Morgan Park Academy

HANDBOOK

Contents

Mission Statement ..................................................................2

Preschool Program Goals ........................................................2

Hours ......................................................................................3

Phone Numbers ......................................................................3

Attendance ..............................................................................3

Emergency School Closing ......................................................4

Preschool Staff ........................................................................4

Characteristics of Preschool Children......................................5

Sample Preschool Schedules ..................................................6

Course Descriptions ................................................................9

Progress Reports ..................................................................13

Social Activities ....................................................................14

Personal Property..................................................................14

Discipline Code......................................................................14

Dress Code ............................................................................15

Snacks ..................................................................................15

Parties ..................................................................................15

Naptime ................................................................................17

Lunch ....................................................................................17

Toilet Training........................................................................17

Healthy Sleep Habits ............................................................18

Parent Covenant ....................................................................18

MPA Preschool Handbook 1

music, foreign language, motor skills, and ethics.● To encourage the self-esteem of the young child through respect of

cultural and ethnic diversity with the support of teacher, class, and school.

● To create a love of learning and develop a life-long learner who challenges himself/herself daily for future school and life success.

Hours

Office hours (weekdays throughout the year) 7:00 am to 4:00 pmStudents may enter Classroom 8:05 amPreschool Hours 8:15 am-3:00 pm Half-Day Morning 8:15 am-11:00 am

Note: ABC Program are not available to Preschool students.

Phone Numbers

School Switchboard (7:00 am-4:00 pm) 773-881-6700Lower School Office 773-881-6700 x266Lower School Principal 773-881-6700 x238School Fax 773-881-7355Full-Day Preschool Room 773-881-6700 x244Half-Day Preschool Room 773-881-6700 x248Headmaster 773-881-6700 x222Business Office 773-881-6700 x226

Attendance

Each student is expected to attend school every day except in caseof illness.

Emergency Information Card: It is vital that parents complete andkeep current the information requested on the yellow student emergencycard that was sent out in July.

Absence From School: Please call the classroom as early as possi-ble on any morning in which your child will be absent. If you know yourchild will be absent in advance, please let the teacher know by note orverbally.

Early Dismissal: Written or verbal requests from parents for earlydismissal should be given to the teacher by 8:15 am on the day of therequest.

Late Arrival: Preschool students arriving after 8:15 am are broughtby their parent directly to their teacher.

Illness: Students who become ill during the school day are sent tothe office with a faculty member. If the school nurse determines the


School Mission Statement

The mission of Morgan Park Academy is to prepare our students, via arigorous liberal arts program, to succeed in college and life by helpingthem to:

● appreciate their own uniqueness as contributing members of a diverse community;

● develop intellectually, physically, creatively, emotionally, and socially;● cultivate personal integrity and social responsibility; and ● make a positive difference in the world.

School Goals

Students at Morgan Park Academy will:

Appreciate their own uniqueness as contributing members of a diverse community:

● develop self-respect that manifests itself in self-knowledge, acceptance, and confidence;

● become involved in activities that engender a student’s uniqueness and enrich the larger community; and

● appreciate the rich diversity of humanity.

Develop intellectually, physically, creatively, emotionally, and socially:

● acquire a body of knowledge and the skills needed to succeed in a rigorous college curriculum;

● apply unique and creative solutions to life’s challenges;● approach their world with curiosity and a willingness to take risks;● work and play cooperatively, responsibly, and productively as a

member of a group; and● develop a commitment to a healthy lifestyle.

Cultivate personal integrity and social responsibility:

● develop a range of virtues, including responsibility, self-control, courage, and courtesy; and

● cultivate a sincere attitude of service towards persons both in the school community and beyond.

Preschool Program Goals

The goals of the Preschool Program at Morgan Park Academy are:

● To provide a warm and nurturing environment where the young child’s learning can thrive through play and directed activities.

● To stimulate the young child’s learning with activities in areas of reading readiness, language arts, math readiness, computer, art,

2 MPA Preschool Handbook

Parents can volunteer to chaperone fieldtrips throughout the year,as well as assist in school events (e.g., a class/school party, a play). Anyhelp would be much appreciated.

During the school year, parents will be invited to come in to theclassroom to share a family tradition, cultural food, lead an activity withthe children, or read a story.

Notes will be sent home to keep families abreast of classroom activ-ities, themes/units, future events, and all the wonderful adventures ofpreschool.

