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Great Expectations Program Handbook Phone (503) 554-5300 Fax (503) 554-4434 Infant room 503.554.5301

cell phone (503) 537-4749 email: ludwigs@newberg.k12.or.us

Children’s FIRST Newberg School District classroom:

Where tomorrow’s successful adults grow from today’s nurtured children!

We are here to help you be part of this community and serve you.

GE is enriched by your participation!

Welcome!

Great Expectations (GE) has been providing quality childhood education and support

services in our community for over twenty years. Many children have called GE their first

school from infancy until Kindergarten.

Mission statement Great Expectations mission is to:

provide enrolled children, high school students, and families with parenthood and child

development education through interactive, play-based learning and teaching practices aligned

with national and state standards;

ensure children receive enriching children-focused relationships and experiences;

support student parents toward high school completion;

nurture children’s safety, dignity, and self-determination leading to future academic and lifetime

success.

Program goal for all participants “Great Expectations participants will benefit from child-centered, respect-based parenthood and child

development principles and practices that they will use throughout their lifetimes to enhance human well

being.”

The vital role of families in GE Families are crucial to our program’s purpose. GE exists to provide instruction and skill-building

experiences in parenthood and child development education, helping to grow strong, healthy children,

high school students, and families. GE believes that families are children’s most important influences and

relationships.

Enrolled families help us maintain a successful program by enrolling children so our high school students

can interact with them and by modeling our curriculum practices to support all student/child learning.

Your participation and welcome feedback is strongly appreciated.

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Family members are greatly encouraged to spend time in the center. To do so is an easy process and

we’re here to help you complete it. Adults need to obtain clearance through Newberg School District by

completing a volunteer application and having a photo ID badge made. There is no fee for this process.

Also, adults need to obtain Oregon Office of Child Care central background registry clearance before

volunteering in GE. This is another simple process that we can help you complete. There is a fee of $3.00

payable to the state for this clearance. Students and volunteers also need to obtain an Oregon food

handler’s card. It can be completed on-line for a $10.00 fee. Please ask if you need assistance.

Program Basic elements GE’s child care services are for children aged 6 weeks through 6 years.

High school student Child Care Education classes are NHS Family & Consumer Studies

electives and earn students credit toward high school graduation.

GE’s unique features GE is a student lab classroom. This offers many fabulous aspects with specific policies and

procedures that are different from other types of childcare. Please review this handbook and

other GE policies thoroughly. Let us know if you have questions or comments.

GE meets Eco-Healthy Child Care Oregon standards.

GE is fragrance, tobacco, nut and animal-free facility!

Chemicals, fragrances, strong odors, smoke, oils and residue can be dangerous to sensitive

individuals so must be kept out of the facility. Most frequent problem sources for fragrances are

cleaning or hygiene products like perfume, aftershave, deodorant, hair gel, body sprays or lotions,

laundry detergents and fabric softeners. Please use non-fragranced products.

Avoid any product use containing tobacco or nuts before coming into the center. These can cause

dangerous reactions to sensitive people.

Newberg School District Board policy does not allow pet animals into school buildings.

NHS Administration enforces this rule. Please keep your pets outside the facility at all times.

Quality Rating Improvement System

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GE is QRIS 5 STAR rated. This means that all aspects of our program services, policies, and operations,

staff qualifications, and our center environment have been reviewed by Oregon QRIS administrators to

ensure that GE meets rigorous standards above basic licensing. It is Oregon’s form of accreditation and

recognition for quality child care programs. Ratings higher than basic qualifications range to the top

rating possible of 5 stars. We are proud of this achievement as it indicates that we are on the right path in

partnership with our community to deliver quality childhood care and parenting education.

State licensing GE is a state licensed child care facility. We can serve up to 34 children at a time based on space and staff

availability. The center is inspected annually and has regular unannounced monitoring visits by the state

Certifier. The Oregon Department of Education Office of Child Care rules are posted at GE and available

on-line for your review. These rules are the minimum allowable standards for all Oregon child care

center operations. GE policies and procedures may be more stringent than state law but must meet all

required minimum rules.

Concerns and problem-solving process To address concerns or questions about the program:

Speak to your child’s teachers first if the issue is related to your child’s classroom needs.

Speak with the Program Director if you need further assistance or other program supports.

If issues are not resolved at the center level, you may contact the NHS Principal at 554-4400.

If you are not satisfied with program and district determinations, you may contact our Oregon

Office of Child Care certifier at 1-800-556-6616.

Oregon Department of Education, N.H.S./Newberg District Administrators, and our Advisory Board

provide additional oversight and program supervision.

Program evaluation Family input and feedback is crucial to successful GE operations. Families are asked to complete a

family survey at least one time per school year. Communication forms are always available for written

comments and we have a Suggestion Box in our foyer. We want to make it easy for families to

communicate their experiences so we can improve where needed. GE is a community effort and it takes

all participants for the program to function well. Participants are encouraged to attend any program

advisory board meetings that may occur during the school year.

GE uses Department of Education (ODE) and QRIS standards to review and evaluate program

effectiveness, practices, policies and services each year. Our ODE consultant provides program

evaluation support, technical assistance, targeted training, and additional professional resources.

Staff training and qualifications GE has an exceptionally qualified staff. Our team has varied and extensive professional experience and

meets or exceeds state licensing standards for Oregon Child Care Teachers and QRIS. Staff are enrolled in

the Oregon Registry in Childhood Care and Education, Office of Child Care’s central background

registry, and have completed formal college instruction pertinent to Child Care. Staff degrees range from

Associate’s through Graduate. Staff have completed Oregon Credential Portfolios in Infant/Toddler and

Director specialization certification. All staff have had training in the National Association for the

Education of Young Children’s Code of Ethical Conduct. This code of ethics is incorporated into our

policies, procedures, confidentiality and professional performance expectations. In addition to Food

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Handler’s and CPR/First Aid certification, all staff have training in Oregon’s Childhood Care and

Education Core Knowledge Categories and must obtain a minimum of 24 hours annual continuing

education in these areas:

Diversity

Knowledge of differences in race, gender, ability, age, language, family composition, culture,

ethnicity, socio-economic status, and/or religion. Weaving anti-bias awareness throughout all

program activities and learning environments for children and youth.

Families & Community Systems

Knowledge of the complex characteristics of children’s families and communities. Establishing

respectful relationships and communication with family and community members.

Health, Safety & Nutrition

Knowledge of basic health, safety, and nutrition principles and practices. Knowledge of child

abuse and neglect prevention, identification, reporting procedures, and therapeutic care.

Promoting healthy choices and safety awareness with children and youth.

