would like the teachers to apply sunscreen.
Storage
- All medication will be kept out of reach from children.
We conduct regularly scheduled fire, tornado and lock down drills. The procedures are posted in the classroom.
- In case of a lock down, the classroom door will be locked. Children and staff will hide out of sight. Children will be kept as quiet as possible. Children and staff will remain there until emergency personnel give the OK to come out of hiding. Parents will be notified of such an emergency through the school alert system.
- In case of fire emergencies, the signal to evacuate will sound. Students will evacuate the building according to the fire evacuation plan posted in the classroom. Children will practice evacuation fire drills, which include filing out of the building in an orderly and safe manner, moving to a safe distance from the building and remaining there until the “all clear” is given. In case of a real fire emergency, parents/guardians will be notified as soon as possible by phone call.
- In case of a tornado watch or warning, children will remain at school and follow the tornado emergency plan posted in the classroom. Practice for tornado emergencies will be given at least twice during the tornado season. In case of a real tornado emergency, parents/guardians will be notified by phone call as soon as possible and will be notified through the school alert system.
Your preschool child will spend his/her day exploring, creating and discovering new things both inside and outside of the classroom. The following are suggested items:
- An extra change of clothes in case of spills and/or accidents.
- A backpack large enough to carry, boots, waterproof gloves and snow pants.
- Toys/special items from home. Children often have difficulty sharing these items with their friends at schools and classroom staff cannot be held responsible for any item being broken or lost.
- Food from home (candy, gum, special snack).
We enjoy celebrating all of the milestones in the life of your child, especially birthdays. Families are allowed to bring a store bought treat to the class if they wish. Please be aware of any students with food allergies.
Clothing
- Dress your child in comfortable clothing that they can get on and off by themselves. This will help them become more independent.
- The children explore sensory items every day (play dough, markers, glue or paint). The sensory items we use are advertised as washable. They might leave a residual stain on clothing. Choose clothing items that cannot be ruined by sensory exploration.
- Our students are involved in active play every day. To ensure your child's safety on the playground, provide shoes that have non-slip soles and straps around the heels.
- We will go outside for recess during all seasons, weather permitting and the temperature with windchill is above 13 degrees Fahrenheit. Your child will need a jacket, knitted hat, winter coat, snow pants, boots, and waterproof gloves.
- Keep an extra set of clothing (shirt, pants, underwear, and socks) in a zip lock bag in your child's backpack in case an accident, illness, or spills occur in the classroom.
- Please label all of your child's belongings.
We believe that when discipline situations arise, it provides us with an opportunity to help children develop self-control and respect for themselves and others. Our staff believes that discipline should not be used as punishment. Discipline is an opportunity for staff to provide children with choices in order to guide them in creating constructive behavior patterns, increase self-control and develop self-discipline. The following steps will be used by staff when addressing issues with conflict resolution.
- 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, “You look really upset…,” let children know you need to hold any object in question.
- Gather information, “What’s the problem?”
- Restate the problem, “So the problem is…”
- Ask for ideas for solutions and choose one together, “What can we do to solve this problem?” Encourage children to think of a solution.
- Be prepared to give follow-up support, “You solved the problem!” Stay near the children.
Columbia Elementary follows the Nurtured Heart Approach developed by Howard Glasser. This program focuses on encouraging appropriate behavior while building self-esteem in young children. The general procedures in this approach are listed below.
- Adults focus attention and positive remarks on appropriate behavior.
- Students who are misbehaving are informed of their inappropriate behavior in a calm manner and asked to redo the behavior appropriately. This technique is defined as a reset.
- Teachers focus on positive remarks for the student's corrected behavior.
- If inappropriate behavior continues, students are calmly removed from the situation and asked to think of a positive solution.
- Students are given an opportunity to employ their solution.
- Parents and staff will meet to develop a plan to deal with persistent inappropriate behavior requiring multiple resets each week.
- If the inappropriate behavior continues after 3 meetings with the teacher, a student may be released for the day or from the program on a case by case basis.
More information on the Nurtured Heart Approach is available at http://www.childrenssuccessfoundation.com/about-us/about-nurtured-heart-approach/.
