The Smithfield

Avenue

Kindergarten

A Parent’s Handbook

514 Smithfield Avenue

Pawtucket, RI 02860

728-4470

Director: Diane G. Brochu

7 Pine Grove Circle

Greenville RI 02828

949-0352

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General Information

Name of Center: The Smithfield Avenue Nursery School

and Kindergarten

Number of Classrooms: Three

Session Times: Classroom 1:

Pre-K- Monday- Thursday 8:30-11:30

Ages: 3-5 years old; must turn three by Sept. 1

Classroom 2:

Pre-K- Monday-Thursday 8:30-2:45

Ages: 3-5 years old; must turn three by Sept. 1

Classroom 3:

Kindergarten- Monday-Friday 8:30-2:45

Ages: 5-6 years old; must turn five by Sept. 1

Address: 514 Smithfield Avenue

Pawtucket, RI 02860

Phone & Fax Number: 401-728-4470

Director: Diane Brochu, M.Ed.

Home Phone Number: 401-949-0352 or 864-8462

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Table of Contents

General Information 2

Our Promise of Quality & Mission Statement 5

Our Early Childhood Philosophy 6

Our Philosophical Approach 7

I. Admissions/Enrollment 8

Admissions 8

Equal Opportunity 8

Fees and Finances 8

Transitions 9

Waiting List 9

Withdrawal 9

II. Calendar and Attendance 10

Arrival and Dismissal 10

Attendance 10

Calendar 10

Holidays 10

Inclement Weather 10

Vacations 11

III. Curriculum/Assessment and Daily Activities 11

Activities 11

Assessment 11

Classroom Environment 12

Clothing and Cubbies 13

Curriculum: Literacy, Math, Science, Social Studies 13

Daily Schedule 15

Differentiated Instruction 16

Guidance and Discipline 17

Learning Environment 18

Lunch 19

Outdoor Play 19

Snack 19

Special Needs 19

Transportation 20

IV. Health Related Information 20

Allergies/Special Health Care 20

Communicable Diseases 20

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Health and Safety 21

Illness/Accident/Emergency Care 21

Mandated Reporter 22

Medical Forms 22

Medicine Policy 22

Personal Hygiene 23

V. Parent/Family Involvement 23

Family Involvement 23

Family/Center Activities 24

Parent/Teacher Relationships 25

School News 25

VI. Safety Policies and Procedures 25

Emergency Procedures 25

Fire Drills 26

Insurance 26

Open Door Policy 26

Security Measures 26

VII. Special Events 27

Birthdays 27

Field Trips 27

Fundraisers 27

School Portraits 27

VIII. Staffing 28

Confidentiality 28

Staff 28

State Accredited 28

IX. Appendix A 29

What I Learned in Kindergarten! 31

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OUR PROMISE OF QUALITY

Welcome to the Smithfield Avenue Kindergarten. Choosing the right

Kindergarten setting for your child is very important. At the Smithfield

Avenue Kindergarten, we provide a place where your child is safe, loved, and

learning. In a happy, literacy-enriched atmosphere, your child is encouraged

to create, explore, discover and experiment.

Our primary goal at the Smithfield Avenue Kindergarten is to nurture your

child's educational, physical, personal, social and emotional development. This

is an exciting time in which children’s worlds are expanding beyond the home

and family to encompass new playmates and experiences. We want this

experience to encourage children’s curiosity and to foster a love of learning.

We want each child to perceive him/herself as a capable, responsible, and

valued individual.

Your participation as a partner in your child's early learning experience is

important to us. We want you to know, to understand, and to discuss with us

our goals. We want you to look often into our busy, happy, noisy, creative

classrooms and see your child at work and play. We want you to realize the

validity of that work and play, and the importance of what is being learned.

This handbook will help answer many of the questions you might have. Please

feel free to talk with the Director regarding any information or any concerns

you have regarding the education of your child.

Our Mission

To provide an early educational experience where children come to

believe in themselves, their worth, and their ability to have an impact

on the world around them.

To enable children to see that they are creative, able, critical

thinkers.

For the classroom environment to honor learning styles.

For the teachers to use a variety of strategies to engage the learner.

For teachers and families to work together in partnership for the

good of all children.

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OUR EARLY CHILDHOOD PHILOSOHY

We believe that parents and family are the most significant persons in the

child’s life. We strive to work in a partnership with the families to benefit

the child. Our doors are open to families at all times and we encourage daily

communication between parents and staff members. Parents and family

members are encouraged to actively participate in our program.

We believe that each child is a unique individual who develops at his/her

own rate. We strive to provide culturally, linguistically, and developmentally

appropriate programs that focus on the process of learning and help ALL

children enjoy successful experiences. In meeting the needs of ALL children,

we make accommodations to include/integrate children with developmental

delays and disabilities.

We believe that a stable, safe, healthy, comfortable, and culturally

relevant environment is crucial to a child’s physical, emotional, social, cognitive

and creative growth.

We believe in positive guidance techniques. By establishing consistent, age

appropriate limits, we help children function in their world. Our programs are

designed to develop in children a sense of independence, social competence,

confidence, and responsibility.

We believe our program’s strength lies in the dedication and commitment

of our staff. We support our staff with training, resources and opportunities

to create a unique and meaningful learning experience for the children.

We believe that our program must reflect the needs and goals of children and

families. We must work together for an integrated, comprehensive approach.

A caring, cooperative workplace respects cultural values and supports positive

relationships and respectful interaction.

We believe a child is better able to understand new ideas when the ideas

are built upon what they already know. We develop an integrated curriculum

that views learning in a holistic way and reflects the real world, which is

interactive. This approach allows children to learn in a way that is natural to

them. The integrated units allow us the opportunity to make sure children

are learning relevant information and applying that knowledge to real life

scenarios.