Human Growth & Development

Knowledge of social, emotional, cognitive and physical growth and development. Using

developmentally appropriate practices and principles in programs for children and youth.

Learning Environments & Curriculum

Knowledge of the relationship between physical space, activities, experiences, and materials with

child behavior, growth and development. Creating developmentally appropriate and culturally

appropriate learning environments and curricula to foster optimum growth and development of

children and youth.

Observation & Assessment

Knowledge of observation techniques, assessment tools, and documentation procedures for

children and youth. Using observation and assessment to individualize learning experiences,

improve the effectiveness of the learning environment, and support referrals for specialized

services.

Personal, Professional & Leadership Development

Knowledge of childhood care and education as a profession with an identified body of

knowledge, professional standards, professional ethics, and established systems. Participating in

leadership, advocacy, personal growth, and professional development activities.

Program Management

Knowledge of accepted business practices, legal and regulatory requirements, financial

obligations, and record keeping. Developing or implementing program policies, communication

strategies, management plans, and sound financial practices.

Special Needs

Knowledge of disabilities and other special needs, related resources, and regulations/laws.

Implementing an inclusive and sensitive practice with children and youth in partnership with

families.

Understanding & Guiding Behavior

Knowledge of developmentally appropriate and culturally appropriate guidance theories,

principles and practices. Providing positive guidance to foster self-esteem, self-regulation,

constructive behavior, and positive relationships for children and youth.

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Program Enrollment

GE is a tuition-based program open to public enrollment for all age-eligible children. GE strives to be an

inclusive community that welcomes diversity and all abilities. Legal, custodial parents and guardians

may enroll children into care or authorize related services. A waiting list begins June 1st for the following

school year. Previous enrollment does not guarantee services for the following school year but is

considered for priority placement. Returning families must meet program policies including current with

tuition payments. Enrollment slots will be based on openings after student parent needs are assessed. GE

is not a drop-in program. Scheduled, regular attendance is required. For program stability and

continuity, full time slots take priority over part time.

Priority is given to Newberg’s parenting high school students. If a community family is enrolled but

services must be terminated to accommodate care needs for a high school parent’s child, families will be

given a two-week written notice. We realize that this could be an unexpected event as GE cannot

guarantee child care placements permanently. We have never needed to use this procedure but is

required as policy. We are typically able to provide for most child care needs as requested by our

families. Criteria to determine which family’s services will be ended will be based on all circumstances

that affect children and program operations. If you have questions about this, please ask the Director.

Enrollment Process Services are only provided after all of these processes have been completed in advance.

This means care usually starts on the next available school day after ALL enrollment forms,

including legal birth certificate, vaccine records, and necessary supplies have been provided.

Teachers need time to review your child’s forms to ensure the best care possible. Supplies and

cubbies need to be prepared in advance for use on the first day of care.

Please contact the Director if you have any questions about the forms or process.

New enrollment packets are usually available the last week of August. Forms and supplies can be

brought in then as well with advance arrangements. Again, prior to a child’s attendance, families must:

complete all enrollment forms thoroughly

provide current immunization records

provide a copy of child’s legal birth certificate listing enrolling parent(s)

provide documentation of legal guardianship (if applicable)

provide copy of any legal custody/parenting time documents that affect parental authority and

child care access (Otherwise, state law, district policy and Child Care rules are followed.)

provide all necessary care supplies, labeled and ready for use.

Cleared volunteers are able to bring their own child with them while on site at GE as long as standard

enrollment paperwork is on file and participation is beneficial to the group. The Director will evaluate

and make determinations as necessary.

Immunizations Infants under 2 months of age are exempt from the enrollment immunization requirement, however, it is

expected that they will begin their immunizations at 2 months of age, according to Oregon’s

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immunization schedule. The Yamhill County Health Department offers immunizations at no or low cost.

Immunizations or an appropriate exemption must be current/on file for all children. The Health

Department will exclude children from care at the mid-school year exclusion date if children are behind

on vaccinations.

If you receive an exclusion notice, care will not be provided after the exclusion date until your

child receives the necessary vaccines and/or required legal documentation is provided. Please

take prompt action so that your child care service is not disrupted.

Child Care Schedules All services must be prearranged. Staffing and enrollment are based on these plans. For schedule change

requests, a weekly schedule form is available through the office and will be required. Submission of the

completed form does not guarantee that GE will be able to meet your request. The Director will

determine child care availability based on other children’s arranged schedules and staffing availability.

Please let us know your needs as soon as possible.

Arrival time Children enter care only at the time scheduled for arrival. For example, if your schedule requests care at

8:00 a.m., we plan to be available to you then, not earlier. We need sufficient staffing or may have other

tasks at hand before we can permit you to leave your child before your prearranged schedule. You’re

welcome to be on site with your child prior to your scheduled time if you remain in charge of your child.

Teachers are on duty supervising the children already in care until your departure time.

If you need an occasional start time earlier than usual or wish to make a regular schedule change,

please contact us in advance. We will do our best to accommodate you based on staff availability.

10:00 a.m. latest arrival and no re-admittance following departure Late arrivals or departure/re-arrivals can be difficult for both the child entering and the group. To protect

the children’s stability, routine, and allow full participation in curriculum activities, please note these

participation parameters: Children must be entered into care by 10:00 a.m.

Please schedule appointments such as doctor visits late in the day so your child care will not be

disrupted. If a child is removed from care, they are not re-admitted back later that day.

There may be rare exceptions made in advance on a case by case basis depending on impact to

your child or the group. Please speak with the director about your situation.

Kindergarten/Other Preschool placements: A.M. child care placements may be available for children

who attend other schools in the afternoon. Please speak with the director about your needs.

Center Hours GE is open from 6:45 a.m. until 4:15 p.m. daily unless otherwise posted.

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Morning Admittance If you see us inside but have not let you in, it’s because staff may be busy with opening responsibilities,

not yet on duty, or we have not opened yet. We’re not trying to ignore you. We find it’s confusing to the

children if we do come to the door only to tell you we’re not open yet. We will answer the doorbell and

let you in at 6:45 a.m. Please stay warm in your car on wet, cold days in case you’re a few minutes ahead

of opening time. Our license only allows us to have people on site at our posted opening time.

Absences/Delays Notify GE by 8:00 A.M. of any delayed arrival, absences, or schedule change requests.

If your child is scheduled for breakfast, notify GE by 7:00 A.M. if you're not coming as we

prepare foods early.

If you do not arrive at your scheduled time and we have not heard from you, we will plan that

you do not require services for the day.

If you arrive later without advance notice, we may not be able to provide care if we have made

staffing or placement changes based on your unexpected absence or tardy. The family may be

billed for the reserved care tuition and meals, used or not, if no cancellation is received.