Through the consistent application of these disciplining techniques the children will learn to handle conflict, respect others, promote problem-solving skills and become responsible citizens. Staff shall be prohibited from using the following means of punishment:
- Hitting, shaking, spanking, biting, pinching, or inflicting any form of corporal punishment.
- Restricting a child’s movement by binding or tying him/her.
- Inflicting mental or emotional punishment such as humiliating, shaming, or threatening a child.
- Depriving a child of meals, snacks, rest or necessary toilet use.
- Confining a child in an enclosed area, such as a closet, locked room, box or similar cubicle.
Non-severe discipline or restraint may be used when reasonably necessary, based on a child’s development, to prevent a child from harming him/herself. This would exclude those forms of punishment mentioned above.
Child Protection Law Public Act 238
Abuse and Neglect Reporting Policy
The State of Michigan mandates that childcare staff report suspected child abuse or neglect to the appropriate agencies. This law requires school administrators, teachers, and regulated child care providers who have reasonable cause to suspect child abuse or neglect to report immediately to Child Protective Services. We are mandated reporters. It is the decision of the Child Protective Services whether to begin an investigation.
Field Trip Policy
We encourage parents/guardians to volunteer as chaperones on classroom field trips. Field trips are typically taken in the spring and will occur depending on the GSRP Budget. Parents/guardians must complete a consent form in order for their child to participate in field trips. This form must be signed and on file before the day of the event. Teachers will have a sign-up sheet for parents/guardians to sign. When volunteering as a chaperone, parents/guardians need to follow these guidelines:
- Arrive 15 minutes prior to when the class is scheduled to leave the school building.
- Chaperones need to stay with the teacher and children at all times. They must notify the teacher if they need to leave the group for any reason.
- If a child needs to use the restroom, only a Columbia staff member may take the child to the restroom. Chaperones are not permitted to take children to the restroom, or be alone with children while on a field trip.
- Chaperones are not to bring siblings on a field trip. A chaperone’s full attention needs to be on assisting the children in the classroom and additional children can cause non-compliance with adult to child field trip ratios.
- Chaperones are not permitted to purchase extra snacks/goodies for their child, or other children, while on a field trip.
Parents, caregivers and siblings over the age of 18 must complete a volunteer form to participate in field trips and in-house literacy events provided by our preschool program. Volunteer forms will be available upon request. A copy of photo ID is required.
Licensing Information Policy
All licensing information is housed at the Columbia Child Care Center during operational hours. Contact Vickie Heaton at (517) 769-8525. Parents must sign a notification document that is kept on file at the site.
- The licensing notebook contains all the licensing inspection and special investigation reports and related corrective action plans since May 28, 2010.
- The licensing notebook is available to parents during regular business hours.
- Licensing inspection and special investigation reports from at least the past 2 years are available on the child care licensing website at www.michigan.gov/michild-care.
In the case that there is a pest infestation, the Columbia School District will notify families at least 48 hours prior to pesticide treatment. A notice will be posted on exterior doors of the building where the classroom is located and a letter will be sent home to families containing the following information:
- The target pest or purpose
- Approximate location
- Date of the application
- Contact information at the center
- A toll-free number for a national pesticide information center recognized by the Michigan Department of Agriculture
Liquid spray or aerosol insecticide applications may only be applied if children will not be present for longer than 4 hours. (GSRP students are not in attendance on Fridays)
Preschool Mission Statement
It is our mission to provide your child with a rich and diverse learning experience, for play is the work of childhood. We support research that states parent involvement greatly increases emergent literacy development. Teachers are eager to partner with you to provide positive outcomes at school.
Philosophy of Preschool
A preschool child is a bundle of excitement and potential. Their day is filled with the joy of friendship, discovery and exploration. Our program follows the interests of your child while meeting state standards for age-appropriate development. Your child will make gains in cognitive, social, emotional, language, and physical development while using a wide variety of preschool materials.
“These materials were developed under a grant awarded by the Michigan Department of Education”
Jackson County Great Start Readiness Program
Educational Philosophy Statement
All preschool age children enrolled in Jackson County Intermediate School District (JCISD) Great Start Readiness Program (GSRP) are entitled to early childhood experiences and setting that will prepare him/her for success by ensuring that each child is healthy, thriving and developmentally on track thus developmentally ready to succeed in school at the time of entry.