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OUR PHILOSOPHICAL APPROACH

Our philosophical approach is supported by the theories of Maslow and

Erikson, which show that children must have their physiological and

psychological needs met in order to feel safe, to feel a sense of belonging, to

have respect for themselves, and to respect others. Children need to be able

to trust the world around them. They need their growing desire for

independence to be nurtured and their sense of competence to be fostered.

When children exhibit the initiative to explore, experiment, and pursue their

own interests, they need support and affirmation.

Our philosophical approach is supported by research that shows play is a

critical resource for learning and has a strong relationship to future academic

success. Teacher supported play builds many foundational skills and complex

cognitive activities such as memory, self-regulation, oral language abilities,

symbolic generalization, successful school adjustment, and better social skills

(Bordrova and Leong). Functional, constructive, and dramatic play engage

children’s senses, encourage active exploration, and require creativity,

imagination, reasoning, negotiation and motivation (Smilansky). Play is an

essential learning tool for young children.

Our philosophical approach is supported by the theory of multiple

intelligences (Gardner) - that children come to us wired for ways of learning

(linguistic/verbal, logical/mathematical. Musical/rhythmic, spatial/visual,

bodily/kinesthetic, interpersonal, intrapersonal, naturalistic) and it is our goal

to strengthen all ways of learning through engagement, enrichment and

support.

Our philosophical approach is supported by the theory of social

constructionism- that children are active constructors of their own

knowledge and that knowledge is constructed through curiosity, investigation,

and experimentation. Individual knowledge is constructed, deconstructed,

and consolidated as a result of exchange with and in relation to others.

Through structured and unstructured play, children construct and master the

concepts, knowledge and skills that create the foundation for subsequent

learning. Children learn best when supported and challenged by a community

of likewise enthusiastic learners (Vygotsky).

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I. ADMISSIONS/ENROLLMENT

ADMISSIONS-Children should be five years old by September 1 in

order to be enrolled in our Kindergarten program. Children born after

September first and before October 15 will be considered for enrollment if

the following criteria have been met: a recommendation from the preschool

teacher; successful completion of the RI Early Learning Standards; and the

passing of the Kindergarten Home Readiness Test administered by each

child’s parents. A pre-registration day is held in January for students

presently enrolled in the nursery school and for any siblings of past or

present students. After that, registration is based on a first come, first

serve policy. All children must have all their immunizations up to date. A

certificate of birth must be shown to the Director on the first day of school.

EQUAL OPPORTUNITY PROVIDER-The Smithfield Avenue

Kindergarten is an equal opportunity provider. Applications for enrollment are

accepted without regard to race, religion, sex, or national origin.

FEES AND FINANCES- Upon enrollment of your child, we require a non-

refundable registration fee.

Tuition is based on an annual school year (September-June). Parents

may choose to pay the annual tuition in ten monthly installments. In March of

the year before the child attends, parents are required to make a non-

refundable advance deposit equal to one month's tuition, which will be

applied to the following May's installment. The first installment is due by

August 1, and then on the first Monday of each month beginning in September

and up to and including April. If a parent chooses, the tuition may be paid in

full by August 1. Parents have exactly one week to make the payment before

a $10.00 late fee is incurred. No refunds will be made for absences or

illnesses. Tuition will not increase for a month containing five weeks or

decrease for a month which contains a vacation week. Checks should be made

out to the Smithfield Avenue Kindergarten.

A $10.00 fee will be charged for returned checks and we will have the

option to refuse further payment by check.

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TRANSITIONS- The staff is committed to having each child experience a

positive transition into and out of our program. Parents are encouraged to

visit our program with their child when researching kindergarten and to visit

again after a decision has been made to drop off all pertinent forms. In June,

your child will be invited to an Open House to spend a couple of hours with

the exiting children from our kindergarten program. If this is your child’s

first formal school experience, the staff will communicate with you regularly

to ensure a successful beginning. If your child has been enrolled in another

school, the staff is willing to work cooperatively with previous teachers to

make the transition a smooth one. When your child is exiting our program,

the staff will assist you in preparing your child to attend first grade or

another program. Information received from the surrounding communities

pertaining to first grade registrations will be placed in your child’s cubby. All

information required by your child’s new school will be provided once an

Authorization to Release Information form has been filled out by the

Parent/Guardian.

WAITING LIST- A waiting list is set up for each year of enrollment

and is updated periodically. Waiting lists are begun one year in advance of the

coming school year. Please notify the Director if any siblings or friends wish

to be placed on the list for the coming year. Children are taken from the

waiting list as openings arise and at registration time for the following year.

It is based on a first come first serve policy.

WITHDRAWAL- Parents making a non-refundable security deposit are

committing to the academic school year. No refunds or waiver of tuition

payments for the remainder of the school year will be given if a child drops

out mid year unless the child's place has been taken by another child at the

time of the withdrawal. In signing the school agreement, parents are

agreeing to pay the full year’s tuition.

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II. CALENDAR and ATTENDANCE

ARRIVAL AND DISMISSAL- Children shall arrive no earlier than 8:30

A.M. and picked up by 2:45. The children must be delivered to the

Kindergarten classroom. There is a "sign-in" procedure, for the children's

protection. Children may not be picked up by unauthorized individuals. Please

note that if there is an ongoing relationship with a babysitter/grandparent

that will be picking up your child frequently, that person should be introduced

to us and will not need to present identification.

ATTENDANCE- All children attend five days a week, Monday through

Friday. The hours are 8:30 A.M.-2:45 P.M. If your child is not able to

attend, please call the school. The school number is 728-4470.

CALENDAR- School will open Wednesday morning, the week before

Labor Day and will continue through one hundred and eighty days. The

calendar will coincide with that of the Pawtucket Public Schools, although we

may close earlier and in some instances have a slightly longer vacation than

they. During the first week of school the children will attend from 8:30-

12:30.