If your child will be out due to illness, please let us know about the illness so we can determine if

exposure may have occurred at the center and inform parents.

Calendar and closures Center Calendar: GE follows the Newberg School District Calendar for Holidays or other school

closures. Calendars are enclosed in enrollment folders.

Weather Closures: Closures related to weather conditions will be announced on public media.

GE follows the information posted for Newberg High School or Newberg School District.

A two hour school delay means GE would open at 8:45 a.m.

Other Closures: GE has specific state rules that must be met at all times to be open for child care.

We do our best to maintain a predictable schedule, however, unanticipated events may require

child care to be canceled or modified with little notice. We will communicate changes as

promptly as possible.

Program Philosophy and curriculum

GE has a specific program philosophy and practices handbook that forms the basic component of our

program operations and curriculum. It is required reading for all participants to ensure effective

partnership. If you have not seen a copy, please ask a staff member for one. We understand that every

person is unique with their own views, beliefs, and practices and we hope those are reflected in our

established philosophy. We strive to honor each person’s individuality while maintaining a common

culture, curriculum, and consistent behavior for the trust, security, and integrity of the program. This

philosophy helps staff support children’s positive social and emotional development through responsive

caregiver/child interactions, support for children’s social and personal behavior, self-concept, self-

management, and consistent messages that teachers use to engage with children during daily learning

experiences. Our philosophy practices help teachers to model, encourage, instruct, and support students

and children’s abilities to live and work cooperatively with others.

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Be prepared that high school students and adults will follow numerous practices while on site to

support children needs, maintain safety, and promote quality care and GE program

philosophy/curriculum.

Families often select our program specifically for our practices and philosophy. This means that

they have the right to expect persons encountering their child at GE comply with our behavior

and language guidelines in our philosophy and practices handbook.

We realize that these tasks and practices may take extra time, effort, and patience. To be helpful,

staff will provide instruction and guidance for participants as needed.

GE follows an approach to Child Development that is consistent with the National Association for the

Education of Young Children's Developmentally Appropriate Practices, Code of Ethical Conduct for

Early Childhood Education and Oregon Department of Education's guidelines for High School-based

Child Development and Parenthood Education programs. Our primary curriculum texts are The Creative

Curriculum for Infants & Toddlers and The Creative Curriculum for Preschool.

Child Development research shows that young children learn best through:

active play and exploration in a stimulating environment;

appropriate support from caregivers that promotes independence and interdependence;

opportunities to make decisions and practice skills through trial and error;

nurturing, responsive relationships with others that honors children’s dignity and individuality.

Curriculum Our primary curriculum texts for children are The Creative Curriculum for Infants & Toddlers and The

Creative Curriculum for Preschool and our online system, Teaching Strategies Gold. High School

Student curriculum is from The Child Care Professional text.

Teachers structure the center and curriculum to allow for individual differences in children’s abilities and

interests. Learning in all developmental areas occurs through child-initiated activities. Teachers support

children as they grow and progress. Development is assessed to help teachers individualize the program

to suit each child’s needs. Planned activities and support for all children’s developmental domains are

prepared on a weekly basis. All aspects of child growth, health, safety and intellect are supported

through both planned and emergent interactive learning experiences. Teachers plan target goals and

objectives and then review the outcomes. Experiences build upon each other to provide lasting growth.

Curriculum planning forms are posted in each classroom. Families are encouraged to review them

weekly and offer suggestions and goals or ideas to expand opportunities and promote parental

involvement. Questions or concerns about the classroom plans can be addressed with your child’s

classroom teachers.

Screen time activities are not routinely part of GE’s general curriculum based on our program

philosophy and American Academy of Pediatrician’s recommendations for GE-aged children. We believe

that families decide about screen time viewing and electronic media interactions for their children in their

home settings. There are occasions where children engage with technology such as digital cameras or

tablet screens/laptop for special projects to record or view their special creations such as block structures.

If you have a special, educational, screen time activity that you would like to see implemented in the

program, please speak with your child’s teacher to determine if it can be incorporated.

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Instruction in Nutrition, Health and Safety is routine in classroom curriculum activities. For example,

Tooth brushing is a daily curriculum activity for all children older than one and able to manage a tooth

brush independently. Teachers provide modeling, guidance and instruction to help children practice

cleaning their teeth. Toothpaste is not used during this activity.

Adaptive equipment which may be screen-based or electronic might be present in classrooms as

necessary functioning tools for use by children with special needs as agreed between GE, their families,

special educational teachers, or health providers.

Play is the mode that allows children to create a healthy foundation for all future learning and growth.

It is how young children organize information, make meaning of the world around them, improve their

skills, and develop their minds and bodies. This hands-on learning philosophy is also applied to high

school students and interns. Children are invited to explore and examine, create and consider, in broad,

open-ended ways. Our goal is to see children JOYFUL as they learn through play and relationship. The

daily schedule is planned but flexible to allow children’s best interest. Posted schedules are located on a

wall in each classroom. Children are not required to engage in any specific activities but invited and

encouraged to join in. Children will learn by observing, listening, thinking, exploring, and being

exposed to developmentally appropriate concepts, relationships, and activities. Teachers will ensure that

appealing, valuable, and safe activities are available for children at all times.

GE follows a Primary Caregivers model, meaning that teachers or co-teaching teams are identified as key

relationships with a child and their family. This helps to promote attachment, consistency, and security.

As children mature or program needs change, it is often necessary for children to transition to a

new classroom or primary caregivers during the school year. We try our best to work with

families to develop a plan that meets everyone’s needs. Fortunately, as we are a small center,

children develop relationships with all staff, making such transitions less stressful.

GE determines children and staff placements as required by the Child Care Division and Quality Rating

Improvement System (QRIS). One caregiver is required for every four children under age two. One

caregiver is required for each five children at age two. One teacher is required for each ten children three

years and older. Typically, GE has better ratios than these requirements as our groupings always meet or

exceed state minimum rules. It is common for two caregivers to be with a group of four to six children.

These low ratios help GE staff provide even better quality and attention for enrolled children. Also, our

high school students provide excellent ratio support for teachers and children.

Children’s Developmental Screenings and Assessments Parents/guardians are the best source of information about their own child. Teachers rely on family

information and family goals for their child’s development. Enrollment forms ask for parent input about

the child but it is also an on-going, two-way conversation. Screenings and assessments are other essential

tools that teachers use to guide children’s individualized curriculum and to connect families with

resources, referrals and educational services that may be of benefit. Resources and materials are also

displayed in our foyer. Please take any of interest.