Critical components to achieve include:
- Nurturing partnerships and responsive relationships between program’s staff, children and their families.
- Providing qualified staff members who understand and follow Michigan’s Early Childhood Standards of Quality for Prekindergarten (ECSQ-PK).
- Enhancing each child’s social, emotional, physical health and well-being.
- Creating a warm, stimulating and multi-sensory environment filled with culturally, linguistically and developmentally appropriate materials and activities.
- Provide on-going coaching, communication and staff development reflective of the most current information, data, and research available.
- Creating and then maintaining a continuous assessment and evaluation system that regularly monitors individual children’s development and the important aspects of the program’s quality to support children’s development and learning.
- Fostering collaboration with the community and ensuring appropriate recruitment, enrollment, support, referrals and transitions.
The Columbia GSRP implements the Creative Curriculum, a comprehensive, child-focused curriculum. Creative Curriculum helps teachers create a high-quality learning environment and build a thorough understanding of best practices. Daily Resources help teachers plan and manage every moment of their day. Through studies, which are hands-on, project-based investigations, The Creative Curriculum for Preschool helps teachers build children’s confidence, creativity and critical thinking skills, and promote positive outcomes.
Throughout each classroom session, teaching teams intentionally interact with children to build on their understanding and enhance learning. Play and peer-to-peer interaction are vital to provide children with opportunities to engage in abstract thinking, develop self-regulation skills, problem solving and oral language skills.
Families are encouraged to interact with the curriculum through volunteering, donating recycled materials, and sharing experiences that will enhance learning. Teachers will share aspects of the curriculum with families through newsletters, pictures, and child anecdotes.
Ongoing Child Assessment
Ongoing, authentic, comprehensive child assessment is used to provide data on children’s progress and program effectiveness. Child assessment data is collected daily across the preschool routine. Anecdotal observations are written about what children are learning and doing. Teacher’s also collect work samples and photographs to show learning and development.
The Columbia Elementary GSRP staff will use The Teaching Strategies GOLD™ to authentically assess children throughout the school year. The Teaching Strategies Gold data will be shared with families three times a year during conferences and the final home visit to discuss the child’s development.
Referrals
During the courses of the school year, there may be times where the teachers may need to refer families to outside services. The Columbia teaching staff is committed to helping families.
Developmental Concerns: If the teachers have concerns about the child’s development, the teachers will document those concerns, set up a meeting with the family, and keep the family updated through regular communication. Helpful organizations: JCISD, Lifeways, Highfields
Family Welfare Concerns: If a family has financial, housing, etc. concerns, the teachers will direct them to Central Michigan 211, Community Action Agency, or the Columbia Homeless Liaison. Columbia Elementary School connects families with holiday and food help.
Sample GSRP Daily Schedule
Schedule may vary slightly from room to room
7:50 – 8:30
Arrival/Breakfast/Greeting Time: Children enter the classroom at their own pace. Parents/guardians are encouraged to stay until children are ready for them to leave. Children have choices about whether to eat, spend time with books, answer question of the day, or interact with adults and one another. Once all the children have arrived, adults share the daily announcements.
8:30 – 9:15
Outside Play: Teachers supervise, observe and interact with children using playground toys and equipment and engage in nature discovery. Teachers and children put away or carry in toys or materials, hang up jackets, and use the bathroom.
9:15 – 9:30
Large Group: All adults and children participate in activities planned around children’s interests, developmental levels, music and movement, cooperative play, projects, and events meaningful to children.
9:30 – 9:50
Small Group: Children gather for small group activities to introduce new concepts and reinforce skills that children are developing. An adult initiated learning experience based on children’s interests and development where children explore, play, work with materials, and talk about what they are doing. Individual children explore the same set of materials in their own way.
9:50 – 10:00
Planning: Children express their ideas of where, what, and with whom they will play.
10:00 – 11:00
Choice Time: Children initiate and carry out their own intentions. Children make many choices about where and how to use materials. During Choice Time, adults participate as partners in child-initiated play and encourage children’s problem solving both with materials and during times of social conflict.
11:00 – 11:20
Clean Up: Teachers and children work together to return materials to interest areas.