HOLIDAYS- We close in observance of the following holidays: New

Year's Day, Martin Luther King Day, President's Day, Good Friday, Memorial

Day, Columbus Day, Presidential Elections, Veteren's Day, Thanksgiving Day

and Christmas Day.

INCLEMENT WEATHER- Any closings due to bad weather will be

announced on Channel 10 or 12 TV. You may also check on line at

eyewitnessnews.com or turntoten.com. We are cancelled if you see or hear

that The Smithfield Ave Nursery School & Kindergarten is closed or

dismissing early.

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VACATIONS- Vacations coincide with the Pawtucket Public Schools

vacations. However, in some instances they may be slightly longer. There is a

vacation in December, February and April.

III. CURRICULUM/ASSESSMENT and DAILY ACTIVITIES

ACTIVITIES- Our program is based on integrated teaching units. An

integrated curriculum is organized in such a way that it cuts across subject-

matter lines, bringing together various aspects of the curriculum into

meaningful association to focus upon broad areas of study. Using an

integrated curriculum to teach is a strategy based on the premise that

learning is a series of connections. Integrated teaching units provide an

environment that fosters and encourages process learning and active

involvement of ALL students (Fisher, 1991). Field trips, stories, songs, games,

literacy and math activities, and learning centers will be changed according to

these integrated teaching units. Our goal for each child not only includes

developmentally appropriate learning activities for literacy, math, and

science, but also includes social, emotional, and physical growth and

development. Activities that provide for progress in each of these

developmental areas are the most important aspects of our program.

Activities are provided which are appropriate for each child's age,

development and interests.

ASSESSMENT- We will be using the ongoing method of authentic

assessments with the use of portfolios. Formative assessments help the

teaching staff to identify children’s interests and needs, while also allowing

them to modify curriculum and adapt their teaching practices. We will collect

samples of students work during the year and make written notes about what

we see the children doing. We will use anecdotal notes, photographs, work

samples, and checklists in recording data on each child’s growth to be used

for reporting to parents, sharing with children and charting individual goals

for each child. Parents will also complete a number of family surveys and

questionnaires at the beginning of the year to provide the staff with valuable

information about their child’s culture, language, and developmental

milestones. The portfolios will look at what each child is doing, not what they

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are not doing. They will help us as your child’s teachers to plan daily activities

to meet each child’s learning needs. In addition, we will be developing our

curriculum and assessing each child in direct relation to the goals and

objectives of the National Common Core Standards and the Rhode Island

Early Learning and Development Standards (RIELDS).

Pawtucket Child Outreach screens all of the kindergarten children in

early October, making referrals as deemed necessary. The kindergarten

teacher is also supplied with the PALS Literacy assessment through the city

of Pawtucket and assesses the children in October and again in the spring,

making referrals as deemed necessary. Children entering with an IEP should

include this information in their child’s portfolio so that we as their classroom

teachers can assist in your child’s development in all ways possible. The

Kindergarten teacher is available to attend IEP meetings with any child’s

respective school district.

CLASSROOM ENVIRONMENT- The kindergarten classroom is

organized into interest areas or centers filled with a variety of materials and

equipment including blocks, dramatic play supplies, science activities, books,

art supplies and more. Children must have time to experiment with measuring,

counting, pouring, and making predictions using sand and water areas. Paper,

scissors, markers, puzzles, and other hands on materials that foster

children’s thinking and problem solving skills are readily available. Books,

printed words, and samples of children’s writing are in every area of the room

(NAEYC, 1997). Children have opportunities each day to enjoy physical

activities indoors, and weather permitting, outside. A consistent, flexible

schedule offers plenty of time for learning and making choices. It also

creates a minimal number of transitions, and limits time in whole groups. The

classroom is decorated with original art and projects created by the children.

This shows children how much their efforts are valued. Learning takes place

throughout the day in large and small groups and in one to one interactions

between the child and the teacher. This helps teachers understand the

emerging skills of each child and to plan experiences that accommodate each

child’s own style of learning.

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CLOTHING AND CUBBIES- Each child has his/her own cubby in which

to keep outside clothing. It is recommended that each item of outwear is

labeled (i.e., raincoats, jackets, boots, mittens). Outdoor play is a regular

part of the class routine, and children should be dressed appropriately.

We encourage active participation in movement activities, art projects and

other creative events. The children will experiment with a variety of paints,

paste and other media (all non-toxic but potentially staining). The school

strongly urges parents to send children to school in comfortable, safe play

clothes. Sneakers and rubber-soled shoes for climbing and running are best.

We ask that each parent/guardian supply one change of clothes for their

child in case of accident.

CURRICULUM- Our curriculum is centered on active exploration. Young

children learn through hands-on experience and participation, therefore, we

provide opportunities for children to select, explore, and practice various

skills through a variety of materials and prepared activities. Young children

see the world differently than older students and adults and they learn best

through direct, sensory experience. Five year olds need to manipulate,

explore and experiment with real objects. They learn through doing, moving

and talking.

The Smithfield Avenue Kindergarten recognizes the individuality and

uniqueness of all children. Using the philosophy of “Developmentally

Appropriate Practices” and following the Common Core Standards, teachers

plan lessons, activities and learning centers based on children’s abilities,

interests and experiences. Core curriculum materials for reading,

mathematics, science and social studies enhance the integrated units. These

materials provide the best vehicle for integrating content areas in a way that

makes sense to children and helps them make meaningful connections to

transfer knowledge they learn and apply it in a meaningful way.

Due to individual differences, children will achieve success at varying

levels and in different areas. Because of these individual differences, many

opportunities are provided to ensure a child’s feeling of accomplishment and

pleasure through a developmentally appropriate curriculum. The kindergarten

curriculum is aimed at the whole child. Children learn to take risks and solve

problems, develop relationships, explore new concepts, acquire academic skills

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and knowledge, and enhance their physical, social and emotional competence.