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GE uses a child developmental screening tool called Ages and Stages Questionnaires (ASQ and ASQ-SE).

Enrolled families are asked to complete this questionnaire within thirty (30) days of each school year’s

enrollment. ASQ questions are about your child’s development, such as the age your child started

walking or crawling. Families are provided with instructions and support for questionnaire completion.

GE teachers will the complete the same questionnaire for children in their primary care within the first

month of school after relationships, observations and interactions have occurred. Families will be

provided with a copy of the teacher-completed questionnaire. Teachers will continue to update

children’s ASQ’s on a monthly basis to incorporate each child’s needs and next stages of development

into the classroom and individualized activity planning.

GE Teachers use The Creative Curriculum and Teaching Strategies Gold assessments on each child in

their group. This process is on-going. Parents receive assessment copies at least twice per school year and

can review their child’s on line development portfolio at any time. Parents will be provided with an

access code to log in upon request. Teachers will monitor when the next level of screening and

assessment forms must be completed and utilized based on each child’s age.

GE accesses specialists to provide observation and technical support to staff related to child growth,

development, health, and general well-being. These specialists include the Newberg School District

Nurse or other district specialists, as well as Early Childhood Specialists from our partner agencies: Child

Care Resource and Referral, Office of Child Care, Yamhill County Public Health, and Willamette

Education Service District. Families give consent for these confidential supports as a condition of

enrollment into the program. Educational opportunities related to child well-being may be available

through partner agencies or other sources. Notices will be provided to families in advance.

Newberg School District Child Find Developmental Screenings Newberg Schools provides child development screenings on site at GE at least once per year or as needed

for children who enroll after the initial screening date. Family permission is required prior to services.

The purpose is to inform parents of their child’s developmental progress, identify any child who may

need further referral to early childhood special education services such as Willamette Education Services

District, or might benefit from follow up information and support to GE staff with technical assistance.

Willamette Education Service District

WESD is our local, regional special education program. Children with special needs who are receiving

services from WESD or other agencies are welcomed into the program. GE staff will comply with IFSP,

legal, developmental, environmental, and medical accommodations as the program is able. WESD early

intervention staff are available to provide technical and direct supports for eligible and dually-enrolled

children/families and staff. A release to exchange information is required prior to joint planning and

confidential communications. WESD services are free to eligible families.

Discipline means to teach and guide, so GE follows positive child guidance practices outlined in our

program philosophy. Guidance is driven through an adult-child shared power model. GE focuses on

encouraging positive, responsible actions, modeling choices and redirection or distracting children from

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negative actions. Each individual’s development, temperament, needs, and abilities are always

considered when structuring guidance. GE philosophy insists that children must be treated with

respect at all times.

Children are supported to develop social skills (self-management, self-expression,

communication, and relationship-building). Children’s negative behaviors are guided into safe,

beneficial activities.

Punishment of any type is not permitted on site (including threats, loud or harsh tone of voice,

withholding toys, foods, affection or interaction).

Rewards or artificial incentives are not used. Healthy relationships that foster mutual respect

are the focus for promoting pro-social behavior. Children receive gentle guidance and instruction

from teachers that focuses on what children CAN do which reduces frequency and energy on

misbehaviors.

Incident Reports and Injury Incident Reports

Teachers are trained to prevent injuries and other detrimental incidents but even under ideal

circumstances, it’s impossible to anticipate or prevent every action that may result in conflict or injury.

We understand family concerns. It is scary and frustrating to receive incident reports or see your child

being impacted by another child’s behavior.

Physical expression, including biting, hitting, pinching, and kicking are developmental behaviors that

young children exhibit to demonstrate frustration, curiosity, exploration, opinion, feelings or power.

Young children are driven by their emotional system which is very egocentric, immediate, and intense.

These actions are NOT on “on purpose” in the same intentionally planned way that older child or adult

actions are. We expect that all children in care at GE will engage in these developmentally-expected

behaviors to some degree.

As children age, they may use language and verbal routes to express those same feelings or needs that

drove their more physical responses. Those are managed in a similar manner by teachers. They support

all children engaged and model and guide children toward respectful, typical rules for social living.

We know impulse control and self-management is a challenging aspect of children’s social-emotional

development. Teachers want to hear your concerns or ideas out of the children’s presence to protect

sensitive feelings and ensure privacy.

Until children mature past these reactions, it’s the teacher’s responsibility to ensure safety, observe,

intervene, redirect, prevent, plan for and support children respectfully while they are on duty with your

child. Teachers will help children learn cooperative behaviors by providing instruction, guidance,

modeling positive communication skills, and monitoring children for signs of stress or need. Teachers

will honor all children’s feelings involved in conflicts, including the child who is using physical or

challenging behavior. This serves to help children learn that all people have feelings; all have the right to

be heard, and all have the right to personal safety in our community. Teachers and families will

coordinate ideas and strategies to help children be successful and improve in their skills.

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If your child is injured, families will receive an Incident report with specific information about what

happened. Families sign the form and receive a copy. The teachers will answer any questions about the

incident and explain how they intend to prevent further risk to your child. Confidentiality requires the

identity of children engaged in the incidents to be private unless directed otherwise by legal or other

administration authority. In most cases, an incident report is written because a child has injured

him/herself such as tripping over toy, scraping part of the body, bumping self on furnishings, etc..

If your child has caused an injury to another, then a different report form and process are used. The

supervising teacher will call the parent/guardian by phone to communicate what occurred. This way, the

conversation can take place without the child being present to protect the child’s dignity and family

privacy. The teacher will then complete an Injury Incident report. The parent/guardian will review and

sign it. The original will remain at GE and the family will receive a copy. The form will provide specific

information about the incident as well as a plan to prevent future problems and support for the child.

The teachers will monitor the child for any pattern of behavior that warrants further attention. If so, the

teachers will follow a specific protocol for solutions that include communicating with families and

working in partnership to develop a Positive Behavior Support Plan. This document will include

actions and ideas for both teachers and families to ensure the child has all the necessary tools to make

progress toward behavioral goals and skills.

If warranted, teachers and families may discuss other resources or referrals for child health or

developmental evaluation from specialists if a problem is beyond the expected developmental range.

The intent of these behavioral intervention processes is to support the child, classroom and families for

growth and safety, not for punishment, removal or other negative actions against the child.

Please see Program Philosophy and Practices handbook for more complete information about GE’s

discipline, guidance and behavior management policies.

Communication GE staff value your participation. Please make time to talk with teachers daily.

Please end cell phone calls before entering the center and leave personal communication

devises outside the classrooms.

Families will receive a copy of their child’s daily record with information about the child’s day (i.e.

diapering, bottles, sleep, and menu changes).