11:20 - 11:30
Recall: Children reflect/share with the group what they did during choice time.
11:30 – 11:40
Bathroom/Wash Hands/Prepare for Lunch: Children assist in participation and set up. Children choose where they would like to sit and are encouraged to serve themselves.
11:40 – 12:30
Lunch: Family style meals support children doing things for themselves. Children choose whether to eat, what to eat, and how much to eat. Adults eat and have meaningful conversations with the children. Children are encouraged to clean their snack space including disposal of leftovers, wiping the tables, and pushing in their own chairs.
12:30 – 12:45
Read Aloud: Children are engaged in a read aloud, led by the teacher, through the enjoyment of early literacy development.
12:45 – 1:45
Rest Time: Resting is a time for sleeping or quiet activities. The teachers will help children relax and get comfortable, supervise, and provide quiet activities for children who do not sleep.
1:45 – 2:00
Snack: Children wash hands, gather and serve themselves afternoon snack. They go to the bathroom and prepare to go outside.
2:00 – 2:55
Outside Play: Teachers supervise, observe and interact with children using playground toys and equipment and engage in nature discovery. Teachers and children put away or carry in toys or materials, hang up jackets, and use the bathroom.
2:55 – 3:00
Dismissal: One teacher greets/communicates with families at the door while the second teacher is with children at the rug while families sign-out for the day.
Rest Time Policy
Children enrolled in a full-day program will have an opportunity to rest during the day. Children are provided a mat and families can send a beach towel, small blanket and small pillow to support this time of the day. This time period is no longer than 1 hour, while accommodating for the individual needs of children. Children who do not sleep are provided with quiet alternative activities (puzzles, books, small manipulative toys). As children transition in and out of rest, teachers support children in taking care of their own materials, playing soft music, and gently awaken children with conversation.
Nutrition and Food Service Policy
The purpose of the nutrition and food service policy is for children to be able to receive a nutritious breakfast, lunch, and snack every day.
It is important to follow the Child and Adult Care Food Program nutrition guidelines to help promote and maintain a healthy weight for children while reducing the chance of heart disease.
The tools and resources available to parents are materials provided by CACFP, nutrition information in newsletters and handouts, and lessons during the school day.
The plan meets the needs of children, families, and staff by providing free nutritious breakfast, lunch, and snack during the school day. Children are encouraged to try new foods that are served. Food is served “family style” where children serve themselves and enjoy mealtime as a classroom community.
Breakfast, lunch, and snack menus are shared monthly with families. Menus are posted in the classroom. Meals are discussed with children daily during morning meeting and meal time.
More nutrition information is available to view online at www.nutrition.gov
See Appendix A for CACFP Information Sheet
See Appendix B for CACFP Civil Rights
Parent involvement
Children who are successful in school have many healthy interconnections between family, school, and community. Parent involvement in the learning process strengthens learning at home and is directly linked to the positive child outcomes at school.
Home Visits
There will be two home visits which are planned to be at least 60 minutes.
The initial home visit takes place after the child is enrolled but before the child begins the classroom program. The purpose of this home visit is to create a foundation for the beginning of a positive partnership between home and school. The teachers will help ease the transition into GSRP. Activities might include:
- Discussing the importance of parent involvement and the various opportunities
- Sharing program philosophy and curriculum information
- Discussing goals the parents have for their child for the year
- Discussing enrollment paperwork
- Completing the ASQ Development Screener
- Elicit feedback from parents regarding the child’s interest, concerns, and progress, both at home and in the program
- Reinforcing positive parenting
- Exchanging ideas and materials to support the child’s learning and social development at home
- Kindergarten transition activities
- Sharing information about community resources
There will be two parent/teacher conferences that will last a minimum of 45 minutes. Activities might include:
- Discussion of developmental screener and ongoing child assessment
- Setting learning goals for continuous progress
- Sharing of work samples
- Share strategies to support child’s development and learning at home
- Answer questions about the program and ways parents can participate in the program.
We invite families to be active decision makers by participating in the Columbia GSRP Advisory Committee. The committee meets three times a year, once per trimester to discuss our program.