We offer sufficient time to become involved in projects and investigations to

satisfy their own interests. Balancing child-initiated and teacher-selected

activities allows us to enhance their learning.

Language Arts- In kindergarten, our students will participate in shared

listening, reading, and viewing experiences using picture books, fairy tales,

rhymes, stories, photographs, illustrations and video programs. Students will

draw, record, and tell about their ideas and experiences and participate in

group language activities. They will predict and ask questions during listening

and reading activities. They will categorize objects and pictures and

represent and share ideas and information about topics of interest. They will

form pictures, represent and share ideas and information. They will form

recognizable letters, print their own names, and explore and experiment with

new words and terms.

Mathematics- In kindergarten, our students will explore numbers,

patterns, shape and space, and data analysis by working with appropriate

materials and tools. They will count and compare objects, demonstrate

awareness of addition and subtraction through the use of manipulatives.

They will identify and create patterns and learn about measuring, classifying,

matching, describing and comparing.

Science- In kindergarten, our students will explore, investigate and

describe their environment and community by asking question, solving

problems, and using their senses. They will recognize similarities and

differences in living things, objects and materials. They will explore design,

function and properties of a variety of natural and manufactured materials.

They will explore scientific concepts using sand, water, blocks, clay and other

materials and begin to use technology appropriately. They will l earn to

recognize seasonal changes, colors, shapes in the environment, and familiar

animals in their surroundings.

Social Studies- In kindergarten, our students will become aware of

diversity in the uniqueness of self and others. They will begin to talk about

feelings and emotions. They will learn about homes, family, familiar places,

and people who work and help in the community. They will learn to express

their feelings in acceptable ways and to show respect and positive caring

toward others by taking turns in activities and discussions, working

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cooperatively, giving and receiving help, and taking part in small and large

group activities.

Physical Skills- In kindergarten, our students begin to develop personal

responsibility for health and learn about personal safety and ways to prevent

and reduce risk. Through movement, games, and activities using equipment

such as balls, bean bags, jump ropes, balance beams, and hoops, children

develop coordinated movement and balance. These activities improve not only

the gross (large motor skills) but strengthen fine motor skills as well. By

participating in physical activity, by becoming aware of healthy food choices

and by learning to observe safety rules, our students will develop attitudes

and practice behaviors that promote and active, healthy lifestyle.

Creative Expression- In kindergarten, our students explore and express

their thoughts and feelings through the visual arts, music, drama and

movement. By viewing and responding to everyday objects and artworks,

children learn about how we see and interpret visual images. Children will

have the opportunity to express themselves through movement and individual

and group musical activities, songs and games. The arts help our students

connect their own experiences with forms of artistic expression in the world

around them.

DAILY SCHEDULE- Our daily schedule allows time for children to work

alone, in small groups, and in large groups. This enables children to develop

and practice the many skills necessary for dealing with various academic and

social situations. It is our goal to make the daily schedule a happy and

satisfying experience for the child. Through a balance of play and academics,

the children develop the skills necessary to become a constructive member of

our kindergarten class. Daily the children will follow the same schedule to

help each child develop a sense of routine and structure. Our schedule allows

time for indoor free play as well as outside play because kindergarten

children are active learners who learn through their purposeful play. In

addition to their daily literacy, math & science activities, the children work in

small groups at centers where they engage in hands on developmentally

appropriate activities across the curriculum. Each day of the week also

offers a “special” for the children to look forward to; on Mondays- Library

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and Movie; Tuesday- Phys Ed; Wednesdays- Music; Thursdays- Art; and on

Fridays- Computer.

DIFFERENTIATED INSTRUCTION- Differentiated instruction is a

teaching approach in which teachers adapt their instruction to student

differences. Our teachers modify their instruction to meet individual

student’s readiness levels, preferences, and interests. Differentiated

instruction recognizes that we have a diverse student population and it

enables our teachers to teach students of varying levels in one class. In doing

so, we link our ongoing assessments to instruction. We are able to

differentiate what the child needs to learn (content), the activities in which

the student engages (process), the culminating projects that ask the student

to rehearse, apply and extend what he or she has learned (products) and the

way the classroom works and feels (learning environment). Examples of

differentiating the content include presenting ideas through both auditory

and visual means; meeting with small groups to re-teach or extend their

learning, and using materials at varying readiness levels. Examples of

differentiating process include using tiered activities which all learners work

with the same important understanding and skills, but proceed with different

levels of support, challenge, or complexity. It also includes providing interest

centers that encourage children to explore and offering manipulatives or

other hands-on support. Examples of differentiating products may include

allowing children to work alone or in small groups on their products and

encouraging students to create their own products which demonstrate

understanding. Finally, examples of differentiating the learning environment

include making sure there are places in the room to work quietly as well as

places that invite student collaboration. It also includes providing materials

that reflect a variety of cultures and home settings and helping students

understand that some learners need to move around to learn, while others do

better sitting quietly.

GOALS and OBJECTIVES- In our kindergarten program, we seek to

provide a variety of experiences that foster the child’s:

Emotional development and well-being

Social development

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Physical development and well-being

Aesthetic and artistic development

Intellectual development

Language development

GUIDANCE and DISCIPLINE- At the Smithfield Avenue Kindergarten

we recognize that positive discipline teaches and encourages the healthy

development of a child's self-esteem. Our teachers praise and call attention

to appropriate behavior and act as role models in order to influence and

reinforce a child positively.

Our goal in providing guidance and discipline is to encourage the

development of children’s self control and self discipline. We help children

negotiate conflicts through the use of words and problem solving strategies.

We use constructive language by phrasing guidelines for behavior positively:

“Walk in this room” instead of “Don’t run”. We especially encourage children

to verbalize their feelings. We do not allow the use of corporal or physical

punishment.