Communication forms are available in our hallway folder. Our Suggestion Box is located in the hall and

foyer. Please feel welcome to provide feedback and comments at any time. We are happy to hear your

opinions and suggestions.

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Teacher-Parent conferences may be scheduled outside child care hours or during the school day. It is GE

policy not to speak about children in front of them so this means an extra measure of planning is needed.

Please speak to the Director to schedule a meeting or attend planned conference dates.

GE has a First Name Use Policy for all participants!

At GE, please call all children including your own by their first name only,

not nicknames like Buddy, big boy, Sweetie, etc...

First name use is one of our practices to prepare children for Elementary school readiness by

connecting their names in written word with spoken language. It shows respect for children by

promoting positive self-identity and continuity between school/home. It helps the other children

learn what your child’s name is and be able to use it successfully during school interactions.

Participants are not permitted to call “favorite” children by pet/nick names or label other children

with behavioral challenges negatively such as brat, noisy, or trouble-maker.

Open Door Policy and Visitors Custodial parents/guardians are welcome into the center at any time with our Open Door Policy. Access

by non-custodial parents and other visitors are as outlined by district/GE policy and pertinent family

legal orders. If visits cause disruption, a plan will need to be made to eliminate or minimize potential

distress to your child or the other children. Remember, parents may observe his/her child in action at

any time unseen through the one-way windows outside the children’s classrooms.

Visitors must comply with program policies.

For security, we do not typically allow new visitors into children’s classrooms.

Staff must clear all other visitors.

Removing children temporarily from care

We know it’s exciting to share your child with others but once children are placed into care and

students are on campus, children remain in GE until checked out for the day. This reduces

disruptions to children and minimizes transitions.

The Role of high school students, interns, and volunteers

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Daily involvement of students is an important part of our program. Students have classes in GE to

increase education and skills in parenting, child development, health and safety, social-emotional and

physical health, and social work or support services.

Community volunteers and interns from other educational programs may also participate. They help

mentor children, families, high school students and other program participants.

Student Child Care opportunities: Many of our high school students are interested in obtaining family

child care employment positions. It’s our goal to help GE families and students make those connections

for cooperative, community child care opportunities.

Emergency Plan

Families MUST provide GE with current contacts/phone numbers for parents/guardians (cell,

work, home) and for all persons listed to pick up children in the event of emergency. If we

can’t reach you, we may be required to report to Child Welfare or legal authorities.

Lock downs: If the high school is in Lock Down, GE staff will remove everyone away from exposed

areas. Doors will be locked and no one will be admitted to the center. Phones will go to voice mail. School

District or police personnel will be the contacts for families until safety is assured and permission is given

for people to be released from the center. If you arrive at the center and attempt entry, we cannot let you

in. Please return to your vehicle and remain protected until police or school administrators communicate

to do otherwise. GE’s job is to keep the children/students secure until the lock down is ended.

Evacuations: GE participants will be moved by escort. Families will be contacted regarding specific

pick up instructions or may contact the School District or police. These agencies will make every effort to

notify families regarding the situation status and procedures as they are able. GE and/or District staff will

continue to provide care and supervision until families can pick up their children.

Volunteers will be asked to complete an emergency form that is kept with emergency information for

other program personnel in the office.

Center closure due to environmental hazard: State regulations require that child care services

are not provided if the facility temperature drops below 68 degrees or becomes “so warm as to become

dangerous or unhealthy” (OAR 414-300-0180 2-b). Running water, electricity, phone service, no

potentially harmful fumes in the center, etc… are necessary elements in order for GE to remain open. The

facility must also comply with all state regulations regarding environmental safety. Families will be

notified regarding any incidents that require center closure and the need for removal of people from the

building.

Tuition Please refer to the current tuition rate sheet for policies and expenses.

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Tuition and food services payments are due in full monthly. Billing is completed after each

month’s services have been provided. Invoices will be placed in child’s center mailboxes or by

mail. Payment is due upon billing but may be made through the end of the calendar month.

A $20.00 late fee may be added to invoices unpaid by the last day of the month. If the balance due

is not received by the next billing date, child care services may be suspended with written

notification. Families may have one week following suspension to bring their account current or

enrollment may be terminated in writing.

Families may complete a payment contract to bring their accounts current.

Failure to make tuition billing payments per policy will result in termination.

Fees stay on the child’s district record until paid.

Important: Tuition may be billed for all scheduled days, used or not. The district has reserved space

and staff for your child’s care and must meet expenses. If you cancel or modify your child’s schedule by

8:00 AM of the scheduled day, tuition may be adjusted to reflect your actual use time.

Late fees Late fees may apply if children are not picked up at the time noted for pick up time on the

classroom attendance list, your enrollment forms, or by 4:15 p.m.

If you notify staff that you are picking up early for some reason, late fees may apply if you

arrive after that time. You must call GE if you are running late. Tardiness affects program

operations. For example, if you tell staff or mark on your child’s daily record that you’re picking

up at 2:00 p.m. GE will plan accordingly for staff breaks & departures. If you have not removed

your child by that time, there may be a $5.00 late fee applied to that day’s tuition.

Please call in advance of your scheduled pick up time if you are running late. Late fees may still

apply but the center needs notice to rearrange staffing to cover for your unscheduled child care.

Late fees may apply if a child is still in care after 4:15 p.m.

Account balances must be cleared prior to each new school year before families can reapply.

Account balances are the family’s financial obligation to pay within 30 days from original invoice

if services have been discontinued. Late fees may accrue until paid in full.

For safety, if you have something in your mouth upon arrival, put it in the garbage or finish it

before entering a classroom. Gum, candy, lozenges, cough drops, and other medicines must stay

out of classrooms.

Remember, GE is a nut-free center. Please avoid using nut products prior to entry to avoid

possible contamination/exposure to sensitive children or others.

Non-USDA foods and beverages like coffee, tea, soda, or other goodies must remain outside

children’s spaces.

Arrival: Plan on 5-10 minutes to transition each child into care. Be aware that other families may be

entering children into care at the same time so the process may take longer as people share space and care

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for children’s needs. GE’s arrival process is an intentional part of our curriculum so families will be

prepared to provide relaxed, comfortable transitions for children’s best interest.

First Infant bottles of the day: Arrival is a busy time. Teachers are trying to attend to all children

and families present in the classroom. Please be aware that most infants will need to be fed a

morning bottle at home before coming to GE. It is very likely we may be about an hour into the

school day before teachers will be able to focus on offering bottles and checking diapers.

Complete all of your tasks with your child inside the classroom first so you will be free to

leave them in the teacher’s care before completing any remaining duties such as putting

bottles in fridge. If you have another child with you, they must stay in your sight, sound and

supervision.