We look forward to collaborating with the preschool families throughthe year. By working hand in hand, we can assure that each child’sneeds are being met, and that the home-school connection remainsstrong.

Characteristics of Preschool Children

The following thoughts about how children learn and develop willhelp parents in their tasks of teaching and caring for them:

● Preschool children are different from adults—socially, emotionally, physically, and intellectually.

● Remember that children are individuals. Even though they may growthrough the same developmental stages, they grow at different rates.

● Children enjoy attention and concern expressed by adults and older children.

● Children need help in setting limits. This is especially important for very young children. They need limits to protect their health and safety and to help them feel secure.

● Children are curious and have a natural desire to explore. They like to investigate the world around them.

● Children usually learn best in a natural and relaxed setting without undue pressure from adults. They respond best to those who are relaxed and comfortable around them.

● Children learn through their physical senses of touch, taste, smell, sight, and sound as well as through their minds.

● Children learn best by being active. They learn and concentrate better by doing rather than by listening.

● Being challenged is a natural part of the child’s learning process. Encourage the child to try again.

● Children ask lots of questions. Discuss and explore the answers with them.


child needs to go home, parents will be called. Parents coming for stu-dents who are ill must sign the record book in the Barker Hall Officebefore taking them home.

Please do not send preschoolers to school with diarrhea or if theyhave had little or no sleep due to a cold, cough, or any other illness dur-ing the night. It is important to think of other students as well as thehealth of your child.

Emergency School Closing

Severe weather closings are rare. The Academy will be closed ondays when the Chicago Public Schools close for weather. Emergencyschool closing information is broadcast on local radio and televisionstations, and on the School’s switchboard message. Please see theLower/Middle School Handbooks for additional information.

Preschool Staff

Teachers at the preschool are highly trained and dedicated to thegrowth and development of young children. They are experienced atworking with preschool children and have a minimum of a Bachelor’sDegree in Early Childhood Education or Child Development or are in theprocess of obtaining an advanced degree and have many years of experi-ence at the preschool level.

The full day, morning, and afternoon staff each consist of a Teacherand Teacher’s Aide.

Working Hand-in-Hand

Families have many opportunities to be actively involved in theirchild’s school experience. We believe that family involvement is essentialin the development and learning of the children. After all, parents arethe first teachers of their children.

During the entire academic year, parents are welcome to stay andvisit during the first half-hour of the school day. This not only gives thechildren a chance to adjust to the school day, but also allows the parentsto get to know the other children and families. It is our hope that theclass (families included) become a close community.


Full-Day ProgramMechelle Carter, TeacherHeather Sorfleet, AideAlumni 44 (lower level of Alumni Hall)

Half-Day ProgramsRebecca Frontera, TeacherConstance McGee, AideAlumni 48 (first floor of Alumni Hall)

Sample Daily Schedule for Half-Day Preschool Program(Afternoon)

12:10-12:20 Arrival and Greeting

12:20-12:45 Choice TimeEach day the child chooses from three or four fine motor and other tabletop activities already set up in a prepared environment. Examples in the rotation may include: playdough, rolling pin, and cookie cutters;tactile trays filled with sand, colored gravel, rock salt, or rice, and funnels, tubs, scoops, etc.; individual water trays with a variety of funnels, floating objects and pouring objects; tactile trays filled with differing lengths of strands of colored beads and funnels; puzzles; legos; or Activity Centers- child initiated play in the room -- for example: kitchen area, play house, dress-up, drama/puppet theater, sand table, building blocks, construction area, computer

12:45-1:00 Calendar CornerFlag salute, calendar, weather, song, poem, attendancegraph, and morning jobs

1:00-1:20 Music: Monday, Thursday and Friday

1:20-1:50 Whole Group LearningTeacher-directed, integrated, theme-based mini-lesson which develops language arts, number awareness, social studies, and/or science skills

1:50-2:20 Small Group LearningContinuation of whole group activity. Planned, hands-on learning activities are at individual tables. Child chooses an area then rotates to other tables. Activitiesat tables will be more open-ended or activity-oriented, rather than all project-oriented. This allows for and strengthens individual creativity. Journal writing with teacher. Snack and physical play indoors or outdoors, as weather permits

2:20-2:40 Special Activity: gym, art, foreign language, or library

2:40-2:50 Storytime

2:50-3:00 Clean-up and review of the day. Program ends at 11:00.