Children, who are motivated and engaged in activities throughout the day,

rarely pose major discipline problems, but minor conflicts do arise

periodically. We encourage children to handle these on their own whenever

possible or practical. If a child is behaving in a way which is potentially

harmful to self, others, or property, adults will intervene. Although each

problem that arises call for a unique solution, we use these guidelines to

provide clear boundaries and guidance for children.

Step One: Know the child. Is this behavior unusual for this child?

Step Two: Stop the behavior. Use a gentle look, shake of the head, or

words to dictate the behavior is inappropriate.

Step Three: Describe appropriate behavior, give rationale, and remind

the child of the consequences. For example, “Move the sand carefully.

If you throw sand it might get in someone’s eyes. You will have to leave

the sand area if you throw sand.”

Step Four: Warn only once. If the inappropriate behavior continues,

remove the child from the situation. Help the child to describe his or

her feelings and realize the feelings of others. Restate the appropriate

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behavior and discuss strategies the child can use successfully in this

situation.

Step Five: The child stays with the teacher until he or she feels ready

to return to the activity. The responsibility for behaving appropriately

is placed on the child.

Step Six: Help the child return to the activity successfully. Offer

support and acknowledgement of appropriate behavior.

Step Seven: If inappropriate behavior continues, the child loses the

privilege of working in the area. Repeat steps four through six, having

the child choose a different activity.

If behavior problems persist, the teacher will discuss them with the

child’s parents. Together they will come up with strategies to help the child

overcome his or her difficulties. Should you have specific concerns regarding

discipline techniques, we urge you to discuss them with your child's teacher

and Director.

LEARNING ENVIRONMENT- The learning environment consists of a

large L shaped classroom. The classroom is set up in play centers and

academic centers. There is a math center and a literacy center for small

group math and literacy activities. The tables are color coded with matching

chairs to help children go directly to their appropriate centers. Literacy

center is at the green table. Math centers take place at the yellow table.

Science and math lessons take place at the red table. Journals and literacy

lessons take place at the blue table. The children work in small groups of 4 or

5 students during center time, with one group at the centers and the other

group at the Science or Math lessons table. There are also a technology lab

for movies and library check out on Fridays and Computers on Monday. In

addition there are also play centers which include the dramatic play area, the

block area, the book center, the art area and the sand and water table area.

Children may also use the literacy center as a writing center in the afternoon

as well as the math center to play games. On Tuesdays, the gym is used for

Physical Education and on Thursdays, the lunch room is used for Art. The

children also have a half hour of outside time in our playground each morning.

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LUNCH- Each day the children will have lunch together with the

classroom aide. Each child is required to bring their own lunch from home. A

microwave is available for heating items if need be. The children will have

lunch from 11:30 until 12:00 and then attend the special for the day; Monday-

Computers; Tuesday- Physical Education; Wednesday- Music; Thursday- Art;

and Friday- Library and Movie. A snack will be served later in the afternoon.

OUTDOOR PLAY- Fresh air and exercise are important to a child's

health. During inclement weather, too hot or too cold days, we plan indoor

activities. Please be sure your child has appropriate clothing for all seasons.

If you feel your child is unable to participate in outdoor play, please discuss

the situation with the Director.

SNACK- We serve a daily snack, usually juice and crackers. Parents

are welcome to send other snacks to be shared by the child's class. Please be

sure that there is enough for all the children. Children love to share snack

and feel very important as they are acknowledge for sharing and thanked by

their peers. We ask that snack choices are healthy snacks, such as crackers,

grahams, pretzels, jello jigglers, fruits and vegetables. Each day we have

helpers who help to pass out the napkins and cups. We allow each child to gain

independence as they pour their own juices and wipe up their own spills.

SPECIAL NEEDS- The kindergarten program is based on the belief

that all children can learn. In the kindergarten classroom, children with a

variety of needs and skill levels work and learn together. The teacher

ensures that all children are included in all activities that help them build on

their own level of learning. Some children have special intellectual, emotional,

sensory, physical and communication needs that affect their learning the

language of instruction. Every effort is made to allow children to increase

their potential for learning and to make the most of learning opportunities.

The kindergarten year touches children who have a wide range of abilities and

developmental levels. Parents who are concerned about their child’s learning

needs should contact the Director. Our teaching staff collaborates with Child

Outreach for screening and referrals and attends IEP meetings for any child

who has an IEP with their respective school district.

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TRANSPORTATION- Parents are responsible for their own children's

transportation. When possible, the Director will assist in setting up a carpool.

When we go on field trips, we hire school buses with seatbelts and all children

are seat belted! Parents sit on the back of the bus so that every child is

assured a seat with a seatbelt.

IV. HEALTH RELATED INFORMATION

ALLERGIES/SPECIAL HEALTH CARE- Allergies are common among

young children. If your child has an allergy, special health care needs or

special nutritional needs, please discuss this with the Director. Families will

be asked to obtain from the child’s health provider an individualized care plan

that is prepared in consultation with family members and specialists involved

in the child’s care. We will take appropriate precautions to protect your

child's health. In the case of food allergies, we will ask for consent to post

the allergy information in each classroom, in the kitchen area and on the

snack closet doors. If consent is not given to post the information, the

information will be shared with all relevant staff to ensure that they are

informed. For allergies requiring medication/epi pen, an epi pen/medication

form will also need to be filled out. Parents are responsible for supplying the

epi pen and any relevant medication. All medications will be kept in a case

specific to your child and kept in their classroom and with the teacher in the

case of field trips. Parents will be asked to meet with the relevant staff prior

to your child’s first day to train teachers in the specific care required by

your child so that we are able to appropriately address the health and safety

of your child.

COMMUNICABLE DISEASES- Childhood diseases and illnesses are a

part of growing up. In the instance of a communicable disease affecting

children in our Kindergarten, rest assured that you will be notified. When

your child is absent due to illness, please notify us. Children absent due to a

contagious disease may return when the child is no longer contagious. Please

see Appendix A for an incubation chart for common communicable diseases.

