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TABLE OF CONTENTS



MISSION STATEMENT 2

PHILOSOPHY 2

HISTORY 3

CURRICULUM 4

PROGRAMS 5

The new school year begins each August. Current students are offered positions for the upcoming school year first, and open enrollment for new students begins after current families have enrolled. If a new family is offered a position starting in August (and there is a current wait list for that available spot) and their child will not begin attending in August (i.e. infants who are not born yet, travel outside of the country, etc.) then the family has two options. The family can accept the spot in the classroom and pay the required tuition to hold the spot for the child, or the family can decline the spot and place their name at the end of the waiting list for a spot that may open up at a later date. 7

If a currently enrolled child is planning to return for the following school year and withdraws for the summer, that child will lose their priority spot and be placed at the end of the waitlist. 7

Transition to Kindergarten 8

The preschool teachers will do everything possible to make the transition from preschool to kindergarten as smooth as possible. CDCB offers a parent meeting to help families understand the expectations of kindergarten, as well as explain the role of the family on a special education team. 8

If a preschool child who receives therapy at CDCB for atypical development does not appear to be ready to attend kindergarten once he or she is age-eligible, then that family may submit a request to the CDCB advisory board requesting that the child stay one additional year. Documentation from the teacher, physician, or therapists should be included to document why the child would benefit from the additional year of preschool. The CDCB advisory board will consider these requests on a case by case basis. 8

NAEYC ACCREDITATION 8

FAMILY INVOLVEMENT 8

HOURS OF OPERATION 11

SCHEDULED CLOSURES 11

ARRIVAL AND PICK-UP 11

MEALS 12

NAP/QUIET TIME 13

HEALTH POLICIES 13

HANDWASHING PROCEDURES 15

DIAPER CHANGING PROCEDURES 16

DAILY ORAL HEALTH 17

CDCB’S USE OF PESTICIDES 17

CLASSROOM ASSIGNMENTS AND TRANSITIONS 17

Continuity of Care 18

STANDARDS OF STAFF TO CHILD INTERACTIONS 18

ELECTRONIC MEDIA POLICY 19

CLASSROOM POLICIES RELATED TO BEHAVIOR PROBLEMS 19

EXCESSIVE AGGRESSIVE BEHAVIOR POLICY 20

THINGS TO BRING THE FIRST DAY 20

KEEP PHONE AND CONTACT NUMBER UP-TO-DATE 21

ACCIDENT AND INCIDENT REPORTING 21

SEVERE WEATHER, EARTHQUAKE, AND FIRE DRILLS 21

INCLEMENT WEATHER 21

BIRTHDAY CELEBRATIONS 22

TOYS FROM HOME 22

PET POLICY 22

CONFLICT RESOLUTION 22

DRESSING FOR SCHOOL 23

CONFIDENTIALITY 23

CHILD ABUSE REPORTING 23

COMPLAINTS AND GRIEVANCES 23

ADULT BEHAVIOR ON PREMISES 24

Families are expected to demonstrate appropriate behavior on the CDCB campus and when communicating with CDCB staff members. Unprofessional behavior will not be tolerated. This includes (but is not limited to) vulgar language, aggressive tone, physical altercations, and ultimatums/threats to CDCB staff or families. 24

RIGHT TO MODIFY POLICIES 24

CONTACT CDCB’S ADMINISTRATIVE STAFF WITH YOUR INPUT 24

MISSION STATEMENT


Child Development Center of the Bluegrass is dedicated to ensuring that children with and without special needs reach their full potential by collaborating with families and community partners to create the highest quality home – and – community – based therapy services and early childhood education programs.

PHILOSOPHY


We believe that

  • children are unique individuals who develop at their own pace

  • optimal learning happens within the context of a secure, supportive, encouraging, and challenging environment

  • children should have the opportunity to participate in age-appropriate activities designed to promote cognitive, communication, motor, social/emotional, and self-help skills

  • children are active learners

  • there are optimal periods for certain types of learning, and play is the appropriate vehicle to promote development in young children

  • when children with and without special needs have the opportunity to play and learn together, everyone benefits.

We believe in family-centered services

We acknowledge that family is the foundation in every child’s life. The role of family in the child’s education is primary and essential. CDCB is a close partner with the family in providing early educational opportunities.

We believe in inclusion

Children long to be part of a group and have much to offer one another. Inclusive education means that students with special needs are not only welcome in classes with their peers; they are supported to learn, contribute, and participate in all aspects of the program. Inclusion provides equal opportunities for all learners. Children in an inclusive program at CDCB benefit from:

  • lessons in respect, affirmation, and inclusion

  • small classes

  • superb adult:child ratios

  • language and literacy enriched environment

  • educated and experienced staff

  • fully equipped indoor and outdoor playgrounds

  • holistic approach to learning

We believe in a team approach to children’s services

Each child’s team consists of the family, the caregiver where appropriate, the teacher(s), and the therapist(s). A child’s educational and therapy services are provided in an integrated setting. Educational and therapy services are provided in an integrated setting that allows for the following:

  • An opportunity for providers to share therapeutic strategies to help the child reach maximum potential.

  • Team members to address established goals for the child and to provide him/her with multiple opportunities to practice those skills in his/her natural environment

  • Consistent communication

Children who receive occupational therapy, physical therapy, and/or speech language therapy provided within the secure context of their natural routines progress faster and generalize their learning to other situations more successfully.

We believe in activity-based instruction

Children learn best from each other and from their environment. They need opportunities to:

  • make choices

  • participate in small and large group activities

  • interact with age-appropriate materials that are selected to address certain skills

  • enjoy music and art

  • learn from dramatic play

  • develop fine and gross motor skills

  • communicate their wants and needs with each other and caregivers

We believe in community-based education experiences

We are committed to giving our children opportunities to enjoy activities available within their communities. Program staff works together to develop enrichment activities that provide unique learning experiences.
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