Sample Daily Schedule for Half-Day Preschool Program(Morning)

8:05-8:20 Arrival and Greeting

8:20-8:45 Choice TimeEach day the child chooses from three or four fine motor and other tabletop activities already set up in a prepared environment. Examples in the rotation may include: playdough, rolling pin, and cookie cutters;tactile trays filled with sand, colored gravel, rock salt, or rice, and funnels, tubs, scoops, etc.; individual water trays with a variety of funnels, floating objects and pouring objects; tactile trays filled with differing lengths of strands of colored beads and funnels; puzzles; legos; or Activity Centers- child initiated play in the room -- for example: kitchen area, play house, dress-up, drama/puppet theater, sand table, building blocks, construction area, computer

8:45-9:00 Calendar CornerFlag salute, calendar, weather, song, poem, attendancegraph, and morning jobs

9:00-9:20 Music: Tuesday, Wednesday, and Friday

9:20-9:50 Whole Group LearningTeacher-directed, integrated, theme-based mini-lesson which develops language arts, number awareness, social studies, and/or science skills

9:50-10:20 Small Group LearningContinuation of whole group activity. Planned, hands-on learning activities are at individual tables. Child chooses an area then rotates to other tables. Activitiesat tables will be more open-ended or activity-oriented, rather than all project-oriented. This allows for and strengthens individual creativity. Snack and physical play indoors or outdoors, as weather permits

10:20-10:30 Storytime

10:30-10:50 Special Activity: gym, art, foreign language, or library

10:55-11:00 Clean-up and review of the day. Program ends at 11:00.


Preschool Course Description

The main objective of the preschool program is to enhance the chil-dren’s social skills and self-image. In order to be successful learners,cooperation, turn-taking, and problem-solving skills must be developed.In addition, it is important for young children to feel confident in theirability to make choices, initiate a learning encounter, ask questions, andutilize their knowledge.

Activities and lessons are designed to insure a developmentallyappropriate, child-centered program. Although the curriculum isteacher-prepared, it is responsive to the children’s interests, needs, andlevels of development. Some themes and units arise from the children’sacademic interests and inquiries.

We recognize that children learn primarily through play and mean-ingful experiences. Therefore, structured activities are coupled with freeexploration at various “centers.” Everyday the children have the oppor-tunity to choose in which centers they will participate. The centers rein-force the theme/unit and academic skills (reading, math, science, andsocial studies) that are the main focus at that time. Centers include:dramatic play, painting, reading corner, listening center, sensory table(sand/water), markers, puzzles, blocks, duplos, playdough, beads, pat-tern blocks, art projects, games, sorting, cooking, and computer.

Reading and Language Arts

The goal of the reading and language arts component is to immersethe children in print.

● A variety of children’s literature is available for children’s use at the reading corner. (Books are rotated on a weekly basis)

● Materials and objects in the classroom are labeled in order to build the children’s sight words. Children’s names are displayed throughout the classroom.

● Big Books and trade books are read aloud by the teacher several times a day; followed by a discussion of the book’s plot, character, dilemma, and/or solution.

● Song and poem charts with corresponding pictures are presented during meetings.

● The children’s words are written down whenever possible. (4 year-olds)● The children are encouraged to write letters and words by them-

selves (copying or invented spelling). Journals are an important part of reading readiness curriculum. (4 year-olds)

● The listening center allows the children to follow a book by listeningto a tape.

● Interactive CD-ROM stories (such as Arthur) are available in the computer station, as well as basic word processing.

● Key words related to themes are written on cards and are accessible

MPA Preschool Handbook 98 MPA Preschool Handbook

Sample Full-Day 4-Year Old Preschool Schedule

8:05 - 8:25 Arrival and Greeting

8:25 - 8:45 Choice TimeEach day the child chooses from three or four fine motor and other tabletop activities already set up in a prepared environment. Examples in the rotation may include: playdough, rolling pin, and cookie cutters;tactile trays filled with sand, colored gravel, rock salt, or rice, and funnels, tubs, scoops, etc.; individual water trays with a variety of funnels, floating objects and pouring objects; tactile trays filled with differing lengths of strands of colored beads and funnels; puzzles; legos; or Activity Centers- child initiated play in the room -- for example: kitchen area, play house, dress-up, drama/puppet theater, sand table, building blocks, construction area, computer

8:45 – 9:00 Morning MeetingGood-morning song, attendance graph, calendar, weather chart, song, schedule

9:00 - 9:30 Small Group ActivityTabletop activity related to children’s literature, an ongoing unit/theme, or math lesson

9:30-9:45 Foreign Language or Library

9:45-10:00 Snack and gross motor activity

10:00-10:30 Whole Group Reading/ Math ReadinessTeacher-directed, integrated, theme-based mini-lesson which develops language arts, number awareness, social skills, and scientific thinking.