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HEALTH AND SAFETY- Your child's health is a matter of importance

to all of us. Upon enrollment, you must file with us a health form signed by a

physician. We also require that the child have certain standard immunizations

and tuberculin clearance. Children should be immunized against diphtheria,

whooping cough, tetanus, measles, polio and mumps. If this record is not

available, a statement from a physician stating why these inoculations cannot

be given should be presented to the Director. State law requires that each

child's yearly physical exam must take place within six (6) months of the

start of school. Please make a note of this when you are scheduling your

child's yearly physical. NO child will be admitted on the first day of school

without the required physical forms. Children should be checked carefully

before leaving for school for signs of colds and flu and other illnesses. If

there is any doubt about a child's health, he/she should not be sent to school

at the risk of infecting others.

ILLNESS/ACCIDENT/EMERGENCY CARE- Sick children should not be

sent to school. Should your child become ill at school, you will be called to

make arrangements to pick up your child. It is required that we have on file

the names, addresses, and phone numbers of persons authorized to pick up

your child. It is also necessary for us to have the name and number of your

physician and preferred hospital. An emergency vehicle will be called when

deemed necessary in the event of a serious accident or illness. You or your

designated substitute will be asked to transport your child in less serious

situations. It is understood that we will make a conscientious effort to

contact the parents at the emergency numbers you have provided, before any

medical action is taken. It is to your child's benefit that you keep the school

up to date on phone numbers, emergency numbers, and other pertinent

information.

In making decisions about whether or not it is appropriate for the child to

be at school, please keep in mind how the child will respond to group situations

and how the staff will be able to meet the child's needs. There may be times

when the child is showing only mild symptoms but does not seem able to

manage in the group. In such a case, the staff may determine that the child

cannot be appropriately cared for at school. Please keep in mind the following

guidelines regarding illnesses:

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When to Keep a Child Home:

Moderate to high fever, 101.5°, as a guideline

Vomiting or diarrhea

Suspected contagious diseases (impetigo, chicken pox, conjunctivitis,

etc.)

Fresh cold with runny nose and loose cough

Illness which seriously prevents participation in group activities

Unexplained rashes

When to Send the Child Back to School:

Fever-free for 24 hours

Free of diarrhea for 24 hours

Free of vomiting for 24 hours

On medication for 24 hours for a communicable disease, such as strep

throat, impetigo, conjunctivitis

On medication for 12 hours for an ear infection which presents no fever

When the child is able to participate in ALL activities, including outside

time.

Many parents keep their children home an extra day after an illness

to make sure that the child has recovered completely!

MANDATED REPORTER- We are required by law to report suspected

child abuse to the proper authorities. Child abuse includes physical, social,

and emotional abuse.

MEDICAL FORMS- All medical forms required by the State Department

of Education will be kept in each child's confidential folder. No child will be

admitted to school with out the physician’s record of immunizations.

MEDICINE POLICY- By state law, teachers are not allowed to

administer medication to a child unless given written permission to do so by

the child's physician.

Even if the staff does not administer the medication, it is important

for the teachers to be informed of any course of medication the child is on

and its possible side effects. The staff should be told if a child was ill over

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the weekend--this is useful information, as it may help other parents

determine if their child is ill.

PERSONAL HYGIENE- We work towards good child health and hygiene

habits. We require hand washing upon entering the school as well as before

meals and after toileting and at other appropriate times.

V. PARENT/FAMILY INVOLVEMENT

FAMILY INVOLVEMENT- Families and schools represent the two main

environments in which young children grow and develop. Because the family

and the kindergarten program have a common interest in the child’s well-being

and because they share the tasks of care and education, it is important to

establish and maintain positive relationship between teachers and families.

Parents and families are an important part of our program. We will do our

best to keep you informed of your child’s activities at school and to offer you

opportunities to become involved in the kindergarten experience. Listed

below are a number of other ways that you can offer your assistance:

Fall Fundraiser- Every October we host a ‘non-event’ school wide

fundraiser. We encourage all parents to become actively involved in

raising money to offset the program expenses and to help keep tuition

rates down. Parents wishing to help put the merchandise into children’s

cubbies are always welcome.

Picture Day Help- Annually Cedar Ridge Studios offers their school

portraits to our families. Parents wishing to assist the children in

getting to and from the photo shoot are encouraged.

Special Hobbies or Occupations to Share- You may have a profession

that you could share with your child’s classroom or with the entire

school. Maybe you could share a talent or special hobby or cultural

celebration with them as well.

Parent Education Workshop Presenter- Do you have an area of child

care expertise that you would be willing to share with other parents?

We are always looking to provide families on the latest information on a

variety of parenting issues.

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Program Evaluations- Evaluations of the kindergarten program will be

distributed in January and again in May. Evaluations can be dropped off

at the kindergarten or mailed directly to the Director, and all responses

will remain anonymous. Please be sure to take the opportunity to

complete the evaluations; your input is very important in continuing to

provide a successful kindergarten for the community as we establish and

refine program philosophies, long term goals, and short term objectives.

PARENT ADVISORY- Parents wishing to help on a Parent Advisory

board are encouraged to speak with the Director. The advisory board

meets 4 times a year and helps to make decisions in regards to

fundraising events, family events, grant purchases, recommendations to

our curriculum, etc. The board also helps with tallying of results of

surveys and evaluations presented to parents so that all parents have

the opportunity to provide their feedback and thoughts in regards to

upcoming events and program assessment.

FAMILY/CENTER ACTIVITIES- A unique feature of the Smithfield

Avenue Kindergarten is the active participation of the parents. Parents are

welcome to visit the school at any time, unannounced.