Great Start Collaborative (GSC) Parent Coalition
The Great Start Collaborative Parent Coalition works with parents to support early childhood practices in the community. Visit www.greatstartjackson.org for more information.
School Readiness Advisory Committee (SRAC)
The School Readiness Advisory Committee is committed to increasing the number of children who enter school ready to learn because children who start ready will be more likely to graduate, go on to higher education, and become more productive member of the community. Visit www.greatstartjackson.org for more information.
Jackson County Sliding Fee Scale for GSRP
Based on Public Act 60 changes effective in June 2013 focused eligibility for GSRP based on family income. Legislation further requires that each applicant be ranked by families Federal Poverty Level (FPL) and that programs enroll children with families with the lowest income first. Additional risk factors are considered. Effective June 2013, any family with an income in excess of 250% FPL must pay “tuition” based on the Jackson County Intermediate School District (JCISD) district-wide common sliding fee scale (SFS).
- For 2022-23, children living in families with 251-300% FPL shall pay $217.50 for part-day programming and $435.00 for full-day programming.
- For 2022-23, children living in families with income in excess of 300% FPL shall pay $435.00 for part-day programming and $870.00 for full-day programming.
Admission Requirements
For admission to the Great Start Readiness Program complete the interest form at http://www.greatstartjackson.org. There is no application fee.
Qualification requirements include
- Children must be at least 4 years old by September 1st to enroll in one of the 4-year-old programs.
- Single-parent and military families
- Working families
- Children in foster care
- Homeless families
- Children who may have special needs
- Families who have a child who receives free or reduced lunch
- Income eligibility is based on family size.
Income At Or Below
2
$45.775
3
$57,575
4
$69,375
5
$81,175
6
$92,975
7
$104,775
Families will be notified of eligibility. For more information about the work of the Great Start in your community please contact:
Great Start Collaborative of Jackson County
Kelly Sheppard, Coordinator
6700 Browns Lake Road Jackson, Michigan 49201
Phone: 517-768-5281
www.greatstartjackson.org
Exclusion Policy
No child will be excluded or expelled from the GSRP program because of the need for additional development, medical or behavioral support, and assistance with toileting or staff attitudes and/or apprehensions.
Withdraw Policy
If you need to withdraw your child from Columbia GSRP program, please inform your child’s teacher and notify the JCISD GSRP office at 517-768-5281
Program Evaluation
During the year, parents will be asked to evaluate the programming that your child receives. Your feedback is important to us, and used to assess and improve our practices. The JCISD Early Childhood Specialist uses the Program Quality Assessment (PQA) a minimum of two times per year.
PARENT NOTICE OF PROGRAM COLLABORATION AND INFORMATION SHARING
The Michigan Department of Education (MDE) distributes funds to Intermediate School Districts throughout the state for the purposes of implementation of the Great Start Readiness Program (GSRP). The Jackson County Intermediate School District (JCISD) collaborates with school districts and community based partners to oversee the operation of the Great Start Readiness Program for the children and families of Jackson County.
Columbia GSRP Preschool is required to work with the Jackson County Intermediate School district to fully implement the GSRP program in which your child is enrolled. As a result, select, authorized employees of the JCISD have access to children and family information for the purposes of:
● Meeting program meeting requirements with the MDE.
● Child and family support which may include (child program placement, assisting families with coordination of services, providing individual child classroom support.)
Questions? Please contact Jackson County Early Childhood Contact:
● Kelly Sheppard
● [email protected]
● 517-768-5281
- 6700 Browns Lake Road, Jackson, Mi., 49201
Revised: September 2021
Appendix A
Michigan Department of Education
Child and Adult Care Food Program
Where Healthy Eating Becomes a Habit
Program Information Sheet
This care center is a participant in the Child and Adult Care Food Program (CACFP), a United States Department of Agriculture (USDA) program. The CACFP provides cash reimbursement to child and adult day care centers for nutritious meals and helps children and adults develop and maintain healthy eating habits. The CACFP is administered by the Michigan Department of Education (MDE).
Through the Child and Adult Care Food Program you can be assured each participant is getting balanced, nutritious meals and developing/maintaining healthy lifelong eating habits. Proper nutrition during throughout life ensures fewer educational and physical problems later in life.