10:30 -10:55 Special Activity: music or gym

10:55 – 11:30 Outdoor Recess or Inside Activity

11:30 – 12:00 Lunch

12:00 – 1:00 Rest Time

1:00 – 1:15 Quiet Center TimeLibrary corner, puzzles, listening center, writing

1:15 – 1:45 Afternoon Choice Time

1:45 – 2:00 Afternoon Meeting

2:00 – 2:30 Special Activity: gym/art/outdoor play/special project

2:30 - 2:55 Language Arts Activity/ Story Time

2:55 - 3:00 Pack-up and Dismissal

● Daily weather chart● Two-column graphs related to a unit or activity

Patterns● Calendar pattern (alternating colors or shapes)● Hand-clapping pattern

Measurement● Water and sand play with volume (pails, cylinders, boxes, etc.)● Free play with measuring tools● Weighing activities using beginner’s scale

Science

The objective of the science curriculum is to make the worldfamiliar to the children via hands-on explorations of everyday objects.

Course Outline● Weather: ongoing through the school year● Colors and color-mixing● Magnets● Plants & Flowers● Animals, Bugs, and Insects● Bubbles● Babies & Human Growth● Nutrition & Health● Harvesting● Other units that arise from the children’s interests

Social Studies

The primary goal of the social studies component is to promote theacceptance of all differences and similarities (cultural, ethnic, religious,physical and cognitive capabilities).

Course Outline● Anti-bias curriculum● Differences and similarities among people● Houses and Homes unit● Foreign language● Construction● Families● Other units that arise from the children’s interests


for the children to copy and read. (4 year-olds)● Each child has a personal mailbox in order to foster letter writing.

(4 year-olds)

Reading Readiness Skills (to be developed throughout the school year)

● Recognizing and writing of their own name● Use of illustrations to understand the story● Awareness of the multiple purposes of print● Left-to-right reading directionality● Recitation and recognition of ABC’s ● Knowledge of front and back of books● Introduction to authors and illustrators● Reproduction of letters via copying● Awareness of beginning sound-letter associations● Knowledge that a “string” of letters create a word

Mathematics

The focus of the mathematics component is to develop the children’snumber sense. This is achieved through daily hands-on math encounters.

Numeration● One-to-one correspondence using manipulatives● Number recognition 1-10 (3 year-olds) 1-20 (4 year-olds)● Counting 1–10 (3 year-olds) 1-20 (4 year-olds)● More-or-less estimation● Number books

Geometry● Free-play with pattern blocks● Free-play with wooden blocks● Names of basic shapes: circle, square, triangle, rectangle● Recognizing shapes in everyday objects● Art activities using basic shapes (e.g., collage)

Money● Free-play with money in the dramatic play center (e.g., grocery store)

Calculator● Free play with cash register (with working calculator) in dramatic

play center

Graphing & Charting● Daily attendance graph


Media that are used throughout the school year:

● Pencils● Markers● Crayons● Tempera paints● Watercolor● Clay● Pastels● Chalk● Collage● Playdough

Music

The objective of the music component is to broaden the children’sexposure to a wide range of songs and instruments in order to increasetheir appreciation of music. It is our hope that the children become con-fident in their abilities to express themselves and have fun throughmusic.

● Songs are sung multiple times a day● Free and structured exploration of musical instruments and various

sound-makers● Upper-class school band members will visit, introduce, and play

his/her instrument● The children have the opportunity to create their own sound-makers● The children are encouraged to create their own songs● Formal music classes are held four times a week.

Physical Education

The physical education program encourages gross- and fine-motordevelopment. The children participate in fun, interactive cardiovascularactivities while also working on their social skills (turn-taking, followingrules and directions) and academic knowledge (counting, alphabet, col-ors).

Progress Reports

Each quarter, parents receive assessments as follows:

1st marking periodParent conference/skills inventory. Due to conferences, preschoolclasses are not held on Parent Conference Day.