Each year the school experience is enriched by the many contributions

made by parents. Parents may take part in the program by sharing holiday

traditions, guiding an art or cooking project, reading a story, demonstrating a

musical instrument, talking about their work or just spending some time with

us. Please feel free to volunteer your time, skill, and experience, as it is a

valuable learning tool with children. We are always in need of substitutes

thus if any one would like to volunteer in this capacity, you may discuss this

with the Director.

There are several "get togethers" during the year. In December we have

a day that we share with our grandparents and also an evening open house

that we share with the parents and siblings. In the spring we have our annual

Mother's Day Tea and our Father's Day Fun Day. In all instances, we are able

to accommodate to the needs of families with special needs as we have a hall

that all family events can take place in that is wheelchair accessible. We also

have our Parent/Teacher Open House in early October. We discuss our

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curriculum and goals and introduce you to some very important thoughts and

ideas about your child's Kindergarten experiences.

PARENT-TEACHER RELATIONSHIP- The teachers value their

relationship to parents and consider it as important as the teacher-child

relationship. Teachers welcome phone calls and a conference can be arranged

at any convenient time. In January, the school is closed for one day so that

all parents may confer with the teacher. At the conference the parents and

teachers share impressions of their child's growth and development, review

the child’s portfolio, and goals for the rest of the year are discussed. Again,

in March and in June parents will receive a detailed assessment portfolio,

allowing time for conferences if a parent so chooses. It is our policy to

encourage parents to discuss all concerns with the Director, who will involve

the staff as needed.

SCHOOL NEWS- Once a month a newsletter is sent home to the

parents. This includes news of the school, upcoming events, birthdays, and

Thank Yous! Please make an extra effort to read each month’s newsletter.

Just outside the kindergarten classroom doors, there is a small parent

bulletin board which also includes a calendar and sign up lists for supervision

on field trips and sign ups for sharing goodies for parties and cooking

activities. As needed, notices will be sent home between newsletters to

remind you of upcoming events or any sicknesses that you need to made aware

of.

VI. SAFETY POLICIES and PROCEDURES

EMERGENCY PROCEDURES- All staff members in each classroom have

first aid and CPR training through an accredited course.

The child’s parent/guardian, or authorized person shall be notified

immediately in the event of a serious accident or illness requiring emergency

care. First aid shall be administered by a qualified staff member.

The 911 emergency numbers are posted by the telephone. The local

rescue squad or ambulance service shall provide transportation; the local

hospital shall provide emergency care.

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In the event that a child is transported to the hospital, his/her health

summary and signed Permission for Health Care shall be sent along. A staff

member shall accompany the child until the arrival of the parents, guardian or

authorized person.

An accident report shall be completed for each accident except minor

scratches and abrasions. The report shall be made as soon as possible

following the accident and no later than the same day. The original report

shall be filed in the child’s file and one copy shall be given to the parent.

In the event, that an emergency evacuation is deemed necessary, the

school will utilize Individualized Evacuation Plans, filled out by the parent of

any child requiring special evacuation procedures. This information will be

shared with the child’s teachers and kept in the emergency folder.

Evacuation routes are posted in each classroom.

FIRE DRILLS- State law requires all schools to conduct 15 fire drills

and/or evacutions a year, eight of which must be during the first 3 months of

school. Each classroom has a posted evacuation route.

INSURANCE- For your child's protection, we require that all children

be insured through a group policy for a nominal cost. The sum may be

remitted with your first tuition installment due on August 1. You will be

expected to assume responsibility for any resultant expense not covered by

our insurance.

OPENDOOR POLICY- We want you to feel free to visit the school at

any time. However, the door will remain locked at all times. If you choose to

drop in during drop off or pick up, you will be met at the door by our

“greeter” and she will let you in. If you are stopping in after 9:00 AM please

ring the lower doorbell to the right of the door and a staff member will let

you in. If we do not hear the bell, please feel free to call us on your cell

phone!

SECURITY MEASURES- As an important security measure, we ask that

you bring your child into school and see that he/she is under supervision

before you leave. Your child can be released only to adults (18 and over)

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designated by you in writing. Identification may be requested from the

designated person. All families are required to fill out a Parent Release

Authorization Form which is kept in each classroom for dismissal purposes.

VII. SPECIAL EVENTS

BIRTHDAYS- Birthdays are special events in a child's life. If you wish

to provide a special "treat" for your child's birthday, please check with the

teachers and be sure that there is enough for all children. We also often

have holiday parties or special cooking activities. Monthly sign ups will be

posted on the hall bulletin board for any parent wishing to share any goodies

or ingredients.

FIELD TRIPS- Your child will have many opportunities to join classmates

for enjoyable field trips. Field trips are an important and fun part of learning

about the world around us. Often these trips are planned to go along with our

integrated learning program. The Kindergarten staff will notify you in

advance of all excursions. Parents are always welcome to join us and are

often needed to aid in supervision. Siblings are not allowed to go with us on

our trips.

FUNDRAISERS- Once a year we have our annual fundraising event to

help offset the program expenses such as the cost of classroom visitors who

enhance our units and to purchase classroom materials and to support our

Arts and Entertainment aspect of our program. This event takes place in the

fall. We sell Yankee Candles which are loved by most and are in by the

holidays! We ask that children do not go door to door and only ask family

members and friends.

SCHOOL PORTRAITS- Each year your child will have an opportunity to

have school pictures taken. United School Photo Co. provides you with a

professional package at an attractive price. Purchase of photographs is

optional.

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VIII. STAFF

CONFIDENTIALITY- As employees and volunteers of the Smithfield

Avenue Nursery School and Kindergarten, everyone at our school is held to

certain levels of confidentiality. All employees, consultants, and volunteers

maintain confidentiality of child, family, and staff information included in

files, conversations, observations, meetings, correspondence, or any other

source. Employees and volunteers are required to refrain from discussing

individual children with parents in hallways, at ballparks, in the grocery store,

etc. Also, if you are a parent seeking information about your child, we

suggest that you seek out his/her teachers. In addition, a student’s records

are only open to the particular student’s teacher, the Director, an authorized

employee of the licensing agency, and to the child’s legal parent or guardian.