As a participant in the CACFP, your care center receives reimbursement for serving nutritious meals and snacks. Meals and snacks must meet the USDA meal pattern requirements listed below (Child Meal Pattern).*
Breakfast
Lunch and Supper
Snack
(serve 2 different food items from the 5 food component groups below)
Milk
Milk
Milk
Fruit, Vegetable, or a combination of both
Meat or Meat Alternate
Vegetable
Fruit (or second Vegetable)
Meat or Meat Alternate
Vegetable
Fruit
Grain
Grain
Grain
*Children less than one year old and Adults Day Services: Foods in the infant and adult meal pattern vary. Please request the applicable infant or adult meal pattern requirements from our center.
MDE is required to verify the enrollment, attendance and meals/snacks typically consumed by children while they are in care. MDE staff may contact you regarding your child’s participation in our day care center.
If you have any questions about the Child and Adult Care Food Program, please contact:
Insert name of child/adult care center Child and Adult Care Food Program
Insert address of child/adult care center Michigan Department of Education
Insert phone number of child/adult care center or P.O. Box 30008
Lansing, Michigan 48909
517-241-5353
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; or (3) email: [email protected]. This institution is an equal opportunity provider.
Rev. 6/2019
Appendix B
Michigan Department of Education Child and Adult Care Food Program
Civil Rights
- Collect and compile ethnicity and race data on children each fiscal year. Refer to the CACFP website (www.michigan.gov/cacfp) for the Ethnicity and Racial Beneficiary Data form, under Forms & Instructions, to compile this data. Sponsoring organizations must compile this data by site.
- Include the following 2015 nondiscrimination statement on all materials relating to the CACFP that are available to the public. This includes documents, pamphlets, brochures, handbooks, websites, and any other materials distributed. If the material is too small to permit the full statement to be included, the material will, at a minimum, include the statement, in print size no smaller than the text, “This institution is an equal opportunity provider.”
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:
- Mail: U.S. Department of Agriculture
1400 Independence Avenue, SW Washington, D.C. 20250-9410
- Fax: (202) 690-7442
- Email: [email protected]
This institution is an equal opportunity provider.
Please note the Spanish version of the 2015 nondiscrimination statement (https://fnsprod.azureedge.net/sites/default/files/cr/nondiscrim-spanish.pdf) is available.
- Display the “And Justice for All” poster in a conspicuous place in each approved site and the administrative office. (Former non-discrimination version is acceptable until further notice of revised poster availability.)
- Train staff on civil rights annually. Specific subject areas include:
- Collecting and using data: Data is collected on ethnicity and race. Parent self-declares. If they refuse, institution staff will code based on perception. All material must be filed in an area of restricted access and retained for three years.
- Effective public notification systems: Display the “And Justice for All” poster, use the non-discrimination statement, provide information in other languages and alternative formats as needed, and convey equal opportunity in all photos and other graphics on websites, publications, etc.
- Complaint procedures: Procedures must be established to accept complaints or grievances based on race, color, national origin, sex, age, disability, gender identity, religion, reprisal and, where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or if all or part of an individual’s income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the USDA. (Not all prohibited bases will apply to all programs and/or employment activities.) CACFP participants must be advised of their right to file a complaint, how to file a complaint, and the complaint procedures.
- Compliance review techniques: Ensure civil rights requirements are being followed during review process.
- Resolution of non-compliance: Inappropriate actions must cease. A corrective action plan is required and appropriate procedures must be implemented.
• Requirements for reasonable accommodation of persons with disabilities: Entrances and exits to accommodate the disabled, Braille signage, and alternative arrangements for service must be available when needed including accommodations for food-related disabilities.
- Requirements for language assistance: Bilingual personnel and materials must be provided depending on need, resources available, and cost.
- Conflict resolution: Use alternative dispute resolution techniques when necessary. Treat others with respect.
- Customer service: Treat others the way they want to be treated or at least be aware of what that is.
The Michigan Department of Education (MDE) developed a Civil Rights on-line course. To register and take the class, visit CACFP website (www.michigan.gov/cacfp), scroll down to the training section, and click on Civil Rights E-Learning Course.
S:CACFP/Forms/Civil Rights.doc
Rev. 5/2018
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