Foreign Language (Spanish and French)

The foreign language department has designed this preschoolprogram as a way to expose children to the idea of studying a foreignlanguage. Its goals are simple—to allow children to explore new soundsand learn basic vocabulary words and short phrases in both Frenchand Spanish. This exposure will hopefully inspire a lifelong interest inlanguage learning in your children as well as aid them when they begintheir “formal” study of French or Spanish in kindergarten here at MPA.

Students receive 15-minute lessons twice weekly. These lessons aregiven by upper school AP or honors French and Spanish students underthe guidance of Ms. Sergeyeva (and direct classroom supervision of thepreschool teachers and aides.) Volunteers receive training through anorientation session as well as frequent meetings where they share ideasand activities appropriate to preschool language learning. Having upperschool volunteers perform the language instruction provides a great dealof enrichment to all involved. Both the preschool and the upper schoolstudents benefit greatly from the warmth and bonding that their interac-tion provides.

Lessons focus on games, activities, songs, rhymes, and chants. Lotsof props are used to engage the children. No written work is intended inthis program. Instead, the children learn experientially, by participatingin the various activities. Don’t worry if you don’t know French orSpanish yourself; there is no need to “study” any of the material withyour child other than asking them to share what they are learning. Basictopics covered include:

● Greetings● Numbers 1-12● Colors● Animals● Body Parts● Family● Emotions

Art

We acknowledge that young children are primarily process-orientedartists. Multiple opportunities to explore the media are necessary beforethey can be expected to create a purposeful art piece. Because of this,the preschool art program does not focus on the end product, but ratheron the process that the child experienced. By designing process-orientedart encounters, the children’s skills in drawing, painting, pasting, cutting,tearing, and sculpting can be extended to its fullest potential.Furthermore, all artistic endeavors, great or small, are appreciated.


Rules for the preschool exist so that students will be able to growinto mature and successful young men and women. It is everyone’sresponsibility to help to create a learning environment in which all canbe successful and happy.

Children are encouraged to make positive choices socially andacademically. Conflict resolution is the basis for fostering the children’sdevelopment of self-control and self-respect.

Student Dress and Grooming

Morgan Park Academy believes that how students dress affects thetotal learning environment. We want to create a learning environment ofwhich we can all be proud. It is the preschool parents’ responsibility tosee that their child is dressed properly for school in the morning.Student dress and grooming must be clean, neat, modest, and appropriate.

The following is appropriate at any time:

Boys: slacks with elastic waist (easy to use in a bathroom situation), an oxford or polo shirt, shoes and socks.Girls: a dress; or a skirt or slacks with a blouse or oxford or polo shirt, shoes and socks. With skirts and dresses, shorts should be worn for appropriate play in gym or outside.

Extra Clothes: There is an appropriate need for each preschoolstudent to have an extra set of clothes in the classroom at all times.We advise that these clothes be updated seasonally for the comfort ofthe preschool child. Please package in plastic bag and label. Includeunderwear, socks, pants, and shirt or dress.

Arrival and Departure of the Preschool Child

Students cannot be on campus without supervision. The school canassume no responsibility for the supervision of students before and afterschool hours or on weekends except at officially scheduled and super-vised on-campus activities.

Students may not arrive at the classroom before 8:05 am for theMorning or Full-Day Preschool programs.

For the safety of our preschool children, you are asked to partici-pate in the following procedures for the arrival and dismissal ofpreschoolers. The basic principle we are following is that preschoolstudents should be under the supervision of an adult at all times.

Full Day Students:

Arrival: Parents should park on 111th Street, Hoyne, Lothair or Belland walk their child to the preschool room, leaving him or her in thecustody of the preschool teacher or aide. Please do not park on 112th in


2nd marking periodWritten anecdotal commentary (4 year-olds)Parent conference (3 year-olds) – Due to conferences, the 3-year-oldpreschool will not have classes on Parent Conference Day. The Fouryear-old half –day and full-day preschoolers will meet as usual on thisday.

3rd marking periodParent conference/skills inventory –Due to conferences, nopreschool classes are held on Parent Conference Day.

4th marking periodWritten anecdotal commentary (4 year-olds)Parent conference (3 year-olds) – Due to conferences, the 3 year-old pre-school will not have classes on Parent Conference Day. The Four year-old half-day and full-day preschoolers will meet as usual on this day.