Records will not be sent to another school, unless a Release Form has been

signed by the parent/guardian.

STAFF- The Smithfield Avenue Kindergarten is staffed by experienced

teachers. The Director is state certified in Early Childhood Education. She

also holds her Masters in Early Childhood Education along with her Level III

RI Early Learning Standards Certificate. The Kindergarten Head Teacher

has a Masters in Early Childhood Special Education and holds a dual

certificate in Early Childhood Education and Early Childhood Special

Education. The curriculum is developed by both the Director and the

Kindergarten Head Teacher. The Classroom Assistants not only bring years

of experience, but also attend numerous staff development workshops in

regards to curriculum development, assessment and classroom management.

Each Teacher and Teacher Assistant is Level II RI Early Learning Standards

certified for both Preschool and Kindergarten holding two Level II

certificates.

STATE LICENSED- We are licensed by the Rhode Island Department

of Education as a non-public, private Kindergarten. We are inspected

periodically by our regulatory agencies to ensure the best for your child in

the areas of health, safety, and specific requirements mandated by state

standards.

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APPENDIX A

Disease Symptoms Incubation duration of

period contagion

Bacterial Listlessness, sleeps extensively, indefinite Indefinite

Meningitis sick but doesn't seem to be

getting better, may have stiff neck.

Chicken Pox Aching muscles and fever. Small 14-21 days 6+ days

blister like pimples which scab later.

Common Cold Runny nose, sneezing, coughing, 1-2 days varies

may have watery eyes, listless.

Diarrhea Loose, soft, watery stools may be 2-5 days varies

light yellow-brown to green-brown,

stomachache, feeling of nausea

Herpes, Oral Blisters in mouth, on lips, or near 2-12 days variable

(cold sore) mouth. First open, then develops

dark crust. Once a person has

herpes, it may reappear often. No

need to exclude from school.

Impetigo Blisters on skin that open, then Variable 1st 24hrs

develop yellowish crust. Child may

attend school if under treatment

and sores are covered.

Influenza Headache, sore throat, accompanied 1-3 days varies

by fever.

Measles, Slight fever, swollen glands 7-14 days 4-5 days

German behind the ears and on neck. Flat

(Rubella) reddish-pink rash on head and/or

body. Rash does not itch.

Measles Fever, cough, runny nose, followed 7-14 days 7-8 days

(Rubeola) by rash in 4 days. Eyes may be

very red. Rash usually starts on

some part of face and spreads

downward. Miniature pimples may

appear in mouth prior to outbreak

Mumps Headache, fever, sometimes 11-26 days when

irritation in the mouth; the salivary swelling

glands between ear and chin is gone

swell painfully

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APPENDIX A continued

Disease Symptoms I Incubation Duration of

period contagion

Pinkeye Eyes are reddened, inner lids may 1-3 days 2-5 days

be very red, eyelids may have

slight discharge, may be come

encrusted.

Ringworm Flat, scaly spots on skin 4-10 days varies, may

usually in circular shape (skin) attend school

but may be irregular. 10-20 days if all spots

May have raised borders (scalp) are covered

around them. Borders

may be slightly red in color.

Scabies Tiny red bumps or 1st time, 1 mth varies, may

blisters, severe itching reinfection, attend school

2-5 days if under

physician's

care

Scarlet Fever Varies. Usually very high fever 1-7 days contagious

red, sore throat and tonsils, and for 24 hrs

furred tongue. Second day bright after being

scarlet rash appears on face and treated with

gradually spreads. antibiotics

Strep Throat Headache, nausea, fever 1-7 days 7-10 day

soreness in throat usually 2-5 until all

symptoms

disappear

Whooping Runny nose, dry cough, and slight 7-14 days 7 days if

Cough fever, as with a cold. Worsens after a on an

few days. Nasal discharge thickens antibiotic

and coughing becomes very severe and

occurs in continuous minute long bouts.

After such a bout, child gasps for breath,

making a "whooping" sound

Diphtheria Grayish membrane on 2-5 days 1-2 days

throat and tonsils. Fever if treated

rapid pulse, enlarged with anti-

neck glands, and sometimes biotics 2-4

a thick, yellowish discharge weeks if not

from the nose

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Everything I Needed to Know I Learned in Kindergarten

We learned it all in kindergarten. Most of what I really need to know about

how to live and what to do I learned in kindergarten. Wisdom was not at the

top of the graduate school mountain, but there in the sandbox.

These are the things I learned:

Share everything.

Play fair. Don’t hit people.

Put things back where you found them.

Clean up your own mess.

Don’t take things that aren’t yours.

Say you’re sorry when you hurt somebody.

Wash your hands before you eat. Live a balanced life.

Learn some and think some and draw and sing and dance and play and work

every day some. Take a nap in the afternoon.

When you go out into the world, watch for traffic, hold hands and stick

together.

Be aware of wonder.

Remember the little seed in the plastic cup. The roots go down and the plant

goes up and nobody really knows why. But we are all like that.

Goldfish and hamsters and white mice and even the little seeds… they all die.

So do we.

And then remember the book about Dick and Jane and the first word you

learned, the biggest word of all; LOOK.

Everything you need to know is in there somewhere.

The Golden Rule and love and basic sanitation. Ecology and politics and sane

living.

Think of what a better world it would be if we all had cookies and milk about

three o’clock every afternoon and then lay down with our blankets for a nap.

Or if we had a basic policy in our nation and other nations always to put things

back were we left them and clean up our own messes.

And it is still true, no matter how old you are, when you go out into the world,

it is best to hold hands and stick together.

Adapted from the book by Robert Fulghum