Kindergarten Parent Handbook



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Kindergarten Parent Handbook

2015-2016


The Appoquinimink School District does not discriminate on the basis of race, color, gender, religion, age, disability, marital status, national origin, or other legally protected categories in its educational programs, activities, employment, or student admissions policies or practices. Inquiries regarding compliance with the above can be directed to:
Section 504

Contact Kittie Rehrig, Supervisor of Student Services, Appoquinimink School District, 313 South Fifth Street, Box 4010, Odessa, DE 19730-4010. Telephone (302) 376-4111


Section 504 Coordinator’s Responsibilities: To coordinate the Appoquinimink School District’s efforts to comply with the disability discrimination laws.
Title IX

Contact Matt Fallis, Director of Personnel, Appoquinimink School District, 313 South Fifth Street, Box 4010, Odessa, DE 19730-4010.

Telephone (302) 376-4275
Title IX Coordinator’s Responsibilities: To coordinate the Appoquinimink School District’s efforts to comply with and carry out the District’s responsibilities under Title IX, including any investigation of any complaint alleging noncompliance with Title IX or alleging actions which would be prohibited by Title IX.

CEDAR LANE

EARLY CHILDHOOD CENTER

1221 Cedar Lane Rd

Middletown, DE 19709

302.449.5873


August 2015

Dear Parents:


We want to welcome you and your child to an exciting school year. We look forward to the opportunity to work with you as partners in your child’s education.
This handbook provides you with information relating to the school day and your child’s educational program. Please take a few minutes to read the handbook. As the year progresses please use this handbook and the Student Code of Conduct as your source of reference.
We look forward to working with you in providing a positive school year for you and your child.
Sincerely,
Gina Robinson

Principal



vision statement
“A place where College and Career Readiness begin.”

mission
The mission of the Early Childhood Center is to create life-long learners by providing a standards-based curriculum through differentiated instruction. All children will be taught within a safe and nurturing environment designed to reach our diverse student population.


Cedar Lane Early Childhood Contacts

449-5873


Principal

Gina Robinson

School Secretary

Regina Plunto

Counselor

Lindsay MacBeth

Nurse

Stephanie Balascio

Educational Diagnostician

Annie Price

School Psychologist

Laura Wells


Appoquinimink School District Contact

376-4128



Superintendent

Mr. Matthew Burrows

Assistant Superintendent K-5

Dr. Sharon Pepukayi

Assistant Superintendent 6-12

Dr. T.J. Vari

Assistant to the Superintendent

Mrs. Kittie Rehrig

Business Manager

Dr. Chuck Longfellow

Human Resource Director

Mr. Matt Fallis

Food Services Supervisor

Mr. Janice Vander Decker

Executive Director of Operations

Mr. Robert Hershey

Transportation Supervisor

Mr. Gregg Tulowitzky

Director of Special Education

Dr. Josette McCullough

Executive Director of Instruction

Dr. Deborah Panchisin

Public Relations

Mrs. Lilian Miles


Board of Education


Mr. Norman Abrams

Mr. Richard Forsten

Mrs. Charlisa Edelin

Mrs. Michelle Wall

Mrs. Kelly Wright

Appoquinimink School District’s Early Childhood Curriculum
Delaware is one of more than 40 states adopting Common Core State Standards in K-12 math and English language arts. The Common Core State Standards are a result of a national effort toward more rigorous education and to provide families with a clear picture about what young people must know and be able to do in order to be college and/or career ready, the workplace and our global economy. For more information about the Common Core State Standards, go to www.corestandards.org. In Science and Social Studies, the Appoquinimink School District has adopted the Delaware Recommended Curriculum.
Below are examples of key learning from the kindergarten standards:
Reading/Language Arts

Alphabet- upper and lower case

Rhyming

Beginning, middle, and ending sounds of words



Blending sounds into words

Identification of 40-70 sight words

Increase in reading and spoken vocabulary

Writing three to five sentences to support a single idea


Math

Recognize and write numerals 0-20

Counting- 1 to 100 (by ones and tens)

Add and subtract fluently through five and solve word problems

Identify 2-D and 3-D shapes
Science- 3 Science “kits” will be used throughout the year
Push, Pull, and Go!- focusing on how objects move

Trees- practicing observation skills and tracking trees throughout the various seasons

Wood and Paper- comparing the properties of different types of wood
Social Studies

Civics- Leadership and Participating in a Group & Me and My Community

Geography- Thinking about Maps and Globes
Other Kindergarten Skills

Use writing instruments and scissors effectively

Speak in complete sentences

Listen and follow directions

Work and play cooperatively


Classroom Learning

The ECC classrooms are active, busy places. The teachers work to be facilitators of children’s learning. The children will often be involved in activities together; conversing and sharing ideas as the teacher works with small groups or individuals. Children often learn best when they have hands on experiences.