Social Activities

In order to provide more opportunity for Morgan Park Academylower school students to socialize, the following school-approved partiesare arranged each year by the Room Mothers:

● Halloween Party● Holiday Party● Valentine’s Day Party● End of School Party

Room Mothers who have volunteered through the Mothers’ Clubmake holiday stockings, serve party refreshments, and may be asked toaccompany classes on trips when needed.

Personal Property

Please mark your child’s name on all personal property (i.e. coats,backpacks, lunch boxes). Valuables and toys should not be brought toschool. The Academy cannot be responsible for lost or stolen articles.

The “Lost and Found” is located at the Hansen Hall switchboard,Barker Hall Office, and in the Gym.

Discipline Code

General Guidelines: By becoming members of the Morgan ParkAcademy community, the faculty, staff, parents, and students promise tobe responsible, to respect one another, and to pursue excellence.


parents of students attending the afternoon preschool class refrain fromholding birthday parties during the morning hours. Such a schedulemakes for a long, difficult day for a young child.

Naptime

Students enrolled in the Full-Day Program take a daily nap or “quiettime” nap from 12:00 noon until 1:00 pm Please avoid visits at thistime, as it can be disturbing to sleeping children. Each student willreceive a set of cot sheets, which will be charged to their account.Students should also bring a small pillow, a blanket, and possibly a smallstuffed animal to sleep with. Nap items will be sent home every Fridayfor laundering. Please return them on Monday morning. Please note: Alarge reusable bag (i.e. laundry bag or pillowcase) will be needed tocarry nap items back and forth to school.

Lunch

Full-day preschoolers eat lunch from 11:15-12:00. All children mustbring a labeled lunch bag or box daily. Milk can be purchased throughthe lunch hall. Lunches should be simple and nutritious. A half sand-wich, carrot chips, fruit, and a drink is usually plenty. Please sendhealthy foods that you know your child likes. Lunchtime at school isgenerally not a good time to experiment with new items. Keep in mindthat the preschool does not have the facilities or the staff necessary tomicrowave or otherwise warm items.

Toilet Training

It is a condition of acceptance to and continuance in MPA’sPreschool program that all of the children be toilet trained prior toadmission. We do not want to place extra stress on small childrenwho may not be ready, physically or emotionally to be fully toilet trained,by having them in a program that requires this. Such a practice can setthe child up for anxiety and a feeling of failure when they have repeated“accidents.” It is our experience that some children who are trained athome may not be ready to use these skills consistently in the schoolsetting.

Additionally, in order to prevent kidney and bladder infections,please remind your child to wipe front to back, and to wash his/herhands after using the toilet. For health and privacy concerns, theteachers are not asked to change soiled “pull-up” pants, and childrenmust be able to independently use the toilet and clean themselves.

Learning these new skills can be challenging for both parent and child.Our aim is always to keep open communication with parents, and we will


front of the campus at arrival time, as this is a drop off area only for theLower School and parking here would create a major traffic jam.

For families with other small children in the car, the circular drivejust east of the playground can be used in a one-way fashion. Cars mustbe driven in a clockwise manner, entering on the west side of the loopand exiting to the east. (Please keep to no more than 5 miles per houron this circle). Immediately before and after school, 112th should beconsidered a one-way street going west. With the high level of traffic atthis time it is important that all parents cooperate to make drop-off andpick-up safe.

Dismissal: Parents may park on 111th Street, Hoyne, Lothair orBell. They should walk to the preschool classroom and pick up their childdirectly from the custody of the teacher or aide. Again, parents withother small children in their car may choose to make the one-way loop,entering on the drive immediately east of the playground. (Again,remember 112th must be considered a one-way street going west.)

Half-Day Morning Students:

Arrival: same as Full Day arrival above.Dismissal: Same as Full Day dismissal; however, as this is not a

congested time, parking on 112th is possible.Half-Day Afternoon Students:

Arrival: Parents may park on 111th Street, Hoyne, Lothair, or 112thStreet and should walk their child directly to the preschool room andleave their child in the custody of the preschool teacher or aide. Themost convenient spot to park is probably on 112th rather than 111thStreet.

Dismissal: Same as Full Day dismissal.

Snacks

For your convenience the preschool teachers will afford your childthe opportunity of a daily snack, which will be provided by the parentson a scheduled basis. Each family is asked to bring two packages ofcookies, crackers or fruit snacks, two jugs of juice, and two boxes of 5ounce Dixie cups each semester (September and January.) Your childwill enjoy sharing snacks with their class. Please understand that ifmore snacks are needed, a note will be sent home.