Remember: Keep children out of the GE kitchen!

Put bottles and meals in fridge after

children are checked in to classrooms.

Daily family transition responsibilities including hand washing procedures 1. Wash your hands and your child’s hands prior touching anything in the classroom. Why? To keep

germs off the children’s toys and equipment so children will stay healthy & to model basic

hygiene practices. This is part of our health curriculum in practice.

2. Diaper or help your child use the toilet and record it on your child’s daily record.

3. Wash your hands and your child’s hands again after diapering/toileting.

4. Fill your child’s supplies cubbies and baskets (diapers, wipes, and clothing).

5. Complete family section of daily record.

6. If it’s meal time, help place your child at the table and coordinate tasks with the teacher.

7. Ensure that the teacher and your child know that you are leaving.

8. LASTLY, put bottles/foods in the kitchen fridge and finish outside classroom tasks.

Be sure to note any medications your child has received before arrival.

Allow your child time to participate fully with you or to do tasks themselves!

This is important for our child development curriculum.

Entering more than one child into care: Please plan ahead for this process with the teachers. Depending

on the needs of the group and children’s temperament, teachers will work with you to develop a specific

plan for everyone’s best interest. Our usual process is to start in the classroom of the youngest child.

The parent/guardian responsible for arrival procedure must keep their children with them and

under their own supervision at arrival. Parent will start the arrival process for their children in one

classroom and then sign each child into their own classrooms after routines are complete.

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Good-Bye Routines: Parents/guardians must let their child know they are leaving the classroom. Some

children may become upset but saying good-bye lets them learn to trust that you will return to get them

and models respectful communication.

- IMPORTANT -

Please tell your child when you leave.

“Sneaking” out without your child’s knowledge is not compatible with GE

philosophy’s to support children’s trust needs.

Departure: Child Care services end immediately at 4:15 P.M and the center is closed.

Take over supervision of your children upon arrival to reduce child anxiety.

Collect child’s belongings and depart from facility so staff may go home for the day.

Parents are asked to be on site by 4:05 P.M. to allow sufficient time to transition.

We know that emergencies arise, so contact GE ASAP so staff can make necessary

arrangements to extend care.

Children’s art work and communications are placed in mail boxes located in the hallway.

Please check them regularly.

Permission to remove children from care

GE staff can release your child only to the persons you have designated to pick them up from the center

in your enrollment forms. We understand that circumstances arise and you need someone who is not

listed in your enrollment forms to pick up your child. You can put the request in writing and inform staff

prior to pick up. This policy is in effect to help ensure your child's safety. Photo ID will be required for

persons arriving to pick up your child who are not known to staff.

Transportation and parking Except for student parents who can access school bus services, it is a family responsibility to transport

children. State laws regarding car seats/booster seats and seat belt use must be followed.

For everyone’s safety, turn off your vehicle and park securely in the lot, even if you are only

stopping by briefly.

The curb next to GE’s playground is a “No parking Fire Lane” – Please park in the lot.

For safety, children may not be left in cars unattended while adults come into GE. If you need

help and have other children in your vehicle, call GE’s phone and check with staff. We’ll assist if

we can, but GE children’s supervision takes priority.

As mandatory reporters, staff must report to police/Child Welfare if anyone is suspected of

attempting to or transporting a child to or from the center without car seat, under the influence

of drugs/alcohol or leaves a child unattended. We will ask you to remain on site until safe,

legal transportation can be arranged.

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It is the family’s partnership responsibility to monitor their child’s supplies

Bring only what is needed for each day’s use.

Storage for additional diapers and supplies is not provided on site.

Families place diapering supplies directly into classroom diaper baskets.

sufficient wipes for the full day

one diaper/pull up per hour that the child is in care

Please open refill packs, remove wrap, and place wipes into box.

Child care is offered if personal care supplies (i.e. diapers, wipes, infant foods, bottles, pacifiers,

and clothing) are provided. We count on families to bring what is needed for care.

If supplies run out while a child is in care, families must remove their child or bring the

necessary items immediately.

If missing supplies becomes a repeat occurrence, program placement may not be meeting family

or program needs. Enrollment may be terminated.

Please speak to the Director is you have special circumstances.

Diapering & toileting are important to our curriculum for health and hygiene. To help the children

develop predictability in daily routines & to maintain health and sanitation, all persons diapering

children or helping them with toilet use will follow the same procedures as GE staff. See posted

instructions and follow staff direction.

If children are mobile (crawling or walking), they need time, practice, and support to master

developmental milestones such as independence, large muscle and motor coordination, spatial

discrimination and self-worth. These skills develop during diapering and toileting procedures.

For consistency, allow your child to climb up and down the steps to the changing table for

every diaper check. Assist for safety as needed but give children time to do as much on their

own as possible. Unlatch the gate for your child and latch it when finished.

While it may seem well-meaning to lift your child to the changing table or sink, it takes away the

child’s opportunities and can make the experience feel rushed and uncomfortable for the child.

Allow your child to climb up and down while on the step stool as independently as possible .

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Assist them with soap, scrubbing, and drying, but be sure to let them do as much as they can

independently.

For very young infants, the caregiver will place them on/off changing table and wipe hands

with diaper wipe after diapering.

For older non-mobile infants, the caregiver will place them on/off the changing table and carry

them to the hand-washing sink to wash following diapering.

The rest of the process remains the same for all ages!

-VERY IMPORTANT SAFETY RULE-

HOLD ON TO YOUR CHILD at all times when at the changing table.

Diapering Gather diaper and any other necessities;

Wash your hands at sink with soap and running warm water for 20 seconds;

Tell child that it’s time to check their diaper;

Once child is laying down on changing table, put on gloves;

Check for wet/soil by removing front of diaper from your child’s skin;

Only wet or soiled diapers need to be changed;

Wipe child front to back with diaper wipes each change;

Place clean diaper under child;

Place ointment or other authorized medicines on skin as needed;

Remove used gloves;

Finish diapering and dress child;

Complete hand washing as indicated for the age of the child;

Child is now finished and away from the changing table so it’s time for cleaning:

Place soiled items in the diaper pail (NOT garbage);

Dispose of soiled towel into the garbage can;

Wash your hands again.

Record the diaper change on your child’s daily record form.

The teacher will sanitize the table.

The table must be sanitized between children even if they are siblings.

Toileting GE will do our best to collaborate with families when children are ready for this developmental task.

Staff watch for signs of readiness and will plan strategies with families for consistency. Children are

encouraged to attempt toilet use but not forced into a regimen.