Children may not all be involved in the same activity at the same time. It is important to meet the needs of individual children. It is also important for children to have choices during the school day.
Continuous Progress

Traditionally, schools have been structured to assume that children learn a set amount in nine months, and when children leave a given grade level, they have all learned the exact same things and acquired the exact same skills. However, we realize that children do not all enter school in the same place in their development, and they do not leave each grade in the exact same places. We are focused on the continuous progress of each child. The classroom teacher has the responsibility of determining where your child is as a learner and providing opportunities to challenge your child to move to the next level as a learner. Consequently, while each classroom has a variety of children at different levels of development, each child receives instruction, which helps him/her to make progress as a learner.


Some children benefit from additional support services. The teachers may ask you to complete some information about your child that will help the school’s instructional support team to better meet his/her needs. The instructional support team consists of your child’s teacher, the Principal, School Psychologist, Educational Diagnostician, Guidance Counselor and Nurse.
Field Trips

Field trips are considered to be an extension of the classroom. Parent chaperones are usually needed for trips. Teachers may have a limit as to how many chaperones may attend. Parents chaperoning a trip are responsible for the students assigned to them. Parent chaperones are asked to use their best judgment and safety rules at all times. Smoking is not permitted on school trips. Due to insurance liability, siblings are not allowed to ride field trip buses. Thank you for your understanding. Children must go to and from the field trip on the school bus provided and are expected to follow the district Code of Conduct at all times.




Assessments/Report Cards/Conferences
Students are assessed on an ongoing basis.
Classroom Assessments
Classroom assessments are administered by the teacher throughout the school year to determine progress toward report card goals.
Report cards are issued three times per year. Parent conferences are held a minimum of two times per year. Conferences can be requested at any time.


November 23-24, 2015

Parent Conferences/Report Cards

March 2-3, 2016

Parent Conferences/Report Cards

Last Day of School

Report Cards



Dibels
In addition to classroom assessments, Kindergarten students are tested using a test called DIBELS Next to help examine how your child is doing in learning important reading and language skills. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills. DIBELS Next tests skills that are necessary for learning to read. Children who learn these skills become good readers. The skills for Kindergarten students include:


  • Phonemic Awareness: Hearing and using sounds in spoken words

  • Alphabetic Principle: Knowing the sounds of the letters and sounding out written words

Each DIBELS subtest takes only about one minute to do because they are used as indicators. A child’s score on a subtest tells us whether the child is likely to be “on track” for learning to read, or whether that child may need extra help in learning important reading skills. Information will be sent home after each assessment is completed.



District Promotion Policy

In the event your child is experiencing difficulties that may result in our recommendation for your child to be retained for another year, you will be informed through the following process:




  • Teacher will discuss possible retention with the parent at the February conference

  • Parent/Teacher communication is recommended to review progress.

  • Principal will notify parent by letter on or around April 1st if the child remains on the retention list.

  • A meeting will be held with parent, teacher, reading specialist and principal prior to the end of school for those children remaining on the retention list. Parent will receive a letter with the final decision.

Additional Support Services
Special Education

The Special Education Program will follow state and federal guidelines. Children identified with special needs will be served in a combination of classroom programs and small groups. It is a goal of the teachers that the children be included as much as possible in the programs of the regular classroom teachers. Consequently, many of the instructional activities will be conducted with the classroom teacher and the inclusion teacher working together. The inclusion teacher will be responsible for monitoring the Individual Education Plans for these children.


Speech / Language Therapy

Students identified with specific needs in speech and/or language development will be given special assistance.


Guidance Counselor

A guidance counselor will work with children conducting whole class programs and small group or individual guidance. Parents may refer children by calling the school and speaking with the Guidance Counselor.


School Health Services
Each early childhood center has a full time registered nurse. As the health services expert, the school nurse serves as the health professional for the school community and provides services to support learning. Besides the individual management of special health needs, the school nurse provides:

  • first aid and emergency nursing care

  • care of the sick and injured

  • administration of medication and treatments

  • health education and counseling to students, families, and school staff

  • maintenance of student health records, including immunization requirements

  • vision and hearing screening on all kindergarteners


Immunization/Medical Requirements - According to the State Board of Education regulations, all children entering Delaware public schools are required to have written documentation of the following:


  • Five doses of DPT or DT vaccine (or combination) unless 4th dose was given after 4th birthday

  • Four doses of polio vaccine unless 3rd dose was given after 4th birthday

  • Two doses of measles, mumps, rubella (MMR) vaccine

  • 3 doses of Hepatitis B vaccine

  • Proof of lead screening (pre-k and kindergarten only)

  • Physical exam within the past 24 months

  • Tuberculosis screening within the past 12 months or written documentation from a physician or public health clinic stating that the child is low risk factor

  • 2 dose of Varicella (chickenpox) vaccine (or proof of disease)

The Board of Education or its designate may grant exemption from the immunization requirement for medical or religious reasons upon presentation by parents of acceptable documentation. The nurse will be contacting parents of those children whose health records do not show these immunizations.
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