Parties

Students may distribute invitations to private parties at school onlyif they are inviting everyone in their class. Classroom birthday snacksare welcomed: parents are invited to bring a simple treat that will be thesnack for the day.

In order to help the afternoon classes run smoothly, we ask that


child’s teacher on a daily basis is the preferred method of communicationin Preschool.

Q: What can I expect from teacher conferences?A: Professional assessment and respectful solicitation of parental

perspectives.

Our teachers are professionals who will provide to you at teacherconferences a variety of indicators of your child's academic progress. Weprefer "2-way conferences" where parents and the teachers share theirknowledge on diagnoses and strategy-formulation for areas that needimprovement. The quid pro quo of the partnership with parents is thatwe expect our parents to treat our teachers as professionals (who knowwhat to teach and how to teach it), just as we expect our teachers totreat our parents as experts about their own children (experts who havesomething to contribute to the dialog about maximizing effectiveness inworking with the student).

Q: What can I expect if a disciplinary event occurs?A: School principals will investigate thoroughly and adjudicate fairly.

The school authorities will inform parents at the earliest appropriatejuncture about any disciplinary event (and its consequences). Studentsmay be accompanied by their advisors to any disciplinary proceeding orconversation (but may not be "represented" by parents or legal counsel).If the event is serious enough, a 3-way conference with the parent andchild and the principal may be required. The school handles these situa-tions in its in “loco parentis” role, attempting to balance maintainingconsistent discipline within the school with the needs of the individualchild.

Q: What can I expect if my child encounters academic difficulties?A: Students experiencing academic difficulties put into motion the

school's "staffing” system.

Any teacher or principal can request a "staffing" for any student, ameeting at which the parents, the student's teachers, coaches, and advi-sor meet with the school's academic leaders to determine the causes foracademic difficulties and to design a plan to ameliorate them. Whenappropriate, testing and tutorials are recommended.

Q: What can I expect if my child reports alarming behavior or a potentially dangerous situation at school?

A: Probe, call, and trust that the school will address such issues.

Please know it is your prerogative and duty to call the school toreport any and all accounts of situations that you believe are dangerous.Rest assured that the school will investigate vigorously any reports, sincewe prize and value the reputation of our school for being a safe, secure,and welcoming environment. At the same time, be prepared to discountrumors: Remember the old adage, "If you only believe half of what your


certainly let you know if your child is having repeated problems in this area.

Healthy Sleep Habits

According to the American Academy of Pediatrics, preschoolersneed a minimum of 10-12 hours of sleep at night, as well as a napduring the day. This amount of sleep has been shown to be necessaryfor children to be able to learn and develop well. Many demands aremade of the little ones in preschool, and in order for them to be happyparticipants, they must be well rested. Consequently, to facilitate ahappy and productive time for all children, the preschool teachers askthat you consider the following guidelines:

If your child’s sleep schedule was disrupted the night before, pleaseconsider keeping the child home for the day.

Morning preschoolers may find school exhausting and will benefitfrom an afternoon nap at home. This helps to maintain their energy leveland ability to cooperate well with others.

A regular, structured bedtime schedule is essential for 3 and 4 yearold children.

We understand that adhering to a sleep schedule is increasingly achallenge. However, we feel that it is perhaps the most importantadjustment that families can make for their child’s health and happiness.

Establishing and Maintaining the Partnership: Parent Covenant

In addition to requiring the school and its parents to sign a legalcontract each year for a student's enrollment in the school, Morgan ParkAcademy believes it would be helpful for the school and parents to enterinto a "covenant," a pact by which we articulate the reasonable expecta-tions we have of each other so that a partnership between the schooland its parents is actualized and relationships clarified to benefit ulti-mately the children in the school. Towards that end we publish the fol-lowing questions and answers (and include this covenant as a supportingdocument to the annual contract that school and parents have previouslysigned):

What Parents Should Expect from the School?

Q: What can I expect in terms of communications from the school?A: Quarterly reports from teachers; "early warnings" for students in

academic or disciplinary difficulty.