GE uses the descriptive phrases “learning to use the toilet” or “use the toilet” instead of “potty

training” or “using the potty”. Factual, non-judgmental descriptions and language are used with

children: urination, urinate, bowel movement instead of words like “stinky” or “pee” or “poop” -

Urinating or having a bowel movement is just that. It is not an accident. Teachers make frank statements

like “He had a bowel movement in his underwear so while cleaning up, he chose to wear a pull up”

instead of using slang or shaming like “He pooped his pants so he needs a diaper like a baby.”

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Rewards, praise, or punishments are not part of this or any other process at GE. Staff will

acknowledge children’s efforts, feelings, and interests toward toileting and encourage independence.

GE cannot participate in or permit any actions that pose pressure, shaming, bribes, threats, or negative

emotional effects toward children regarding toileting development and all other interactions.

ALL AGES:

Parents will provide a full, regular size, hard pack of unscented diaper wipes for each child

who is using the toilet.

Check your supply daily. These are necessary for cleanup following toileting needs or soiling

and adequate supply is required for care to be provided.

Children who are independently toileting and do not use diapers or pull ups shall have the

fragrance-free, flushable type of wipes to help children clean themselves fully.

Toileting readiness – Important First Steps If you believe your child is ready to begin using the toilet independently, please speak to your child’s

teacher BEFORE you start the process at home to prevent potential conflicts between home and school

expectations. This will ensure that teachers are seeing the same readiness signs at school. If there is

agreement, then a plan can be developed to ensure a smooth coordination between home and school. GE

staff can offer toilet use to children who are interested, willing, and developmentally-ready.

For sanitation and emotional support, children must wear diapers or pull ups next to their skin until

they have spent about one month using the toilet consistently at GE without routine soiling or

reminders from the teachers. This process can start/stop repeatedly before it’s mastered.

In some cases, children may revert from wearing underpants successfully for a period of time back to

needing diapers or pull ups. This is not a sign of failure or lack of intelligence. It is merely part of a

typical developmental process that is different for each child. Most typically developing children will

master independent toileting well before Kindergarten so allow children time to transition smoothly

without anxiety.

All children transitioning to toilet use must be provided with back up diapers and/or pull ups at all

times to allow children choice and ownership of their toileting needs. Teachers will communicate with

families as to when back- ups are no longer needed based on each child’s patterns and routines at school.

Pull-ups are managed in the exact same way as diapers. Checking for soiling/changing only occurs at

the approved changing station rather than in the children’s toilet area.

Children may not be at GE in underpants without

advance teacher approval and completion of this toileting process.

This is to prevent urine or excrement soiling in the classroom.

This is an important safety issue.

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Once children are independently toileting, they must wear underpants next to their skin under their

clothing at all times. If your child runs out of underpants while at school, you will be contacted to

provide them with some within 15 minutes or remove them from care for the day. Please ensure an

adequate supply of underpants daily for your child.

Children learn best when they are able to explore and experience all available activities at the center.

Children’s activities will include materials that get onto clothes and bodies like food, water, paints, and

play dough. We encourage your child to freely explore all center activities so only send clothing that you

won’t miss if they’re stained or damaged during play and daily activities.

Please send the following well-fitting, easy to put on/off PLAY CLOTHING with your child daily:

At least three (3) or more full changes of clothes with extra socks and shoes

coat and outerwear appropriate for weather conditions,

other weather-related items like shorts, hats, mittens, or boots

3 or more underwear for independently toileting children

Label all items with your child’s name.

Clothing that is too small or will not work easily at GE will be sent back home.

Soiled clothing cannot be placed back onto children while on site due to potential exposure to bacteria

from old foods or body secretions.

Please carry extra clothing in the event your child’s GE clothing supply is depleted.

Clothing with attachments like “Google eyes”, jewelry, barrettes, and hair ties may not be allowed to be

worn in the center by the children depending on the age and safety of the group. Children are going

through developmental stages that include exploring with their mouths. We must keep all children safe

from the danger of possible choking hazards. The Director will make final determination for use on a case

by case basis.

Why does GE have this no outerwear in the classroom rule?

1. For children’s emotional well-being: Children can become confused when they see people

wearing coats or heavy clothing inside the classroom. It can affect their understanding of what is

happening and classroom routine. Is it time to play outside? Time to go home? Is my parent

coming soon?

2. For comfort: The center has good heating/air conditioning.

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3. For modeling: Consistent procedures in front of high school students and children.

4. For safety: Harmful items can accidentally fall out of pockets or bags and get within children’s reach.

5. For sanitation: Outerwear is not typically cleaned as often as clothing and may be soiled.

Put your coats, hoodies, jackets, vests, and all outwear on the coat hooks outside the classroom.

The brief time to remove them is worth the extra safety and security.

Purses, back packs, work bags, beverage cups and other personal belongings

must remain outside of the classrooms for safety too.

High School Dress Code Applies to all GE Families too! The high school dress code needs to be maintained by ALL participants. Adults are role models for the

high school students, and students, in turn, are role models to the children and each other. GE has t-

shirts to loan if clothing is not meeting school dress code. Please refer to your copy from your program

enrollment folder. GE staff will communicate with families if this becomes a problem. We are not here to

judge family dress choices but to maintain a professional learning community where rules for students

are modeled and respected.

Check your shoes

Please make sure your shoes are clean and not tracking in dirt, bark leaves, etc… These can pose a

choking or ingestion hazard for the children.

Daily outdoor time

This is part of our curriculum year-round. We go outside rain, shine, wind, or snow. If the weather is

good enough for school to be open, it’s good enough for at least a few minutes of fresh air and

physical activity. We have a covered area outside for some optional, extra protection. Fresh air and

exercise helps keep children healthy and happy. It is a predictable, important part of our daily routine

and is a strategy to encourage children to develop healthy lifelong habits for body wellness, comfort with

being outdoors and appreciation for the natural world. In general, the children are ready to be outside

and show their excitement for this daily experience.

If your child is too ill to go out or if you are uncomfortable about the weather,

please make temporary, alternative child care arrangements.

Please speak to your child’s teacher about any concerns related to outdoor play. Teachers watch for any

potential threat that weather or being outdoors could pose to children’s safety and well being.

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Children are supported to make their own preferences for comfort during outdoor play. For example,

children are not required to wear coats, even at parent request, if the child chooses not to. Teachers will

do their best to support family requests within the parameters of the program philosophy. Teachers will

help children determine if they are too hot, too cold, and select the appropriate level of clothing needed to

play safely and comfortably. Children may take shoes off and feel the ground. Children are allowed

these experiences to help them know about their environment, their own bodies, and their preferences.

The center provides sheets for cribs. Mats are used without sheets. These are cleaned and sanitized.

All Families must provide a clean, fragrance-free blanket DAILY.

Only one blanket can be in a crib with a child. No other items allowed.

Blankets must be placed on top of child no higher than chest level to keep an open air path.

Children will be allowed to follow their individual pattern for sleep/rest. GE will not purposely

wake a child except for emergencies.

Infants 10 months or older who can pull up, climb or walk will sleep on floor mats rather than in

cribs to prevent danger from falls.

Infants, young toddlers under 2 years old and mixed age groups that include these ages are

kept on their backs to sleep. If they roll over during sleep, GE staff will roll them back over.

For toddlers and preschool children, the schedule allows for a quiet resting time before or after

lunch, though they may nap any time that they are ready. Children lie on their cots, look at

books, or play quietly. Lights are dimmed. Children will be allowed to get up after 20 minutes if

they have not fallen asleep per the state rules.

GE practices monthly fire and emergency drills. In the event of a drill or emergency, teachers and

students will take all children to the small, adjacent parking lot. Teachers will take the attendance roster

with them. Permission to return to the building is indicated by a bell or Administrator permission.

Adults can help by picking up at least one child and immediately exiting the center with the teacher.

In the event of a lock down, earthquake, or weather emergency, everyone will remain inside the center.

Adults can assist by getting children nearest to them to a table or solid object. Getting down low and

protecting bodies from falling objects is critical. Remain in place until the teacher or authority has

instructed you to move out of the center. Everyone will exit the building and go to the adjacent parking

lot. When children are playing outside, we leave the play area through the gate and join the rest of the

group near the parking lot. We remain outside the center unless instructed otherwise by a teacher.

Please see the Emergency plan section for additional details.

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Birthdays, Holidays and Family Traditions GE practices an anti-bias, multi-culturally sensitive philosophy towards Holidays and family traditions.

Since everyone does not celebrate the same events or come from the same background, we do not

decorate the center or design projects related to Holidays.

Developmentally, young children are not yet ready to understand time concepts such as

birthdays, days & months of the year, and hours of the day. Likewise, holidays are generally

abstract societal or cultural concepts. They are not concrete things that young children can

readily understand and experience through their own senses.

GE uses classroom time for activities that are meaningful, relevant, and developmentally

appropriate for all our enrolled children. Teachers will encourage children to explore their

environment and engage their minds and bodies in experiential learning.

Children learn about valued traditions and celebrations within their own family. We strive to

make GE classrooms a place where all persons can feel comfortable, valued, part of the group,

and promote respect for each family’s unique beliefs about values, celebrations, and culture.

Teachers will display or provide materials in the classrooms that represent world peoples and

cultures for children to examine and engage authentically.

If a family wishes to acknowledge their child’s birthday or a family cultural occasions and

traditions, please speak to the teacher and Director to explore options. We will partner with you

to incorporate family requests within program parameters, developmental appropriateness, and

of benefit to children. We want to honor family ideas and maintain strong ties between home and

school for you and your child. We believe that diversity adds value, depth, and acceptance in

human relationships.

Sanitation of toys and equipment Toys and center equipment are sanitized with a mild bleach solution or run through on kitchen sanitizer

on a daily basis. This practice kills germs and helps protect children’s health. Personal toys usually

cannot be sanitized effectively so should remain outside the center. If you believe your child needs a

personal toy, it cannot be hazardous to other children, pose a choking hazard or be disruptive to the

group. We want to meet each child’s emotional needs while maintaining a safe setting for all. Speak to

your child’s teachers to make a plan.

Mandatory Child Abuse Reporting GE staff are required by law to report concerns related to child abuse and neglect. Injuries or other

behavioral concerns may also need to be reported. These reports must be made to law enforcement

and/or state child protective services. The purpose of these reports is to keep children safe and support

families with their needs. Please ask the teachers if you have any questions or concerns.

Confidentiality Policy Everyone must respect the privacy of all participants and maintain confidentiality of any information

obtained at GE. Families count on each person to be discreet, professional, and responsible with what is

seen or heard in the center. All participants will review, sign and agree to our confidentiality policy. GE

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is a unique child care setting since we provide support services. Patron protection and trust are crucial to

our mission.

Please, ONLY GE staff will keep each family current on issues that affect their child or the center

as needed. This prevents misinformation, gossip and breach of confidentiality. If you have any

concerns, please speak privately with the Director.

Termination of Services GE may find it necessary to modify or cease services to families or other participants. Issues that may

result in this action include but are not limited to:

GE unable to meet the needs or requests of the child, family, or participant;

family adherence to contract/program policies & guidelines;

child care slot must be transferred to student parent.

Enrollment termination can be immediate upon verbal or written notice (except in the case of transferring

slots to high school families. Then, a two-week notice is given. Again, criteria to determine which family

receives notice will be based on all specific circumstances that affect the children and program operations.

It is our goal to give a two week advance notice for any necessary termination of services (except for

family non-compliance with policies – especially for safety).

Important Miscellaneous Information Gatherings: Afternoon Open Houses are occasionally scheduled during the school year.

Advance notice will be given. GE participants may invite family and friends.

Donations: GE is happy to accept donations of toys, clothing or other children’s items that can be

shared with GE families or used by the program.

Scholastic book orders are usually available year round. GE earns books from your purchases.

Please refer to GE’s other pertinent policies and procedures that are required for

participation but not listed in this handbook (includes but not limited to: Food Services

Policies, Infant Feeding Policies, Tuition Rates/Policies, Participation Agreements, Health

Policies, Confidentiality Policy, and Program Philosophy. These documents and others are in

GE enrollment packets or available from the office.

Required Notices

Non-discrimination Statement

It is the policy of the Newberg School District Board of Education and School District

that there will be no discrimination or harassment on the grounds of race, color, sex,

marital status, religion, national origin, age or disability in any educational programs,

activities or employment. Persons having questions about equal opportunity and

nondiscrimination should contact the Superintendent/Title IX Coordinator and persons

having questions about special needs should contact the Director of Special

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Programs/Section 504 Coordinator at the Newberg School District Office, 714 E. Sixth

Street, Newberg, Oregon 97132, Phone (503) 554-5000.

The U.S. Department of Agriculture (USDA) and the

State of Oregon prohibit discrimination in all USDA

programs and activities on the basis of race, color,

national origin, sex, religion, age, or disability.

To file a complaint of discrimination, write:

USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building,

14th and Independence Avenue, SW, Washington, DC 20250-9410

or call (202) 720-5964 (voice and TDD).

USDA and the State of Oregon are equal opportunity providers and employers. rev 1.16