In addition to the formal reporting of quarterly grades and com-ments and "early warning" notices as needed, the school welcomes"informal" communications between teachers and parents: Feel free tocall to leave voice mail or to e-mail for any updates at any time. Wepromise to return calls and e-mails within 24 hours. [Speaking with your


Q: What are my responsibilities to the financial support of the school?A: Make timely tuition payments and commit to contributing both to

the Annual Giving Fund and to Salute to Excellence.

The school provides payment options for families to make timelypayments (e.g., tuition payment plan, credit card services) so that theschool can meet its financial obligations. While contributions to theannual fund and Salute are not mandatory, they are important for theAcademy is dependent upon these monies to improve our facilities and toprovide the many extras that enrich our programs. Please be respectfuland responsive when you are called upon for a gift: the average Parentgift is, at Morgan Park Academy, $500, but we are thankful of course forgifts at any level. Additionally, the annual Salute to Excellence is a majorevent for our school: We need parent volunteers to plan and orchestratethis event and all parents to participate: You will find that the evening isentertaining and spirited.

Q: What are my responsibilities regarding complaints?A: Understand governance structure, use proper channels and know

what to avoid.

As an independent school, a self-perpetuating board of trustees gov-erns Morgan Park Academy, whose job it is to secure the future of theschool. It does so by setting basic policies, hiring and supporting thehead of school, undertaking strategic planning, evaluating the perform-ance of the school, and leading in financial support of the school. Theboard entrusts the daily operations of the school to the head of school,who supervises and evaluates all programs and personnel and is thefinal arbiter of any disputes that may arise, including those of parentissues or student disciplinary issues: The Board does not sit in review ofadministrative decisions, so the head of school is the "court of lastresort" for any problem. For matters large and small, the proper channelto raise an issue or register a complaint is to go the most direct levelfirst: i.e., to the teacher, coach, or staff member most closely related tothe issue and capable of addressing it. If not satisfied at that juncture, aparent should seek out the next level, which would probably be theappropriate principal. If all else fails, one should then go to the head ofschool. We suggest avoiding the assumption that all you hear from yourchild or along 112th Street is an accurate rendition of any event.

Children prosper when the primary voices in their lives sing inharmony: Let's work together for that music to happen.

This information has been modified from an article written by: Patrick F.Bassett, 1/18/99. (Resource: Chaminade & amp; Our Parents brochure.)Independent School Association of the Central States, ISACS Newsletter,UPDATE, Winter '99


child tells you about school, we'll only believe half of what they tell usabout home."

What the School Should Expect from Parents?

Q: What are my responsibilities to my child as a student at this school?

A: Support; encouragement; structure.

We at Morgan Park Academy agree with many professionals in thefield who routinely counsel parents that young people need three essen-tial building blocks: support, encouragement, and structure (i.e., clearboundary lines and significant consequences for crossing the line).Periodically, assess the extent to which you are giving your child thesethree foundations (and ask your child and the teacher for their assess-ments as well regarding how you are doing on the parenting scale).

Q: What are my responsibilities to contribute to the development of my child’s moral values?

A: Modeling integrity and civility; listening; supervising; supporting consequences for dubious behavior.

Be a role model when it comes to honesty and civil behavior at alltimes, but especially in behaviors towards others at the school, on thesidelines at athletic events, and in conversations with and about theadults at school. (Parents who fail to be civil and/or become disruptive intheir relationships with the school place that relationship in jeopardy,including the possibility of the school insisting that they withdraw or notre-enroll their child(ren) from the school.)

Engage your child in conversations around events that have moralovertones. Encourage participation in events that promote high stan-dards (e.g., service) and actively discourage participation in events thatcan lead to immoral, unwise, or illegal behavior (e.g., do not permit chil-dren to have unsupervised parties nor partake in alcohol or drugs). Donot fear opposing bad choices, even if you made them yourself in youryouth: Admit you were immature when you made the bad choice. Helpyour child to capitalize upon successes and even more importantly learnfrom and adjust to setbacks and failures as part of life that future growthis dependent upon: Attempting to ameliorate or cover up mistakes on thepart of your child is a disservice to your child and to the school.

Q: What are my responsibilities to my child’s academics and activities?A: Endorse school mission and policies; attend parents' night

conferences, school activities, and events.

Show your support and encouragement by participation in schoolactivities and attendance at school events, especially those in which yourchild has a role to play. Read the Student/Parent Handbook and discusswith your child the philosophy and policies contained therein. Maintainregular contact with your child's teachers, coach, and advisor.


Documents

Morgan Park Academy